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to inform themselves thoroughly. When they had made progress in this direction, they held an assembly program to present the story of UNESCO to the rest of the students in the high school. This proved so successful that they formed panels of speakers and presented programs for the civic leaders in the community through Rotary, Lions, the Junior Chamber of Commerce, and the like. They also prepared and presented a radio program over a local station. The general participation of the student body resulted in a UNESCO Carnival that netted several hundred dollars. With this money the senior class was able to help a school in one of the war-torn countries of Europe. By commencement time, interest

in the community was high and the class effectively presented a dramatic production in five scenes, each representing an article in the preamble to the Constitution of UNESCO. Ending with the reciting in unison of "Since wars begin in the minds. of men, it is in the minds of men that the defenses of peace must be constructed," the program was a concrete illustration of how a single group of students, under sound guidance, can move others to follow a chosen path.

These illustrations are only two of many projects that are capturing the imagination of pupils who are eager to understand a world that seems to move fast toward warand haltingly toward peace and stability.

How, then, may we all contribute to international understanding? We can explore with others, and especially with the young, common paths toward understanding and world order. We can grow in stature individually, while teaching others, if teaching is our calling, that there is no peace without a price to be paid; it is not an easy thing to win and it is never fully guaranteed. Like health and learning and success and happiness, peace is built up slowly, gathering strength through the constant rededication

of those who believe in it.

UNESCO walks slowly indeed but it is going toward a new freedom. It is going our way!

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sible for the Office of Education to achieve closer program coordination and more effective service."

United States Commissioner of Education Earl James McGrath announced: "Galen Jones will be in charge of the combined Division of Elementary and Secondary Schools, with Don S. Patterson and J. Dan Hull as Assistant Directors. Dr. Hull will also continue responsibility for liaison with the Commission on Life Adjustment Education for Youth. Increasingly, students of educational administration are emphasizing the importance of considering the total educational experience as one continuous growth. This consolidation will make it possible to give more effective consideration to common problems in elementary and secondary schools."

The combined Division of Elementary and Secondary Schools will have four sections: Organization and supervision, instructional problems of elementary schools, instructional problems problems of secondary schools, and exceptional children and youth.

Ralph C. M. Flynt will become the Director of the consolidated Division of Central and Auxiliary Services, with Lane C. Ash as Assistant Director. This Division will now include sections on research and statistical service, information and publications, visual aids to education, educational uses of radio, service to libraries, and administrative services.

The section on administration of school and college health services will be located in the Division of School Administration.

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Dr. Bess Goodykoontz Appointed Associate Commissioner of Education

Dr. BESS GOODYKOONTZ has been appointed Associate Commissioner in the Office of Education, Federal Security Agency, according to an announcement released recently by Federal Security Administrator Oscar R. Ewing.

"At this time when the abilities of women are receiving increasing recognition in public life," said Administrator Ewing, "it is particularly appropriate that this promotion comes to one of the outstanding women in American education."

U. S. Commissioner of Education Earl James McGrath commented as follows: "I look forward to working with Miss Bess Goodykoontz in her new position as Associate Commissioner. Her long and varied experience in the Office of Education will, I am sure, prove of great value to American education."

Dr. Goodykoontz entered service in the Office of Education on October 1, 1929.

For some years Assistant Commissioner and, later, Director of the Division of Elementary Education, she has been the author of scores of articles and publications and has represented the Office of Education in

numerous conferences and committees. In 1946 she served as a member of the Educational Mission to Germany to survey the educational situation for the Office of Mili

In her new staff capacity Dr. Goody koontz has the responsibility, with other professional duties, for general oversight of Office of Education conferences, field surveys, and liaison with the Citizens Federal Committee and with national meetings of lay groups and professional organizations tary Government for Germany (U. S.) and concerned with education.

Dr. Goodykoontz was born in Waukon, Iowa, and received the B. A. and M. A. degrees from the State University of Iowa. She received an honorary doctorate from the New York College for Teachers. Her teaching experience included the following positions: Rural and urban schools in Iowa; the University of Iowa Elementary School for Demonstration and Research; Supervisor of Elementary Schools, Green Bay, visor of Elementary Schools, Green Bay, Wis., Assistant Professor of Education, University of Pittsburgh, School of Education.

to formulate recommendations for the accomplishment of United States objectives.

Dr. Goodykoontz has served as member and officer of many educational organizations, including: American Association of University Women, Altrusa, Pi Lambda Theta, National Council of Administrative Women in Education, National Education Association, National Society for the Study of Education, American Education Research Association, and Association for Supervision and Curriculum Development. She is also a member of Phi Beta Kappa.

