Accident Facts, 1950 Edition. Prepared by the Statistical Division of the National Safety Council. Chicago, National Safety Council, 1950. 96 p. 60 cents.

Camping: A Guide to Outdoor Safety and Comfort. By Arthur H. DesGrey. New York, The Ronald Press Co., 1950. 171 p. Illus. $3.

A Decade of Court Decisions on Teacher Retirement, 1940-1949, Inclusive. By Re. search Division and National Council on Teacher Retirement. Washington, D. C., National Education Association of the United States, 1950. 29 p. 25 cents.

Elementary-School Student Teaching. By Raleigh Schorling and G. Max Wingo. New York, McGraw-Hill Book Co., Inc., 1950. 452 p. Illus. $3.75.

The Elements of Research. By Frederick Lamson Whitney. Third Edition. New York, Prentice-Hall, Inc., 1950. 539 p. (Prentice-Hall Education Series.) $5.

How Science Teachers Use BusinessSponsored Teaching Aids. Report of a Study Made by the Advisory Council on Industry-Science Teaching Relations of the National Science Teachers Association. Washington, D. C., National Science Teachers Association, 1950. 36 p. $1.

Manual for the Study of School District Organization by County Committees. Sacramento, California State Department of Education, 1950. 64 p.

The Nature of the Administrative Process With Special Reference to Public School Administration. By Jesse B. Sears. First

Edition. New York, McGraw-Hill Book Co., 1950. 623 p. $5.

Public Opinion and Political Dynamics. By Marbury Bladen Ogle, Jr. Boston, Houghton Mifflin Co., 1950. 362 p. $3.50.

Radio Plays for Young People: Fifteen Great Stories Adapted for Royalty-Free Performance. By Walter Hackett. Boston, Plays, Inc., 1950. 277 p. $2.75.

Selected Films for Teacher Education; A Bibliography. By Nicholas A. Fattu and Beryl B. Blain. Bloomington, Ind., School of Education, Indiana University, 1950. 82 p. $1.50.

What Do We Know About Our Schools? New York, National Citizens Commission for the Public Schools (2 West 45th St.), 1950. 34 p.

Out-of-School Radio-Listening Interests of Senior High-School Pupils. By Margaret Nicholson. Master's, 1948. Boston University. 78 p. ms.

Parents and Teachers View the Child. A Comparative Study of Parents' and Teachers' Appraisals of Children. By Charlotte F. Del Solar. Doctor's, 1949. Teachers College, Columbia University. 119 p.

The Relationship Between Information and Attitudes of High School Students on Certain International Issues. By Benjamin Shimberg. Master's, 1949. Purdue Uni versity. 40 p.

A Unit of Work in Human Relations for the Teacher of Senior High School Pupils. By Virginia M. M. Juergens. Master's, 1948. University of Cincinnati. 109 p. ms.

The Use of Group Participation in the Development of School Health Programs and Policies. By Owen McWhorter. Doctor's, 1949. Harvard University. 292 p.

ms.

What Children Like in Elementary Principals. By Rene R. Mathieu. Master's, 1949. Boston University. 68 p. ms.

U. S. GOVERNMENT PRINTING OFFICE: 1951

Published each month of the school year, October through June. To order SCHOOL LIFE send your check, money order, or a dollar bill (no stamps) with your subscription request to the Superintendent of Documents, Government Printing Office, Washington 25, D. C. SCHOOL LIFE service comes to you at a subscription price of $1.00. Yearly fee to countries in which the frank of the U. S. Government is not recognized is $1.50. A discount of 25 percent is allowed on orders for 100 copies or more sent to one address within the United States. Printing of SCHOOL LIFE has been approved by the Director of the Bureau of the Budget. OSCAR R. EWING..

Federal Security Administrator

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Services

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Service

Address all SCHOOL LIFE inquiries to the Chief, Information and
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Washington 25, D. C.

