Agencies Responsible

"Whose is the responsibility for bringing about the improvement so urgently needed? Obviously we are faced with a gigantic task of cooperation. No one group should act alone; the key is cooperative action. Progress will be made only as the machinery of cooperation is developed and the processes revised. Leadership in education can be developed and improved only as we purposively involve all persons concerned.

"Already we are seeing evidences of increasing concern and participation on the part of the layman: witness the formation of the National Citizens Commission for the Public Schools, the rapid expansion of State school board associations and their recently established national association, the development by the organized teaching profession of check lists for the evaluation of leadership and the studies made by the Council of State Governments. Institutions and school systems in many areas and regions are responding to the challenge as evidenced by the development of several regional school study councils.

"The organized groups of educational administrators, local, State, and national, must cooperate for the self-improvement of their members. Boards of education must participate by insisting upon hiring those educational leaders who are imbued with the democratic philosophy of educational administration. State departments of education must assume cooperative responsibility in the certification phases of this improvement program. Administrative officers in institutions preparing, school administrators must ease the way for the organizational and program improvements which must be made before the teachers of educational administration can discharge the tremendous load thus thrust upon them. Indeed it is this last group, it is we ourselves, who must shoulder the major responsibility if the kind of administrator we envisage is to be prepared to lead in tomorrow's world.

We

therefore earnestly seek the cooperative participation of all agencies, lay and professional, local, State, and national, to assist us in this complex and challenging task.

The Role of the Institution

"At Madison we identified 10 areas where the programs of colleges, schools, and departments of education need revision. We recognized the need of (1) formulating criteria for developing programs of preparation for leadership, (2) agreeing upon the

areas of preparation necessary, (3) organizing more effective programs and procedures, (4) improving the techniques of instruction, (5) improving educational services bearing upon the instructional program, (6) improving the administration of the program, (7) raising professional standards and requirements in relation to certification, (8) selecting candidates who show the highest promise of success as leaders, (9) coordinating placement and follow-up services with the preparation program, and (10) improving the preparation of teachers of school administration. Great emphasis was given to programs that reflect the cooperative process within and among institutions.

"The conference at Clear Lake has directed major attention to the problem of implementation. Basic principles have been reviewed and developed. Emerging practices have been described and proposals offered for experimentation and research.”

*

INSTITUTIONS (70) represented at one or more work conferences: Alabama Polytechnic Institute,** Colorado State College of Education,* ** Columbia University,** Cornell University,** Indiana University,** Michigan State College,** New York University,** Ohio State University,** Oklahoma A & M College,** University of Buffalo,** University of California at Berkeley,** University of Chicago,** University of Kentucky,** University of Maryland,** University of Mississippi,** University of Pennsylvania,** University of Pittsburgh,** University of Tennessee,** University of Texas,** University_of_Utah,** University of Wisconsin,** Ball State Teachers College, Boston University,* Butler University, Claremont Graduate School,* Drake University,* Duke University,* East Carolina Teachers College,* Harvard University," Indiana State Teachers College,* Iowa State Teachers College,* Northwestern University, Ohio University,* Pennsylvania State College,* Stanford University,* State College of Washington,* Syracuse University, University of Denver,* University of Florida, University of Georgia,* University of Idaho,* University of Illinois,* University of North Carolina,* University of Omaha,* University of Oregon,* University of Rochester, Washington University (St. Louis),* Wayne University,* West Virginia University,* Bowling Green State University, Dartmouth College, George Peabody College for Teachers, George Washington University, Illinois State Normal University, Mississippi State College, Purdue University, Temple University, Texas Christian University, Southern Illinois University, University of Alabama, University of Connecticut, University of Iowa, University of Michigan, University of Minnesota, University of Nebraska, University of North Dakota, University of Oklahoma, University of Washington, University of Wyoming, Yale University.

