Secondary schools: Geography, 119, 127-128, no. 8, May; the core curriculum, a bibliography, 7, no. 1, Oct. Segregation Education of Negroes: issue before Supreme Court, 74-76, 78, no. 5, Feb.; progress and present status in the pattern, 87, 93-95, no. 6, Mar.; successful transition, 101, 111-112, no. 7, Apr.; Supreme Court ruling on schools, 117118, no. 8, May. Segregation in Schools of the District of Columbia (Warren): 118, 126, no. 8, May. Selected Characteristics of Reorganized School Districts (Fitzwater): p. 3 and 4 of cover, no. 2, Nov. Selected Highlights in American Education, 1953, 59, no. 4, Jan. Selected Theses on Education (Futterer): 16, no. 1, Oct. Senate, U. S., publications, p. 3 of cover, no. 2, Nov.; no. 3, Dec.; no. 6, Mar. ; no. 8, May; no. 9, June. Should I Go to College? (Brownell): p. 2 of cover, no. 7, Apr. Should Your Child Be a Teacher? (Russell): 62, no. 4, Jan. Smith, Rose Marie: Statistical Summary of Education, 1949-50, 12, no. 1, Oct. Source of Strength for State School Systems (Beach): 14-15, no. 1, Oct. Special FFA Stamp, 1928-53: p. 2 of cover, no. 2, Nov. Spencer, Lyle M.: A Businessman Looks at the Teacher Shortage, 99, no. 7, Apr. St. John's College of Annapolis, Md.: donor of 100 great books to White House library, 142, no. 9, June. State Activity in Teacher Recruitment (Adams): 2, no. 1, Oct. State and White House Conferences on Education, 136-137, no. 9, June. State Department of Education, guiding principles: 15, no. 1, Oct. State Department, publications, p. 3 of cover, no. Oct.; no. 2, Nov.; no. 3, Dec.; no. 4, Jan.; no. 7, Apr. State Standards for Teaching Our Nation's 5,000,000 Exceptional Children (Mackie): 8–10, no. 1, Oct. Steps To Meet Pressing Problems in American Education A Graphic Presentation: 136-138, no. 9, June. Stretching the School Building Dollar (Viles): 108-109, no. 7, Apr. Supreme Court Rules on School Segregation (Warren) 117-118, no. 8, May. Survey vs. Cooperative Study; 41, no. 3, Dec. T Taxes, taught in high schools: 50-51, no. 4, Jan. Teacher education, international program: 20-21, no. 2, Nov. Teacher of the year, Willard Widerberg: 113, 126, no. 8, May. no. 4 Teacher shortage: A businessman looks at the, 99- Thousands of Migrant Children Not in School Treasury Department, bond program, 5, no. 1, Oct. Trends in public High School Reorganization (Gaumnitz): 77-78, no. 5, Feb. Turkey and America, educational partners, 79-80, no. 5, Feb. Turkish Youth and Their High Schools, (Tompkins): 132-133, no. 9, June. TV. See Television. U Understanding, international: Statement on methods, 11, no. 1, Oct. United States Government, publications, p. 3, of cover, no. 2, Nov.; no. 3, Dec.; no. 6, Mar.; no. 8, May; no. 9, June. V Van Riper, Hart E.; Polio Vaccine Tests in the Schools, 69-70, no. 5, Feb. Viles, N. E.: Stretching the School Building Dollar. 108-109, no. 7, Apr. and Hamon, Ray L.: What Does a School Building Cost? 34, 44, 4647, no. 3, Dec. Visually handicapped children, education, 10, no. 1, Oct. W Warren, Earl: High Tribute to Teachers, 68, no. 5, What's Ahead for Educational Television? (Dunham) 72-73, no. 5, Feb. White House Library Receives 100 Great Books: 142-143, no. 9, June. Widerberg, Willard, teacher of the year, 113, 126, no. 8, May. Wilkins, Theresa, and Caliver, Ambrose: Education of Negroes: Successful Transition From Segregated to Unsegregated Schools, 101, 111-112, no. 7, Apr. With Focus on Family Living (Brown): 12, no. 1. Oct. Words of Two Americans (Brownell): 92, no. 6, Mar. Wright, Grace S.; Core Curriculum for Teachers: 6-7, no. 1, Oct. Writing how children learn, 70, no. 5, Feb. Y Yes, Today's Schools Are Good Schools (Hunt): p. 2 of cover, no. 3, Dec. Youth (Turkish) and their high schools, 132-133, no. 9, June. Published each month of the school year, October through June To order SCHOOL LIFE send your check or money order (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 $1.25. Yearly fee to countries in which the frank of the U. S. Government is not recognized is $1.75. A discoun; 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. (September 19, 1952.) Class Size-A Look Ahead by Carl A. Jessen IN THE DAYS before World War I the aim of high schools generally was to hold class size to about 20 pupils. If an occasional class, other than music and physical education, exceeded 25, it was a subject for real concern by both teachers and principal. Nearly