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PLANS FOR CONTINUING endorsement and support of the "better schools campaign" and for a report to the Nation early in 1950 on the critical need for construction and repair of school buildings, were made at the meeting of the Citizen's Federal Committee on Education held in the Office of Education, Federal Security Agency, November 17 and 18. Words of praise were expressed by the spokesmen of national organizations and groups making up this committee, with regard to the contribution of the Advertising Council and industry in behalf of improved school conditions. The Citizens Committee report on school building needs will graphically set forth facts on the present status of and future requirements for schools to accommodate the Nation's growing school population.

Appearing in the photograph above are representatives of groups at large, including, left to right, Donald G. Anderson, American Medical Association; Mrs. Brice Clagett, General Federation of Women's Clubs; Olive Huston, National Federation of Business and Professional Women's Clubs, Inc.; Earl J. McGrath, U. S. Commissioner of Education; Kathryn McHale, chairman, Citizens Federal Committee on Education; Ralph L. Goetzenberger, Engineers' Council for Professional Development; Mrs. Evalyn B. Ownes, American Home Economics Association; Agnes Sailor, League of Women Voters; E. B. Norton, National Congress of Parents and Teachers. Other members of the Committee represent agriculture; business and industry; labor; Negroes; veterans; and religious groups.

Teachers Not
Not Prepared To Use Audio-Visual Materials

OT MORE THAN 25 percent of the Nation's prospective teachers—those now preparing for the profession—are receiving any instruction in use of audiovisual materials.

This fact was impressed upon a conference of 15 specialists in teacher education. and audio-visual education held recently in the Office of Education to consider ways of improving teacher education in understanding and use of audio-visual materials. Chairman of the 3-day meeting was Earl Armstrong, Associate Chief for Teacher Education, Division of Higher Education, Office of Education. Assisting Dr. Armstrong were Floyde Brooker, Chief of the Office's Visual Aids Service, and several other Office staff members.

Dr. Lee Cochran, Assistant Director of Extension Division, State University of Iowa, Iowa City, Iowa, made the assertion that only a small fraction of today's student teachers are learning how to use audiovisual materials educationally.

"Television can supplement but will never replace the classroom teacher," Francis Brown, of the American Council on Education, told the conference. "Education is a give-and-take process that requires the personal day-to-day relationship between teacher and pupil," he said.

Roben J. Maaske, President, Eastern Oregon College, asked that "institutions preparing teachers reexamine their programs to determine how they can best prepare graduates to use visual and auditory materials in their teaching. Young teachers tend to teach as they are taught," said Dr. Maaske. "We must help college teachers learn to use these materials in their teaching."

There should be no fear that we will become a nation of illiterates if audio-visual materials are used more extensively than in the past, the conferees agreed. "Some important jobs can be done only through reading." said Roger Albright, Educational Director, Motion Picture Association of America. "Both words and pictures are essential tools of culture and learning."

Dr. Wesley Maierhenry, Professor of Education, Teachers College, University of Nebraska, cited specific evidence from research studies to show that the use of audio and visual materials increases the effectiveness and quality of instruction. A student in biology, for example, he pointed out, "could be expected to gain from 10 to 20 percent more from his study as far as the basic facts of biology are concerned."

Developments in the use of atomic energy are implicit in the recommendations of the conference. In its report the group said, "The secrets of nature are being revealed at an ever-increasing pace. If education is to be adequate in the years immediately ahead, it must give to all men added competencies, increased understandings, and a greatly improved body of knowledge."

Next Steps

A full report of the conference will be sent to all institutions and organizations engaging in the preparation of teachers. From the many recommendations, the following are regarded as the most important next steps:

1. Teacher education institutions must make certain that their graduates are prepared to use audio-visual materials in addi

"... Close-ups of world statesmen studying and debating world problems will give students a better understanding of daily headlines."

Earl James McGrath, U. S. Commissioner of Education, made this statement recently when he learned that sessions of the United Nations General Assembly would be televised 2 hours daily from Lake Success over CBS network facilities.

Commenting further on the decision of the Honorable Carlos Romulo, President of the United Nations General Assembly, to have the General Assembly programs televised, Commissioner McGrath said, "School officials will be alert to these important new educational dimensions, as well as to the new opportunities for strengthening democracy by keeping students informed."

tion to other instructional materials in their teaching.

