HOW ARE YOU making use of surplus property in your State-in your city or school? The Office of Education is establishing a "central clearing house" for information about specific projects relating to surplus property utilization. You can both contribute to and be served by this central information service on surplus property adaptation and use in education. Write for a copy of a 4-page leaflet entitled, Bibliog raphy of Articles on Conversion of War Surplus Equipment for Civilian and School Use. The supply is limited. This leaflet contains references to sources of detailed information on surplus property conversion such as: Good Televisor From War Surplus . . . Radio Craft, Jan. 1948; Build Your Own Television Receiver Using BC412 Scope . . . Radio News, Aug. 1947. In requesting the bibliography, address your request to the Division of Secondary Education, Office of Education, Federal Security Agency, Washington 25, D. C. Enclose with your request your contributions on utilization of surplus property which will be shared with others in the field of education. Whenever possible, submit drawings and descriptions of how you converted surplus property items to school use. Proper credit will be given the contributor if his report is used in a future publication of the Office of Education.

ondary schools should find many uses for surplus property that are consistent with modern curricula needs."

"Many teachers find it difficult or impossible to demonstrate modern science developments because existing apparatus is often very old and of a traditional type," Mr. Brown points out. "Science pupils in many high schools are handicapped by meager or inadequate laboratory equip ment." To both teachers and administrators he suggests that "many types of surplus electronic equipment as well as aircraft instruments and parts are still available to schools from Air Force sources. Much of this equipment frequently can be used with little change, or parts may be used to construct apparatus suitable for demonstrating science principles. Such uses," he continues, "add vitality and realism to science and industrial arts classes, and also make possible much interesting and instructive project work for pupils.'

According to Mr. Brown, "very little liter. ature exists that will help teachers and

EVERY STATE has a State Educational Agency for Surplus Property through which public tax-supported and nonprofit educational institutions, tax exempt under Internal Revenue Code 101.6, are eligible to receive property available for donation from the Army, Navy, and Air Forces under provisions of Public Law. This State Educational Agency for Surplus Property. functions in collaboration with the State Department of Education and is located in the State Capital. Administrators and teachers interested in securing surplus war materials should write to the Educational Agency for Surplus Property in their own State.

other school personnel adapt surplus equipment to instructional needs. A committee of teachers with initiative representing such fields as physics, science, or industrial arts may develop many ingenious devices for use in classrooms. It is believed that a school will be richly repaid for the time spent on this type of project."

(Continued on page 7)

CHOOLS throughout the United States

have received by direct donation from the Air Forces to date surplus property materials valued at more than 62 million dollars. Donations from the other services of the National Military Establishment advance the total valuation of materials received many more millions of dollars.

How do schools get this surplus material for use and adaptation in the classroom? How are they putting it to work in the service of education?

First, schools must make requests for surplus property through their own State Educational Agency for Surplus Property, says Willis C. Brown, Aviation Education Specialist, Office of Education Division of Secondary Education.

"How to make best use of surplus property acquired through the proper channels is a problem common to many teachers," Mr. Brown points out. "Some States are making up kits of materials for different subject classes. Others depend on the initiative of local schools to indicate what they can use. In any case," he says, "sec

THIS summary of many ways in which vocational education offers opportunity for the teaching of democratic principles, attitudes, and practices is presented by Mildred Louise Boie, formerly of the Zeal for American Democracy staff, Office of Education. It is offered as a suggestive statement to administrators and teachers in other fields of education equally interested in making their programs living and meaningful for students as builders of democracy-today and tomorrow.

IKE happy family life, democracy is not an abstract idea or ideal that boys and girls learn by rote or by lecture from their elders. Democracy means patterns of living and acting that individuals develop because of their own emotional needs, and the pressure of other human beings' needsthrough their own concrete experience with other people in real situations.

If the family shares the chores around the home, the use of the radio, the mother's attention and care, everyone in the family is experiencing democracy. The give and take, the duties and privileges, the mutual consideration and respect, the free discussion and cooperative planning which living together requires, give children in the family security and confidence; develop healthy adjustments; encourage self-expression at the same time that they modify

aggression and selfishness; make the individual feel wanted and needed, and help him recognize and respect the wants and needs of other human beings-all goals of democracy.

In the same way, if the boys and girls in a school share the planning and discussion of their needs, wants, and work, the cooperative use of materials, the teachers' attention and help, they are developing attitudes and emotional patterns and learning habits of work which spell living democracy.