everybody said then that classes were too large. IN OUR DAY a principal feels fortunate if no class is over 35. An investigation into size of class reported by the Office of Education in 1949 revealed that classes in large high schools had an average registration of 29.5 pupils and that 11.2 percent of all classes exceeded 40 pupils. Then, too, classes were said to be overlarge. WHAT of the future? Enrollments in grades 9 to 12, which for the past 10 years have remained fairly stationary at about 5.5 million, are due to rise to 6 million by 1956 and to 7 million by 1959. That is an increase of 1.5 million in 6 years. Will classes be too large in 1959? And if so, how large? Forty, perhaps? Or will improved recruiting procedures and an abiding faith on the part of the people who pay the cost provide enough teachers to hold class size to a modest 30 in 1959? The problem is complicated. THE SOLUTIONS will probably be equally complicated. Double sessions? Correspondence study and self-teaching materials? Work experience on a greatly expanded scale? And if these and other measures are adopted to vitalize education of youth, will they tend to ease the teaching load or will they aggravate it by placing new and bewildering problems on the already overburdened teacher? ONE SOLUTION worth more consideration than it has received is to take the teacher out of his traditional role as principal dispenser of information in the classroom. If we can develop and capitalize on meaningful modern teaching aids, such as still and motion pictures, daylight projection of opaque objects, disc and tape recordings, radio, television, self-correcting practice materials coupled with diagnostic tests, and the like, we should be able to relieve the teacher of being a classroom oracle and at the same time improve the quality of instruction. A teacher having such aids at hand and trained in their use can save himself and his pupils much of the wear and tear of ponderous instruction; he can save more of his energy for the vital individual and small-group assistance now too often. crowded out in large classes. And classes will probably be larger in 1959. "L A. JESSEN is Executive Secretary of the Cooperative Study lary-School Standards, 1785 Massachusetts Ave. NW., n, D. C. Previously, he was a staff member of the Office tion for many years, first as Specialist for Secondary n, later as Chief of Secondary Schools. He has played nent role in the development of the Evaluative Criteria, d 1950 raitions. Guest Editorial-Class Size-A Look Ahead, CARL A. JESSEN (Inside Front Cover) 1895-Lee M. Thurston—1953_. State Activity in Teacher Recruitment_. Core Curriculum Offerings for Teachers, GRACE S. State Standards for Teaching Our Nation's 5,000,000 Exchange Teaching-Areas of Opportunities – Source of Strength for State School Systems, FRED F. New Books and Pamphlets_ Selected Theses on Education_ 1 12355 6 81223 14 16 16 Educational Aids From Your Government (Inside Back Cover) "... the homes of free, inquiring minds. DWIGHT D. EISENHOWER_. (Back Cover) Published each month of the school year, October through June To order SCHOOL LIFE send your check or money order (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 $1.25. Yearly fee to countries in which the frank of the U. S. Government is not recognized is $1.75. 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. (September 19, 1952.) U. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE OVETA CULP HOBBY. RALL I. GRIGSBY.. GEORGE KERRY SMITH. JOHN H. LLOYD. ARVILLA H. SINGER. ..... Secretary Address all SCHOOL LIFE inquiries to the U. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Contents of this publication are not copyrighted, and items contained herein may be reprinted "to promote the cause of education." Citation of SCHOOL LIFE, official periodical of the U. S. Office of Education, as the source, will be appreciated. THE OFFICE OF EDUCATION was established in 1867 "for the purpose of collecting such statistics and facts as shall show the condition and progress of education in the several States and Territories, and of diffusing such information respecting the organization and management of schools and school systems and methods of teaching, as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education throughout the country." SCHOOL LIFE is indexed in Reader's Guide to Periodical Literature, and in