**Represented at 3 conferences. Represented at 2 conferences. Institutions in italics, not represented at Clear Lake.

Committees of the Clear Lake Conference worked intensively on the following problems during their week together and produced reports which will constitute an important part of the full report of the conference:

1. The Institutional Program for the Preparation of Administrators.-This committee reviewed the desirable characteristics of the job of educational administration and the desirable qualities and competencies of educational leaders. Specific program practices and proposals were presented and discussed as they are related to the quali ties and competencies identified.

2. Institutional Organization for the Preparation of School Administrators.The statements in this report delineate some of the major operational relationships which will maintain the qualities of democracy in the institutions preparing school administrators for educational leadership.

3. Internship Programs for Educational Leadership.-A set of guiding principles was developed by this committee. Present practices and projected plans for internship were reviewed and analyzed. Problems and proposals for further study and experimentation were presented.

4. Disciplines Contributing to Educational Leadership. This committee broke its task down into three major divisions: (a) The competencies essential in educational administration-the task of the educational leader, (b) the disciplines out of which these competencies stem-the content and methodology from selected disciplines which contribute to these competencies, and (c) the problem of execution-how can these contributions be incorporated into the education of the school administrators.

5. Institutional Evaluation and Research.-General principles of evaluation are outlined and suggested criteria for evaluating the institutional program are presented in the report of this committee. The discussion of research is limited to that research which may be undertaken to secure evidence appropriate to some aspect of the program of appraisal.

6. Cooperative Research Projects.-A special conference committee arrived at two basic conclusions. First, that the next phase of conference work should be to test and apply the Conference's philosophy of education and of leadership by factual studies, research, and trial applications and that, after considering several types of co

(Continued on page 30)

News with Kenneth Banghart

News-Eric Sevareid

THIS LIST of programs for adults and youth along with suggested listening for boys and girls both in and out of school has been selected for SCHOOL LIFE readers under the direction of Franklin Dunham, chief, Educational Uses of Radio, and representative of Association of Education by Radio on the Federal Radio Education Committee.

[All times listed CST (Central Standard Time). EST (Eastern Standard Time), 1 hour later; PCT (Pacific Coast Time), 2 hours earlier; MST (Mountain Standard Time), 1 hour earlier. These programs may be heard generally over both FM and AM stations of the network.]

Programs Suggested for Youth and Adults

Tuesday

News of the Day

News with Phil Cook

Ted Malone-Travels

5:00 NBC

Lowell Thomas

News of the World

5:00 CBS

5:15 CBS

5:45 CBS

Carnegie Hall

6:15 NBC

America's Town Meeting of

6:15 ABC

the Air

6:45 NBC

Lowell Thomas

News of the World

with Bill

News with Elmer Davis

H. V. Kaltenborn

Edward R. Murrow

This is Your FBI

Screen Directors Playhouse Meet the Press

Pro and Con with Leif Eid News Roundup

News Roundup

News Roundup

Saturday

News-with Johnny Andrews News-with Prescott Robin

son

News-with Martin Agronsky

News with Phil Cook
Frank Luther-Baritone
Stamp Club

Fred Waring Show

Junior Miss-with Barbara Whiting

News-with Charles F. McCarthy

Man on the Farm

Theatre of Today

Americans the World Over

Grand Central Station

National Farm and Home Hour.

Football Games

Metropolitan Opera

Football Games

Proudly We Hail

Scattergood Baines

Make Way for Youth

Confidential Closeups—with George Fisher.

News-with Kenneth Banghart.

News-with Lyle Van
CBS Views the News

NBC Symphony Orchestra—
Arturo Toscanini.

Here's Hollywood with Owen James.

Johnny Dollar

Hollywood Star Theater
Escape-Sketch

Chicago Theatre of the Air
News Roundup

News Roundup

5:00 NBC

5:00 MBS

News Roundup

5:15 CBS

Baukhage Talking

5:30 NBC

a. m.