Office of Education staff members in the Vocational Education Division report some of the ways in which vocational schools and classes throughout the country help young people and adults develop attitudes, abilities, and practices that foster democracy a wealth of creative ideas, practical suggestions, and concrete methods that indicate the significance of vocational education in our democratic way of life. Using Democracy in Real Life Situations

Vocational education puts democracy to work in providing opportunities for the practice of democratic procedures in real life problems and situations. In home economics education programs, for example, concrete studies of foods and nutrition, housing, home furnishing, equipment, clothing, and textiles deal with the

solution by students of actual home problems. Student needs also are related to those of other members of the family. The student therefore practices democratic respect and consideration for the rights and needs of her own intimate social group.

In retail store training and in trade and industrial education, cooperative courses are planned which use the facilities of business and industrial establishments to give concrete training opportunities for students. Through working in such establishments, the students get first-hand knowledge of the problems and democratic practices of business and industrial life.

Helping the Individual

Basic in vocational education is the demo

cratic principle and practice of giving each individual opportunity to learn and grow according to his own ability and environ

ment.

Vocational education also contributes to democracy in helping to choose and develop leaders. By tests and tools, guidance services identify and measure the traits and abilities that are important for developing democratic leadership. Such devices offer means for identifying boys and girls who have these traits. They also help individuals identify and use opportunities, such as committee work, for cooperation and leadership. Special counseling service helps the individual analyze his own needs and abilities and helps him build confidently his training program.

Meeting Democratic Responsibilities

Vocational education helps boys and girls recognize the duties and responsibilities as well as the privileges of citizens in a democracy. Through organizations such as the Future Farmers of America, the New Farmers of America, the Future Homemakers of America, and New Homemakers of America, students not only plan their own work-by democratic method, group discussion, parliamentary procedure, and participation in community activities-but assume also responsibility for doing the work planned and for its results.

A splendid opportunity for democratic activity is developed through cooperative programs for community good: cooperative

buying and selling of farm products, training rural electrification workers, cooperating with community agencies. Special Topics in Democracy

By all these practical methods and concrete projects, vocational education offers students a living experience in democracy. Having experienced democracy in their training, students are more likely to recognize its fundamental principles in the community in everyday contact with others.

In courses in child development, family economics, and family and community relations, for example, students learn to deal with children democratically, to determine the values most important for the individual or the family group and to plan how to use money to help attain these values, to help improve family or community situations in which better facilities are actually provided for members of the family or community.

Informing the Public

Directly and effectively, vocational education shares with the citizens of the community knowledge of its goals, programs, and work. By including community businesses and industries in its planning of vocational instruction, it shares its work with the community; by training young people and adults for useful and needed work in the community, it serves the community; by helping develop the abilities of individuals, it contributes to the citizens' welfare. Here is democracy in action.

British Exchange Positions

IF YOU ARE a teacher in a special field, and wish to exchange positions for one year with a British teacher in the same field, write a letter of application to Dr. Paul Smith, Chairman, Committee for the Interchange of Teachers, Office of Education, Federal Security Agency, Washington 25, D. C.

Dr. Smith reports openings for special teachers to exchange posts with a teacher of Great Britain during the 1949-50 school year.

Openings announced are as follows:

1 teacher of arts and crafts-secondary school. 5 teachers of home economics-junior college level.

2 teachers of the deaf.

1 teacher of woodwork-elementary school. 3 teachers in hospital schools.

8 teachers in grammar schools-junior college level, including 3 in geography, 1 each in French, physical education, German and French, biological sciences, and chemistry.

2 teachers in training colleges for teachers, 1 each in education and mathematics.

Applicants for these positions should be teachers regularly employed in American schools. Applications should be submitted as early as possible.

In courses in business law, they learn the New Assignment

laws that control business activities, the reasons for those laws, and the operation of courts that control the application or misapplication of laws. In business economics and in courses in selling and management, students learn about the American system of free enterprise, consumer demand and supply, the sources of economic goods and services, and the govern ment's relation to business and its interest in the consumer. Understanding these factors of American life is recognized as essential for the intelligent participation of citizens in our democracy's economic life.