Education Index (Single copy price of SCHOOL LIFE-15 cents) DR. LEE M. THURSTON, nominated by President Eisenhower as United States Commissioner of Education on June 18, 1953, suffered a heart attack on August 29. He died at Georgetown University Hospital in Washington, D. C., on September 4. President Eisenhower's statement issued upon the death of Commissioner Thurston said, "It is with deep regret that I have learned of the death of Dr. Thurston . . . I had full confidence in his ability and held high hopes for his leadership in that important office. Dr. Thurston had a long and distinguished career as an educator, and his death is a real loss, not only to the Government, but also to the cause of American education." Oveta Culp Hobby, Secretary of the United States Department of Health, Education, and Welfare, described the death of Dr. Thurston as "a great loss to the administration, to the Department, and to education as a whole." "I feel a deep personal sense of loss," Mrs. Hobby said, "because of the splendid outlook he had for improving the educational opportunities for the Nation's children. His personal charm, Volume 36, Number 1 high ideals, complete devotion to duty, and steadfastness of purpose gave promise of a great career as United States Commissioner of Education. His heart and soul were in his job. Just before he died he sought to dictate a memorandum to his nurse in which he said, 'We must have more patriotic pictures in our schools." " Rall I. Grigsby, Acting Commissioner of Education, speaking for all staff members and personnel of the Office of Education, said, "Those of us who have known Dr. Thurston intimately and have been associated with him during the past two months in the Office of Education have lost both a friend and leader. His warm spirit and sympathetic approach to our many problems as we have worked together to promote the cause of American education will be greatly missed. Our thoughts are with Mrs. Thurston and her children in this period of sorrow." From the Executive Secretary of the National Education Association, William G. Carr, came this statement: "Dr. Thurston's knowledge of the problems of school administration, his unusual talent for clear and forceful expression, and his skill in human relationships will be impossible to replace." During his short term of office, Commissioner Thurston gained the respect and loyalty of all his coworkers in the Office of Education. His intelligent grasp of problems presented by Office of Education specialists, and his leadership in organizing to work with State departments of education and local communities in helping to promote the cause of education remain indelibly in the minds and hearts of all who were associated with Dr. Thurston in his new position. Commissioner Thurston, immediately preceding his death, was busily engaged in reviewing the Office of Education budget for the fiscal year 1955. Dr. Thurston believed very definitely the Office of Education should do everything possible to strengthen its services to education in accordance with the original charter given by Congress in 1867. He quoted from it often to stress the basic mandate to the Office for the collection and diffusion 1 of statistics and facts on the condition and progress of education, and to "promote the cause of education throughout the country." He believed sincerely that the American people have faith in our Nation's teachers and school administrators and not only are doing more today than they have ever done to provide better schools and education for our children, but will do even more in meeting the crisis that looms ahead. He was convinced that both the profes sion and the public should have more facts and information about the problems and progress of education. His firm faith in the value of communication with our Nation's citizens by means of the press, radio, and television were evidenced during the days of late July and in August. He turned down no request for interview by writer or editor. His words were recorded, broadcast, and televised by the major networks. Newspaper syndicates printed in hundreds of papers Dr. Thurston's report on school and college enrollments and major problems in American education at the beginning of this academic year. He had made two formal public addresses as Commissioner of Education. One was before the graduating class at George Peabody College for