buildings and the addition of memorial swimming pools, athletic fields, gymnasiums, and playgrounds to existing schools; and

Be it further resolved: that copies of this resolution be presented to the American Commission for Living War Memorials, the American Legion, and other State and National organizations and agencies having to do with the promotion, planning, and construction of such memorials.

Financial Support for Physical Education

Whereas physical education is basic to the needs of the Nation; and

Whereas major attention in recent years has been directed to the wartime aspects of this program; and

Whereas there will be increasing demands upon the tax monies of the various governmental units;

Therefore, be it resolved: that the Society of State Directors of Health and Physical Education recommend the attention of appropriate political and departmental units of government, community agencies, professional associations, and parent groups be directed to the need for planning and financing a satisfactory program of physical education for all children.

Military Training and/or Universal Service

Whereas there are widespread public discussions of and numerous proposals for military training and/or universal service for the youth of the United States; and

Whereas much of the discussion centers around the value of physical conditioning during the period of compulsory training or service; and

Whereas years of instruction and practice are required for the development of optimum physical condition, motor skills, and the habits of healthful living; and

Whereas discussions and proposals for military training or service have implications which involve the educational program of our country; and

Whereas many schools of the Nation have undertaken programs designed to insure for each child (1) adequate health service in the form of medical examinations and proper follow-up procedures for the treatment of remediable defects, (2) health instruction designed to provide essential knowledge as a basis for healthful living, and (3) physical

education instruction and practice for the development of organic efficiency and motor skills;

Therefore, be it resolved: that the Society of State Directors of Health and Physical Education approve such military training as may be essential for National security; and

Be it resolved: that the Society direct attention to the long-term period of health service, instruction and practice. necessary to develop knowledge and abilities of healthful living, and organic efficiency and motor skills; and

Be it further resolved: that programs of physical and health education directed toward meeting such long-term requirements be encouraged, strengthened and channeled through established education institutions.

Health Instruction

Whereas there is need to improve the health knowledge and practice of the American people; and

Whereas a comprehensive program

of health instruction is an essential in meeting this need; and

Whereas the effectiveness of health instruction depends to a great extent on content and the time available for such instruction;

Therefore, be it resolved: by the Society of State Directors of Health and Physical Education that schools throughout the country be urged to provide appropriate health instruction in both elementary and secondary schools; and

Be it further resolved: that such instruction in the secondary schools be given five periods a week for at least

two semesters.

Physical Education for Elementary Schools

Whereas there is a need for improving the general physical condition and motor skills of children and youth; and

Whereas elementary school children are in a period of rapid and irregular growth and development; and

Whereas physiologically there must be sufficient demand on the organism for optimum growth and development to take place; and

Whereas physical conditioning and development of motor skills require several years to accomplish satisfactorily; and

Whereas the physical education pro

gram for children in the elementary grades in many schools is inadequate or nonexistent;

Therefore, be it resolved: that the Society of State Directors of Health and Physical Education urge the extension, intensification or establishment of physical education programs for all children in the elementary schools.

Physical Education Programs for Girls and Women

Whereas attention has been repeatedly directed and concentrated in recent years upon the needs and status of young men; and

Whereas approximately one-half the enrollment of schools is comprised of girls and young women; and

Whereas these girls and young women will be charged with a due share of the responsibility for the maintenance of the home, the community, and the Nation;

Therefore, be it resolved: that the Society of State Directors of Health and Physical Education direct attention to the need for strengthening, intensifying and extending programs of physical education for girls and young women as well as for boys and young men.