C. F. Klinefelter, a veteran member of the staff of the Office of Education's Division of Vocational Education, has been designated as Consultant, Supervisory Training in Industry. For 16 years Dr. Klinefelter was associated with the late Charles R. Allen in the training of conference leaders for the vocational education program and in the development of instructional material for use by foreman conference leaders. Dr. Klinefelter will serve on the staff of the Trade and Industrial Education Service, Office of Education.

Steps were taken, therefore, to develop, with the cooperation of educators, a useful counseling aid, descriptive of the Navy's 62 job-family groups, most of which have their counterparts in civilian occupations, and explaining also the peacetime rating structure of the Navy.

Development of the desired publication was directed by Lt. Comdr. Richard Barrett Lowe, USNR, School and College Relations Officer, Bureau of Naval Personnel. With the counsel of the Occupational Information and Guidance Service, Office of Education, and cooperation of the Billet and Qualifications Research Division, Bureau of Naval Personnel, Comdr. Lowe brought together a group of Naval Reserve officers to work on this project. The officers were called to active duty from positions in education, guidance, and personnel fields to give the Navy the benefit of their advice, experience, and skill in producing the counseling data needed by school administrators, teachers, and counselors of youth.

Their project has now been completed. They have prepared a publication known as the United States Navy Occupational Handbook, which gives the major types of information needed to describe the 62 vocations for which the Navy furnishes training. The Handbook, ready for distribution to all secondary schools, contains 62 Vocational Information Briefs, plus 4 additional monographs to supply information on the following: "Recruit to Petty Officer," "Women in the Navy," "Commissioned Officers," and "The Naval Reserve." With

each copy of the Occupational Handbook

sent to high schools will be a duplicate packet of the Vocational Information Briefs for use in conjunction with it. This extra set also will enable the counselor to use the handbook as a counselor's office manual or library copy with the separate briefs available for filing under their respective job classifications. Each brief supplies the following factual information: What the Job Is; Duties and Responsibilities; Work Assignments; Qualifications and Preparation; Training Given; Path of Advancement; Related Naval Occupations; Related Civilian Jobs, and Emergency Service Ratings.

As a complete, authoritative job analysis of one of the world's largest technical organizations, the United States Navy Occupational Handbook is unique both in its make-up and in its philosophy. It is a contribution to the literature of occupational and vocational information and sets a pattern which doubtless will be followed by other agencies. The material should be in the hands of all guidance and personnel workers throughout the country.

School Radio Equipment
Guide Now Available

A SET OF standards to guide school administrators in selecting appropriate radio equipment has been released by a joint committee of educators and manufacturers. In cooperation with the Office of Education, the Radio Manufacturers Association has published a 40-page brochure, Classroom Radio Receivers.

School authorities confronted with the problem of selecting suitable classroom radio receivers, the committee advises, should analyze four factors: First, the educational objectives of classroom audio activities; second, the specific broadcast programs that are or will be available for classroom use; third, the method of transmission (FM, AM, and short wave) offering the desired programs; and finally, the type of classroom radio receivers needed to tune these programs.

The publication is available without charge from the Radio Manufacturers As

sociation, 1317 F Street NW., Washington,

D. C., or the Radio Section of the Office of Education, Federal Security Agency.

Another publication, FM for Education, offers suggestions for planning, licensing, and utilizing FM educational radio stations owned by schools, colleges, and universities.

Chief author of this Office of Education publication, Franklin Dunham, Chief, Educational Uses of Radio, recently spoke on the Opportunities Now Available to Education in the Lower Power FM Frequencies at the annual convention of the Association of Educational Broadcasters, held at the University of Illinois. Dr. Dunham also represented the United States in a forum discussion, Radio Round the World, at the School Broadcast Conference in Chicago which brought together school and college. leaders in educational radio from this country and abroad..

Part 4 of the Office of Education publication, FM For Education, tells how to acquire an FM station, and part 5 explains how to set up such a station.

Most significant for schools and colleges interested in FM education is an article, "Communications Become Important Aid to Learning" by Dr. Dunham, which appears in the November 15 issue of HIGHER EDUCATION, Office of Education biweekly periodical. In this detailed treatment of FM radio and television, Dr. Dunham refers to "announcement of new and more lenient rules by the Federal Communications Commission which went into effect September 27, 1948, inviting educational institutions to utilize the new low-power FM facilities." He describes experimental use of FM broadcasting by a university over an area of 6 miles radius from its transmitter with power of only 212 watts. "The FCC," he points out, "after a full study and investigation, raised the limit for this type of service to 10 watts which will undoubtedly cover a much more extensive area in more topographical locations."