Teachers in Nashville, Tenn. The other was made in his home State in Lansing, Mich., on August 24, at the annual Conference of Professors of Educational Administration. One of his many actions during his last busy week in office was the sending of a letter to Mr. Ralph Thornton, president of the Minnesota State Fair, commending him and members of the board for the fair for planning a special "Teacher Recognition Day" at this year's fair. He took the occasion to congratulate all teachers "throughout the Nation. . . for their contributions to the welfare of youth and our country," and concluded, "May the true spirit of teaching, which you are recognizing publicly in this manner, encourage other young people to take up this challenging profession." As a devoted patriot, his concern was to deepen understanding of American traditions, and as he phrased it, to "cause education to play its part in the development of the American way of life." He said "it is the function of American education to make the most of each person both as an individual and as an American citizen." With the approach of Labor Day, and another school year, he thought it advisable to issue a public statement on labor's contribution to the progress of American education. He expressed concern about the safety of the millions of children going to and from school each day in school buses, automobiles, and on foot. He wanted to suggest to the parents of the 3 million new first graders in our schools how the school and the home can cooperate in making the first school experience of children a happy one. He was worried about the 212 million teen-agers who might not return to high school this fall unless they get a word of encouragement from a teacher or principal On the national level he was giving much thought to the proper role of the Government in its relationships to the States, local school systems, and educational institutions. Funeral services for Dr. Thurston were held in Lansing, Mich., and interment took place on September 8 in a burial plot in the town of his birth, Central Lake, Mich. Some of Dr. Thurston's many friends have established in his memory a Lee M. Thurston Scholarship Fund to be used for the college education of his physically handicapped daughter. Chairman of this fund is Dr. John Guy Fowlkes, dean of the College of Education, University of Wis or the counsel of a father or mother. consin, Madison, Wis. State Activity in Teacher Recruitment "An all-out effort should be made to encourage more activity on the part of top administration officers in education to become active in teacher recruitment." This suggestion came to the Office of Education from Arthur Adams, Assistant State Superintendent of Public Instruction, in charge of teacher recruitment for the State of Illinois. Mr. Adams makes his suggestion as a positive step toward helping solve the Nation's teacher shortage problem. Answers to a teacher-recruitment questionnaire sent to the 48 State departments of education were also revealed to the Office of Education by Mr. Adams, for publication in SCHOOL LIFE. The questions and replies as compiled by Mr. Adams are: Summary of the 48 States Teacher Recruitment Questionnaire 1. Do you have some one person delegated to do teacher recruitment work? give his or her name. Yes 8 No 40. 2. Are there teacher scholarships to the tax supported institutions in your State which cover tuition and incidentals? Yes 28 No 20. 3. Do the private colleges in your State offer teacher training scholarships? Yes 18 No 30. 4. Did the 1952 teacher training graduates from 4 year colleges meet the demand? Yes 3 No 45. 5. Is your State using more emergency or substandard certificates than 1952? Yes 15 No 33. 6. Have any lay organizations or any particular line of industry sponsored scholarships for teacher training in your State? Yes 18 No 30. 7. Have any lay organizations sponsored teacher recruitment in your State? Please indicate. Yes 25 No 23. 8. Has the Parent Teacher Association of your State been active in teacher recruitment? Yes 33 No 15. 9. Has the Future Teachers Organization been influential in recruiting teachers? 38 No 10. 10. Has your State published any brochures, guidance bulletins, pamphlets, or any other materials on teacher recruitment? Yes 20 No 28. 11. What have the educational organizations done in your State to actually assist in the teacher recruitment program? |