Recreation

Whereas recreation is receiving increased recognition as an essential public service available to all children, youth and adults in the community to enrich community life and offset the strains of modern living; and

Whereas the worthy use of leisure is an objective of education to which the schools and colleges should give increased attention; and

Whereas more than 35 States give the board of education broad legal powers for the conduct of recreation; and

Whereas the board of education in most communities owns a major share. of gymnasiums, athletic fields, playgrounds and other such facilities which

can be used for recreation; and

Whereas school facilities in many communities are not used efficiently for evening (after 6 p. m.) recreation programs for out-of-school youth and adults and for summer recreation programs for children;

Therefore, be it resolved: that the Society of State Directors of Health and Physical Education recommend that increased supervisory service be provided

Twenty-five years ago Dr. Philander P. Claxton, then U. S. Commissioner of Education, initiated the practice of observing American Education Week by designating the week of December 5-11, 1920, as "School Week," a time "to disseminate among the people accurate information in regard to the conditions and needs of the schools, enhance the appreciation of the value of education, and create such interest as will result in better opportunities for education and larger appropriations for schools of all kinds and grades."

Later, the Americanism Commission of the American Legion became interested in the perpetuation of such a week and took the initiative in inviting the National Education Association and other organizations to cooperate in the observance of "American Education Week."

The U. S. Office of Education (then Bureau of Education) cooperated with the American Legion and the National Education Association in 1922, in arousing organizations-club, church, school, newspaper, magazine, and theater-as well as other groups and individuals to participate in making such a week a time for bringing before the people of the Nation the educational issues of the

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ance was changed from the first week in December to the week preceding Thanksgiving.

With American Education Week a fixed event in the education calendar, the celebration in 1926 was observed with the National Education Association and the American Legion as chief sponsors. The U. S. Office of Education did not participate actively, as its initial work in this behalf had been accomplished.

In each succeeding year the observance became increasingly effective through the medium of a national campaign carried on with the aid of patriotic, civic, social, religious, and professional organizations. This year, the celebration, under the sponsorship of the National Education Association, the American Legion, the U. S. Office of Education, and the National Congress of Parents and Teachers, will be observed November 11-17, following the custom for several years of designating the week in which Armistice Day is included.

Special materials to assist in the development of local observances are available at nominal prices from the National Education Association, 1201 Sixteenth Street NW., Washington 6, D. C.

The U. S. Office of Education also has issued a number of publications which may be directly or indirectly helpful in the observance. A few of those issued in recent years are listed here. Copies may be obtained by writing to the Superintendent of Documents, U. S. Government Printing Office, Washington 25, D. C., at the prices stated.

Bulletins

State Provisions for Free Textbooks and Instructional Material. (Bulletin 1944 No. 1) 10 cents.

Education of Teachers for Improving Majority-Minority Relationships. (Bulletin 1944 No. 2) 15 cents.

State Laws and Regulations Affecting School Children. (Bulletin 1945 No. 1) 30 cents. More Firepower for Health Education. (Bulletin 1945 No. 2) 15 cents.

Data for State-wide Planning of Veterans' Education. (Bulletin 1945 No. 4) 15 cents.

NOV.

11-17

The Place of Visiting Teacher Services in the
School Program. (Bulletin 1945 No. 6)
10 cents.
Pamphlets

What Every Teacher Should Know About the
Physical Condition of Her Pupils. (No. 68)
Rev. 1945. (In press)

Teaching as a Profession. (No. 95) 10 cents.
Inter-American Cooperation in the Schools:
Student Clubs. (No. 97) 10 cents. '
Leaflets

Planning Schools for Tomorrow: The Issues
Involved. (No. 64) 10 cents.
Inter-American Education Demonstration
Centers. (No. 65) 10 cents.

Planning Schools for Tomorrow: Some Considerations in Educational Planning for Urban Communities. (No. 66) 10 cents. School Building Needs. (No. 68) 5 cents. Planning Schools for Tomorrow: Our Schools in the Postwar World-What Shall We Make of Them? (No. 71) 10 cents. Planning Schools for Tomorrow: Pupil Personnel Services for All Children. (No. 72) 10 cents.

Planning Schools for Tomorrow: The Schools and Recreation Services. (No. 73) 10

cents.

Planning Schools for Tomorrow: Needs of Ex-
ceptional Children. (No. 74) 10 cents.
Federal Government Funds for Education,
1942-43 and 1943-44. (No. 76) 10 cents.
Good References-Bibliography Series
(May be obtained from U. S. Office of Educa-
tion.)