Top news is the fact that "such a station," according to Dr. Dunham, "involves only the expenditure of approximately $2,500 for transmitter and an additional $2,500 for a single studio control room and other necessary equipment. This may be raised to $3,500 additional if another studio is desired, or to $4,500 if three studios are deemed necessary."

Hundreds of schools and colleges wishing to take advantage of the new low-cost FM educational opportunities have already written to the Office of Education requesting

further information and applications. The publication FM for Education, Misc. No. 7, Revised 1948, price 20 cents, gives information on making applications for FM stations and broadcasting service.

Babies Today-
Pupils Tomorrow

CANS AND JARS of baby food are the fastest moving items on the grocers' shelves today, it is reported in the September 1948 issue of Advertising and Selling. According to the report, a study by the Grocery Manufacturers of America reveals that baby food tops all other grocery purchases. Record sales of baby food today forecast. peak enrollments of pupils tomorrow.

Historic Documents

in Facsimile

SIGNIFICANT historic documents in the custody of the Archivist of the United States, such as the Bill of Rights, are now being reproduced in facsimile by the National Archives for sale to schools, libraries, and the public, according to Dr. Wayne C. Grover, the Archivist.

To meet the demand for copies of documents important in securing traditional American liberties and illustrating other aspects of United States history and to provide them at a much lower cost than would be possible in filling individual orders, the National Archives has begun to reproduce such documents in quantities by photographic and other methods. So far 14 documents, including photographs, have been so produced in facsimile. The facsimiles, which are described in the list attached, are for the most part the same sizes as the original documents. A facsimile of the large, five-page Emancipation Proclamation, signed by Abraham Lincoln, is now being prepared, but it is not yet known how much it will cost.

The facsimiles may be ordered from the Exhibits and Information Officer, National Archives, Washington 25, D. C. Orders for large quantities of Facsimile No. 1, Bill of Rights, however, should be addressed to the Superintendent of Documents, Government Printing Office, Washington 25, D. C. Accompany each order addressed to the National Archives with a check or postal note made payable to the Treasurer of the United States. Facsimiles available are:

No. 1. Bill of Rights. (32" x 34") 55 cents. No. 2. Oath of Allegiance of George Washington at Valley Forge, 1778. (10" x 8") 20

cents.

No. 3. Deposition of Deborah Gannell, Woman Soldier of the Revolutionary War. (11" x 14") 20 cents.

No. 4. Photograph of Indian Chief Sitting Bull. (8" x 10") 20 cents.

No. 5. Photograph of Abraham Lincoln. (8" x 10") 20 cents.

No. 6. Revolutionary War Recruiting Broadside. (11" x 14") 20 cents.

No. 7. Photograph of Robert E. Lee. (8" x 10") 20 cents.

No. 8. Letter from Dolly Madison Agreeing to Attend Washington Monument Ceremonies, 1848. (8" x 10") 20 cents.

No. 9. Historical Sketch of the Washington National Monument to 1849. (11" x 14") 20

cents.

No. 10. Broadside Soliciting Funds for Completion of Washington Monument, 1860. (11" x 14") 20 cents.

No. 11. Certificate of Membership in the Washington National Monument Society. (10" x 8") 20 cents.

No. 12. Appeal to Masons for Funds for Washington Monument, 1853. (11" x 14") 20 cents.

No. 13. Photograph of John J. Pershing. (8" x 10") 20 cents.

No. 14. Photograph of Dwight D. Eisenhower. (8" x 10") 20 cents.

SURPLUS PROPERTY
(Continued from page 3)

How one school, the Bronx High School of Science, New York City, has used surplus property effectively to enrich its science educational program is revealed in the following:

1. Alnico magnet used to build a wobbly bar or floating magnet.

2. Lucite cut to make refraction block. 3. Uncased variac-cased and calibrated to furnish variable power.

4. Aircraft radio equipment used to build power supply.

5. Aircraft radio equipment used to build amateur transmitter.

6. Large selsyn motor used to make phase. angle demonstration apparatus.

7. Drift-meter converted to galvanometer. 8. Prisms and lenses used for laboratory demonstrations in light.

9. Air-cooled engine set up for dynamometer demonstration.

10. Carburetors sectionalized for demonstration.

11. Airplane engines sectioned for demonstration.

12. Field telephone used to demonstrate principles of telephone.