2. Teacher education institutions which do not now have audio-visual centers should establish them and use them as a laboratory for the distribution of instructional materials.

3. Teacher education institutions should take responsibility for helping school systems on in-service educational programs with special reference to the use of audio visual materials.

4. Teacher education institutions should select the most effective instructional materials.

Those in attendance at the Conference on Audio and Visual Aids:

Finis Engleman, State Commissioner of Education, Hartford, Conn.; Floyd Hendrickson, State Teachers College, Albany, N. Y.; Earl Wynn, Audio Visual Education, University of North Carolina, Chapel Hill, N. C.; George W. Redd, Head, Department of English, Fisk University, Nashville, Tenn.; Roben J. Maaske, President, Eastern Oregon College of Education, La Grande, Oreg.; O. W. Snarr, President, State Teachers College, Moorhead, Minn.; Wesley Maierhenry, Professor of Education, Teachers College, University of Nebraska, Lincoln, Nebr.; Lee Cochran, Assistant Director of Extension Division, State University of Iowa, Iowa City, Iowa; Roger Albright, Educational Director, Motion Picture Association of America, 1600 I Street NW., Washington, D. C.; Charles H. Hoban, Director of Audio-Visual Materials, Catholic University, Washington, D. C.; Walter Hager, President, Wilson Teachers College, Washington, D. C.; A. J. Brumbaugh, American Council on Education, 744 Jackson Place, Washington, D. C.; F. J. Brown, American Council on Education: J. Stan McIntosh, Assistant to Education Director of Motion Picture Association of America, 1600 I Street, NW., Washington, D. C.; Arthur Stenius, Professor of Education, Wayne University, Detroit, Mich.

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Acts of 81st Congress, 1st Session, Relating to Education

by Ward W. Keesecker, Specialist in School Legislation

EGISLATIVE ACTION by the Congress bearing upon education is of Nationwide interest.

ACTION by the Congress

Numerous bills are introduced each year in Congress relating to different phases of education. Comparatively few of the edu cational bills introduced in Congress ever become law. In fact, most of these bills do not get beyond the committee to which they are referred.

Below is a summary of the principal bills relating to education which were passed by the Eighty-first Congress, First Session, and signed by the President.

Freedom Train

Public Law 13, approved March 2, 1949. This act provided for the acquisition and operation of the Freedom Train by the Archivist of the United States "as a means of focusing the attention of the American people on a reexamination of their heritage of freedom, fostering the preservation of their liberties, awakening their loyalty to the American tradition, and contributing to citizenship training particularly of Americans of school age." The Act provided also for an appropriation of $2,500,000 to operate the Freedom Train until July 5, 1951.

Reorganization Act of 1949

Public Law 109, approved June 20, 1949. This act provided that when the President finds that by reorganization of executive branches of the Government he may, among other things, accomplish better and more expeditious transaction of public business and a reduction in expenditures, he shall prepare a reorganization plan accordingly. The act directed that such plan become effective within 60 days, provided within that time either House of Congress did not pass by affirmative vote a resolution against the reorganization plan.

Note. Pursuant to this act the President on June 20, 1949, submitted to Congress Reorganization Plan No. 1 of 1949 to provide that the name of the Federal Security Agency, of which the Office of Education is a constituent branch, shall be changed to

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Federal Surplus Property

Public Law 152, approved June 30, 1949. This act replaces the Federal Works Agency and the War Assets Administration which have been responsible for distribution of surplus property to schools and colleges. Henceforth all Federal donations and public benefit allowances to schools and colleges will be administered under the new Federal Property and Administrative Services Act. The new law permits both military and civilian Federal agencies to donate usable property for educational services. Previously only the military branch could make donations.

The new law also stipulates that the determination whether surplus property is "us

able and necessary for educational purposes shall be made by the Federal Security Administrator, who shall allocate such property on the basis of needs and utilization for transfer by the Administrator of the Federal Services" to schools; except that surplus property under the control of The National Military Establishment, the Secretary of Defense shall determine whether such property is usable and necessary for educational activities in maritime activities or military, naval, or air forces, or Coast Guard preparatory schools. Furthermore, the new law provides that the General Services Administrator may assign to the Federal Security Administrator for disposal such surplus real property as is recommended by the Federal Security Administrator as being needed for school or educational use or for use in the protection of public health, including research.

Higher Education

Public Law 247, approved August 18, 1949.-Authorized the superintendent of the United States Merchant Marine Academy to confer the degree of bachelor of science upon its graduates.