Visual Aids in Education. (No. 73) Free.
Student Participation in School Government.
(No. 74) Free.
School Finance. (No. 75) Free.
The Local Board of Education. (No. 76)
Free.

For a free list of additional publications issued by the U. S. Office of Education, write to the U. S. Commissioner of Education, Washington 25, D. C.

World War II has brought into sharp focus the dependence of the world's population upon agriculture the most basic of all industries. Food production has played just as vital a role in the winning of the war as has the combined efforts of all of our industries.

To American farm youth, together with a large number of over-age farm operators, farm women and girls who have worked long hours, day in and day out, must go a great share of the credit for our tremendous agricultural production during these war years. It has been estimated that by the close of the war 40 percent of all farm operators in the United States will be more than 55 years old, as compared with 25 percent in 1920. This means that many new and younger farm operators will be needed early in the postwar period. Very naturally, a vast majority of tomorrow's farm operators will come from the ranks of farm youth of today. Furthermore, there is every indication that the major portion of "Tomorrow's Agriculture" will be more highly organized, specialized, and mechanized than it was in prewar years.

This means that if the farm youth of today are to become successful farm operators for "Tomorrow's Agriculture," they must receive adequate preparation in the sciences, skills, and managerial responsibilities of modern agriculture.

To meet this challenge, departments of vocational agriculture in rural high schools in every State throughout the Nation have established an enviable record and occupy a strategic position in our public educational system. They stand ready to provide the farm youth of America with the kind of systematic, practical farmer training that they will need to cope with the complex demands and intricate problems of "Tomorrow's Agriculture.'

Farm youth who enroll as students of Vocational agriculture in their local rural high schools pursue a 4-year

course of systematic instruction in agriculture and farm mechanics under the direction of a teacher who has had practical farm experience and who is a graduate in agriculture from an agricultural college. He is employed for 12 months each year and supervises the home farming activities of his students on a year-round basis.

To meet the needs of "Tomorrow's Agriculture," with its increased mechanization and electrification, practically all departments of vocational agriculture are already provided with farm shop facilities where farm youth are given practical instruction in the operation, care, and repair of farm machinery and equipment.

Electricity on the Farm

Marked progress was under way toward bringing electricity to the farm at the outbreak of the war. This program has been virtually halted since Pearl Harbor but an active resumption is to be expected at an early postwar

date.

With the widespread use of electricity on the farm will come a host of problems, such as the location of the trans

former and service entrance, types of wiring, provision for future extensions, safety, and adequacy; selecting lighting equipment for yards, lots, and buildings; selecting electric appliances and equipment for the home and farm; evaluating the use of electricity in productive farm enterprises, in improvement of farm living conditions, and in saving labor; making suitable application of motors to various jobs, including selection of suitable type and size of motor, V-belt or other drives, starting devices, and overload protection; reading meters, interpreting rate schedules, and computing monthly bills; repairing and maintaining electrical equipment such as replacing fuses, switches, and outlets; repairing of appliance cords; lubricating, cleaning, and repair of electric motors; and selection, care, and operation of devices such as farm freezers, coolers, dehydrators, and hay-drying equipment. The adequate training of farm youth in the shops of departments of vocational agriculture can be a marked factor in the future extension and use of

electricity on the farm.

The training of farm youth to assume positions of responsibility and leadership in adult farm organizations for "Tomorrow's Agriculture" is provided through the Future Farmers of America, the national organization of, by, and for farm boys who are studying Vocational agriculture in the public

high schools. The average age of all Future Farmer members is approximately 17 years.

Designed to meet the needs of young men who are preparing to enter upon the work of the farm, the Future Farmers of America provides an avenue for acquiring knowledge and skills through "learning by doing," experiences in leadership, character development, sportsmanship, cooperation, service, thrift, scholarship, improved agriculture, organized recreation, citizenship, and patriotism. Such applied activities make it possible for a farm boy to put his education into immediate and productive use.