THRE

HREE MESSAGES to the newly formed 82d Congress of the United States by President Truman, early in January 1951, focused upon the need for strengthening education for the long pull of our Nation in the days and years ahead.

Specifically, in the traditional State of the Union address to a joint session of the Senate and House of Representatives on January 8, President Truman spoke of the "threat of world conquest by Soviet Russia" which "endangers our liberty and endangers the kind of world in which the free spirit of man can survive. . ." He spoke also of "the method of subversion and internal revolution" and "the method of external aggression" which the Soviet imperialists use in going about their destructive work. "The free world has power and resources to meet these two forms of aggression. . . said the President. "We believe that free and independent nations can band together into a world order based on law . . . We believe that such a world order can and should spread the benefits of modern science and industry, better health and education, more food and rising standards of livingthroughout the world."

The President urged the Congress to consider legislation "affecting all the aspects of our mobilization job" including "housing and training of defense workers, and the full use of all our manpower resources," "... means for increasing the supply of doctors, nurses, and other trained medical personnel critically needed for the

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defense effort," and ". defense effort," and ". . . aid to the States to meet the most urgent needs of our elementary and secondary schools. Some of our plans will have to be deferred for the time being...." the President stated, but he emphasized that ". . . we should do all we can to make sure our children are being trained as good and useful citizens in these critical times ahead. . . ." He concluded the State of the Union address with these words, "This is our cause-peace, freedom, justice. We will pursue this cause with determination and humility, asking divine guidance that in all we do we may follow God's will."

The Economic Report

In "The Economic Report of the President," transmitted to the Congress on January 12, 1951, the President included a section on "Health Services and Education," quoted in part as follows:

"It is clear that we cannot neglect the education and health of our people, without the most serious results for a long-run defense effort. Obviously, we will not now have available the resources to build or staff as many schools and clinics and hospitals in as many places as we hoped to do in normal times. But the quality of essential services must be maintained and improved, as fast as can be managed. This is imperative for the success of the defense job. . . .

"As we move into a period when we will have an urgent need for all our trained men

and women, we must face the fact that nothing can make up for faulty basic education in our primary and secondary schools. This is as true for the men in military service, as for the factory worker or the farm hand.

"Our public school system faces the greatest crisis in its history. More than ever before, we need positive action by the Federal Government to help the States meet their educational tasks. We simply cannot afford to let overcrowding, or lack of equipment or staff impair the basic education of our young people.

"Under legislation passed last year, the Federal Government is stepping up its aid to school districts overburdened as a result of Federal activities. But special aid of this type to particular school districts will not come anywhere near meeting the general crisis which exists. Therefore, it is vital that the Congress act now to give the States general aid for school maintenance and operation."

The "Health, Education and Security" section of "The Annual Economic Review," the report to the President by the Council of Economic Advisers, reported in part:

"One of the thorniest questions confronting the whole defense effort is how to reappraise and redirect the public services whose necessary growth was resumed after World War II, and for which further growth had been appropriately planned before the defense emergency.

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"In education, for example, we cannot remedy the shortage of school buildings at the pace which seemed eminently desirable a year ago. On the other hand, there is a high priority for promoting education and training in the health professions. Also the vocational education program, which complements within-industry training, must be redirected toward greater emphasis on training for defense jobs. General education, which modern elementary and high school training affords, no less than specialized skills, is essential to the maintenance of a vital citizenry, whether in the civilian labor force or in the military. It would be wasteful beyond description, by any test, to deprive those not yet of military age of decent opportunities for such training, and to force them, by lack of equipment or staffing, into the streets instead of the schools. This would hardly make them more serviceable in the event that an even larger military establishment should become essential by the time they will have reached the age of service."

Budget Message

Portions of "The President's Budget Message for 1952" which have particular significance for American education are presented as follows:

"This Budget . . . contains expenditures for programs which will maintain and develop our national strength over the long run, keeping in mind that the present emergency may be of long duration and we must therefore be prepared for crises in the most distant as well as in the immediate future.