6:00 ABC

News-Kenneth Banghart

News-Eric Sevareid

12:00 ABC

Baukhage Talking

6:00 CBS

Dress Rehearsal Boston Symphony Orchestra

R

EPRESENTATIVES of 33 national, lay, and professional organizations, upon invitation of the Office of Education, attended the Third Annual Conference on Elementary Education held in Washington, D. C., during the past summer. These representatives analyzed and discussed present critical conditions in the public elementary schools of the United States. They recommended unanimously that their constituent associations and all other organizations in any way concerned with the educational growth and development of America's children concentrate during the coming year on promoting the widest possible understanding on the part of the public generally and of the teaching profession itself concerning the following areas of need:

1. That the teaching of children today involves not only the training of their minds in the 3 R's and other skill subjects, but also concern for their balanced growth and development as human beings and as citiThis involves:

zens.

(a) Recognition that each child is unique and different and needs individual understanding and guidance.

(b) Recognition that each child must learn to work with others in groups, which is the essence of civic education. (c) Recognition that the program of individual and group instructions should aim to: (1) Keep children sensitive to the world about them; (2) develop skills, habits, and attitudes that will function effectively now and later; (3) develop understanding rather than mere memorization of facts; (4) cultivate a desire for learning; (5) develop physical health and emotional balance. 2. That elementary schools, with rare exceptions, are already overcrowded as a re

sult of the high birth rate during the war peak (1942-1943), but that a far greater tidal wave of children born in 1946, 1947, 1948 will completely overwhelm them from 1952 on unless immediate steps are taken to do the following things:

(a) Increase the number and usability of classrooms. This means new buildings and additions to present buildings, located, designed, and equipped to promote most effectively the work of elementary education in all its broad phases. It also means land sufficient for and suited to recreational and educational purposes.

personnel and all citizens, whether or not they have children or pay taxes, working together through the instrumentality of the Board of Education. This may be accomplished by

(a) The creation of some kind of community council representing every organization and agency in the community having any concern with the education of children, and

(b) Provision for investigation and re

search which will produce all the facts, pro and con, needed for the full consideration of any given problem.

mentary school personnel by: (1) Recruitment of the best potential young men and women to be elementary teachers; (2) reexamination, with a view to making necessary changes, of the pre-service training and certifi cation of elementary teachers; (3) increased in-service training through leaders who understand and are sympathetic toward the program outlined under No. 1, above; (4) improvement in the status of teachers in the com

munity, including a single salary schedule for elementary and secondary teachers; (5) sufficient provision for special services to children.

(c) Increase greatly the tools of instruction (study materials, reading materials, reference materials, audio-visual aids, experimental apparatus, play equipment, and other tools) in order that teachers may do the best possible job with the least waste of effort.

3. That the most effective solution of educational problems in any community is arrived at by the joint efforts of all the school

TEACHERS, especially those in the homeeconomics field, and school-lunch workers are being encouraged to make use of teaching aids available from the Department of Agriculture on "The Plentiful Foods Program."

This program urges increased consumption of plentiful foods. Consumers thus get more for their food dollar by taking advantage of economies resulting from selective buying of plentifuls. Producers remain in better position to maintain efficient

production when their produce finds a ready

market at a fair price and the food trade is aided through merchandising opportunities created by accelerating consumer purchases of plentiful foods.

Specially prepared monthly lists of plentiful foods may be requested for educational use from area office of the Food Distribution Programs Branch, Department of Agriculture, at Atlanta, Chicago, Dallas, New York, and San Francisco, or from the Production and Marketing Administration, Department of Agriculture, Washington 25, D. C.

'HE OFFICE of Education is preparing

TH

a statistical circular regarding school library facilities in cities of 100,000 or more population based on data obtained from superintendents of schools. Evidence indicates the growing importance to children of up-to-date and effective library service in schools.

Returns from superintendents of schools. in the 5 cities of more than a million population show, for example, that there are now 1,310 centralized school libraries in these cities, a 14 percent increase during the past 6 years.

A larger number of elementary schools. have established centralized libraries in recent years. There were 946 reported in 1947-48 as contrasted with 779 in 1941-42, an increase of 21 percent.