See also, included in this article, the following: Public Law 152-Surplus Property for Schools and Colleges; Public Laws 265 and 327-International Education; Public Law 266-Veterans Education, and Public Law 352-Public Works. Indian Education

Public Law 256, approved August 19, 1949. Authorized an appropriation of $150,000 for the conservation and improvement of public-school facilities at Klamath County, Oreg., to be available to all Indian and non-Indian children without discrimination.

Public Law 301, approved September 7, 1949. Provided that after July 1, 1950, the course of study taught in any school operated by the Bureau of Indian Affairs on any Indian Reservation in South Dakota shall, upon a majority decision of the parents of children enrolled therein, meet the mini

mum educational requirements prescribed by the South Dakota State Department of Education.

International Education

Public Law 265, approved August 24, 1949. This act provides that future payments by the Republic of Finland on the principal or interest of its debt of the first World War to the United States shall be placed in a special deposit account in the Treasury of the United States, to be used by the Department of State to provide by contract, rent, or otherwise, educational and technical instruction and training in the United States for citizens of Finland, and for American citizens to participate in similar activities in Finland, and also for the exchange of books and other technical equipment for higher education and research in Finland and the United States.

Public Law 327, approved October 6, 1949. This act, making an appropriation for Foreign Aid, authorized as much as $4,000,000 for the tuition, subsistence, and return passage to China for Chinese stu

dents in educational institutions in the United States.

Veterans Education

Public Law 266, Approved August 24, 1949. In this act Congress placed certain limitations on veterans education courses. The act provides that no part of the funds for veterans education under Title II of the Servicemen's Readjustment Act shall be expended for "tuition fees, or other charges, or for subsistence allowances," for any course allowed or begun on or after July 1, 1948, "which is determined by the Administrator to be avocational or recreational in character."

Education on Federal Reservations or Defense Areas

Public Law 306, approved September 10, 1949.

This act authorizes the General Services Administrator to make contributions to local school agencies to assist them in the maintenance of educational opportunities for children residing (a) on Federal Res

ervations or on other federally owned property, or (b) within the boundaries of local school agencies overburdened financially by defense-incurred school enrollments or reductions in school revenues resulting from the acquisition or ownership of lands by the United States. For this purpose the act authorized to be appropriated for the fiscal year ending June 30, 1950, $7,500,000.

Public Works (School Construction)

Public Law 352, approved October 3, 1949. This is an act to provide for the advance planning of non-Federal public works so as to permit the immediate commencement of construction of public works when the economic situation may make such action desirable. It authorizes the Administrator of General Services to allocate among the several States funds for this purWhile this act does not specifically relate to school buildings, it is assumed that the public works construction contemplated thereunder would include the construction of public-school and college buildings.

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What are the children learning? .. Do they use textbooks? . . . What does it mean when people say 'Children's needs have to be considered'? . . . Why is there so much talk about homework and marks or grades? And what about this newfangled business which says that parents and children help teachers plan the school program? These and other questions so often asked are answered in part in this bulletin . . . Let's look in on the children!"

-Effie G. Bathurst, Paul E. Blackwood, Helen K. Mackintosh, Elsa Schneider, Specialists in Elementary Education, Division of Elementary Education, Office of Education, Federal Security Agency, in "The Place of Subjects in the Curriculum," Bulletin 1949, No. 12, price 15 cents.

"Just as parents have planned and guided the children during the years before school, they will go right on providing experiences which tie up with the child's activities after his entrance. Each age brings different phases of growth and requires understanding adults to help a child over the bumps. As children grow, parents also grow in

planning for and guiding their offspring." —Hazel F. Gabbard, Specialist for Extended School Services, Division of Elementary Education, Office of Education, Federal Security Agency, in Office of Education Pamphlet No. 108, "Preparing Your Child for School," price 15 cents.

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"... if it is important to bear in mind. that 'the teacher makes the school' it is of critical significance to point out that the professional team responsible for the var ious services provided in a given high school means everything to the development of the youth served. . . .”

-Walter H. Gaumitz, Specialist for Small and Rural High Schools, Ellsworth Tompkins, Specialist for Large High Schools, Robert C. Story, Educational Statistician, and Mabel C. Rice, Statistician, Office of Education, Federal Security Agency, in "How Large Are Our Public High Schools?" Circular No. 304, price 25 cents.

"In certain States, an analysis shows that certain kinds of accidents make up a large percent of all school bus accidents. Fur(Continued on page 63)

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