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". . . Four . . . categories of Budget expenditures include programs which contribute to national strength through protecting and improving the health, education, and well-being of the individuals and families who make up the Nation. These classifications are: (1) housing and community development; (2) education and general research; (3) social security, welfare, and health; and (4) veterans' services and benefits.

"Soon after the aggression in Korea last summer, authorizations under this program were suspended to permit reappraisal of college housing needs. On the basis of this reappraisal, a maximum of 40 million dollars out of the 300 million dollars authorized by the Housing Act of 1950 has been provided, to be used only for college housing directly contributing to defense. No other

loans will be made under this program until

the outlook for college enrollment shows a clear need for such housing. . . .

"The challenge of communist imperialism requires the full potential of all our people— their initiative, their knowledge, their skills, and their ideals. These qualities have given this Nation world leadership in science and industry. Education and research are vital to the maintenance of this leadership.

"The highly developed technology of the Nation requires an educated people equipped to operate this productive system efficiently. Likewise, it requires continuing basic research and the practical application of new knowledge and new techniques. Yet we start our defense effort with an educational system which fails to provide ade quate educational opportunities for all our people, and with a lack of balance in the Nation's research activities.

"The Federal Government took a major step last year toward achieving a better balance in research through the creation of the National Science Foundation, but urgently needed general legislation in the field of education was not enacted. This Budget includes provision for grants to the States for the operating expenses of elementary and secondary schools to assist in improving educational opportunities for our children. This proposal accounts for more than half of the total estimate of 483 million dollars of expenditures for education and general research in the fiscal year 1952, and for most of the estimated increase over 1951.

"In addition to programs included in this total, many Federal agencies carry on specialized education and research activities which are included under other categories, such as veterans' services and benefits, military services, and agriculture. . . .

"Strong elementary and secondary educational systems throughout the country are vital to national strength and to the improvement of individual opportunity. Although educational opportunities are excellent in some parts of the country, children and youth in too many of our communities. still do not receive adequate education. Inequalities exist primarily because of differences in the financial resources of the States and localities.

"The Nation as a whole suffers from these inequalities. The results are demonstrated most sharply in times like the present. The military services even find it necessary to teach some inductees reading and writing

before they can begin combat training. From the standpoint of national security alone, as well as the enlargement of opportunities for the individual, the Nation needs to see that every youth acquires the fundamental education and training which are essential to effective service, whether in the Armed Forces, in industry, or on the farm. I therefore urge the Congress to authorize Federal financial assistance to help the States provide a level of elementary and secondary education that will meet the minimum needs of the Nation. The Budget includes a tentative appropriation estimate of 300 million dollars for this purpose.

"To help meet one particular educational problem, laws were enacted last year to make a single agency-the Federal Security Agency-responsible for giving financial assistance to schools or, if necessary, establishing schools for the education of children living on Federal property or in areas especially affected by Federal activities. Previously a variety of arrangements existed, and some of these children were denied free public education. The Budget includes expenditures of 106 million dollars in the fiscal year 1952 for buildings and current operating expenses under these new laws.

Defense Training

"In view of the present necessity to provide training for defense production, a part of the appropriations for the general purpose of vocational education and training should be used for the training of workers for defense and essential civilian production. This Budget provides for the desig nation of 10 million dollars of the proposed vocational education appropriation for the fiscal year 1952 for this purpose.

year

"Last I recommended a program of aid to college students to help equalize educational opportunities. The proposal is omitted from this Budget pending reconsideration of the kind of program that will best fit into Selective Service policies and general manpower requirements. . . ."

"The National Science Foundation, established by law last year, is now organized and planning its program. The limited funds available to it in the current fiscal year will not permit the Foundation to proceed beyond initial preparations. An appropriation request for the fiscal year 1952 will be submitted this spring to enable the Foundation to initiate the important work of formulating a national policy for (Continued on page 79)