In addition, the school systems in the five large cities reported 574 elementary schools with classroom collections only. This type of service was not reported for high schools of the five systems. It is interesting to notice that the service centered in classrooms is also on a decrease in elementary schools. There were 756 schools with this type of service in 1942, as contrasted with the present 574, a decrease of 24 percent.

The number of full-time librarians employed in these cities was 656 in 1941-42 and 698 in 1947-48. All of these school systems reported personnel serving in the capacity of director or supervisor of school libraries.

Book stock in the centralized libraries of these cities increased from 3,388,771 in 1941-42 to 4,271,367 in 1947-48, or 26 percent.

Expenditures for books, pamphlets, periodicals, and newspapers reported in 194748 showed an upward trend of 138 percent over the 1941-42 expenditure of $494,272. The 1947-48 expenditure was $1,178,214. Two school systems indicated an expenditure for audio-visual materials amounting to $138,348. Another indicated data not available and still another reported a special division in this area. In 1941-42 no data were reported from these cities for audiovisual material expenditures from the library budget.

The total amount for salaries paid to school librarians in 1941-42 was incom

Los Angeles, Calif..
Chicago, Ill.
Detroit, Mich..
New York, N. Y..
Philadelphia, Pa..

LEADERSHIP

(Continued from page 27)

operative projects, one essential type must be that which is undertaken by this Conference of Professors, and which will form the basis for further meetings of this group. It proposed therefore that during the year ahead appropriate factual studies shall be undertaken under the sponsorship of the Planning Committee, the presentation and discussion of which will form the program of future meetings.

The second conclusion was that the whole problem of research and action projects needs further study. The recommendation therefore was made that the Planning Committee be encouraged to secure and allocate funds for a research committee organized to develop research and action projects. As a start in the right direction this committee outlined some 30 roughly formulated research and action proposals.

These recommendations were approved by the conference and specific plans were made to implement them during the coming year through institutional studies in 1949– 50 of "Ways and Means by Which an

Cameron D. Ebaugh

Dr. CAMERON D. EBAUGH, a member of the staff in the Division of International Educational Relations, died of a cerebral hemorrhage on September 21, 1949. Dr. Ebaugh came to the Office of Education in 1943 in the Division of Comparative Education.

As a result of his studies of Latin-American Education, Dr. Ebaugh was the author of Education in Chile, Education in Peru, Education in Ecuador, Education in Guatemala, Education in El Salvador, Education in Nicaragua, Education in the Dominican Republic.

He was born in Chambersburg, Pa., October 25, 1893; received his B. A. and Ph. D. at Johns Hopkins University. Before joining the staff of the Office of Education, Dr. Ebaugh had an illustrious teaching career at Miami University, Rice Institute, Middlebury College, and Shorter College.

Institution Can Improve Its Program for the Preparation of Educational Administrative Leadership." The Conference elected a Project Chairman and Co-Chairman and set up 6 subcommittees to develop projects related to: (1) Philosophy or Point of View, (2) Qualities of Leadership, (3) Program Organization, (4) The Program, (5) Personnel Policies, and (6) Institutional Evaluation.

It was upon this note of action and with these purposes that the Clear Lake work conference adjourned.

Members of the Planning Committee for the National Conference of Professors of Educational Administration for 1949-50 are: Clyde M. Campbell, Michigan State College, chairman; Daniel R. Davies, Teachers College, Columbia University; Dana M. Cotton, Harvard University; David W. Mullins, Alabama Polytechnic Institute; Roald F. Campbell, University of Utah; G. T. Stubbs, Oklahoma A. & M. College; Dan H. Cooper, State University of Iowa; Eugene S. Lawler, Northwestern University; Edgar L. Morphet, University of California at Berkeley; Daniel R. Davies, Columbia University, treasurer; John Lund, Office of Education, secretary. Walter D. Cocking, chairman, Board of Editors, The School Executive, New York City, and John Dale Russell, Office of Education, are consultants to the Committee.