Training for Responsibilities

Farm boys who are trained and willing to accept responsibilities and render productive service are needed in the military and home fronts of America. Members of the Future Farmers of America have responded to their part in this task and are rendering a challenging account of themselves. Over 150,000 Future Farmer boys are in the armed services. Three Future Farmers were with Jimmy Doolittle when he first bombed Tokyo.

Future Farmers have also made an outstanding record in purchasing and selling war bonds and stamps. Most of the money used to buy these bonds and stamps was earned from their farm projects, collection and sale of scrap metals, repair of farm machinery and equipment, and from wages for farm labor. To date, the National Organization, State associations, local chapters, and individual Future Farmer members have purchased approximately 10 million dollars worth of war bonds and stamps.

Any objective consideration of "Tomorrow's Agriculture" inevitably leads. to the conclusion that industry and agriculture should continue to develop close cooperative working relationships, since they are so interdependent. Farmers not only supply our food, but they also form a large segment of the customers for business and industry. Whatever threatens their financial success endangers the health of business and industry. City people should should therefore be vitally interested in the farmer's welfare, at least to the extent

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that our food supply is not jeopardized, and our national economy unbalanced. Our recent food crisis has perhaps caused more thought to be given to this matter by city folks than ever before.

In order to provide business and industry with an opportunity for developing a better understanding of and closer cooperation with our national program of vocational education in agriculture and activities of the Future Farmers of America, a national foundation known as the "Future Farmers of America Foundation, Incorporated," was recently organized and incorporated under the laws of the District of Columbia.

Corporations and business concerns desiring to promote the best interests of students of vocational agriculture and Future Farmers of America will find that this Foundation offers an opportunity to stimulate worthy achievement by these farm boys. Financial contributions to the Foundation are made without reservations, limitations, or restrictions by the donors. While donors will not be identified with specific Foundation prizes, awards, or activities, each donor will share in the credit for all Foundation activities rather than in one specific project in which his particular business or industry may have some vested interest. The Future Farmers of America appreciates the unselfish interest being taken in this Foundation by many large industries, companies, and business concerns throughout the country. The successful farmer of "Tomorrow's Agriculture" is the Future Farmer of today.

Schoolhouse Planning

Modern functional planning of school facilities was the subject considered by the School Plant Facilities and Problems Workshop recently held in shop concluded that school plants of Nashville, Tenn. The 6-week workthe future must be designed for greater community use, that they must be tailored to fit specific needs, and that modern trends in building designs and materials must be considered in the planning of postwar schools.

Educational requirements and floorplan lay-outs were presented, discussed,

and revised. Among the special facilities considered were agricultural shops; school and community canneries; library facilities; homemaking rooms; lunch rooms; science facilities; school and community recreational facilities; elementary classrooms; school equipment and furniture; postwar materials; heating, ventilating, and lighting community schools; and special facilities for physically impaired children.

The U. S. Office of Education and George Peabody College jointly sponsored the workshop. Ray L. Hamon, senior specialist in school plant, Office of Education, was director and S. L. Smith, president of the Interstate School Building Service, co-director. They were assisted by staff members from southern State departments of education.

Chief State school officer in each of 15 southern States selected two representatives from his State to attend the workshop on scholarships from the General Education Board.

The workshop was planned for the benefit of staff members in State departments of education, county and city superintendents, principals, school board members, college teachers, librarians, and supervisors of homemaking, lunchrooms, and agriculture. A summary of the deliberations and conclusions will be published in bulletin form by the Interstate School Building Service, Peabody College, Nashville, Tenn.

Consultation Service Continues

The Social Hygiene Consultation Service that has been provided by the U. S. Office of Education for the past year, through the cooperation of the U. S. Public Health Service, will be continued. The aim of this program is to aid schools and colleges, through the provision of consultation services and materials, to develop programs that will prepare children and youth to meet life problems of health and human relations in the family and in the community.

The services are available to schools, school systems, teacher-training institutions, and professional and lay groups. Requests should be directed to the U. S. Office of Education, Washington 25, D. C.