professional projects. This radio workshop will prepare and present educational radio programs that are expected to be unique in the field of broadcasting. Particularly it is planned to stimulate and advance the educational program in the C. C. C. camps through this project. Local school units State departments of education in 10 States will be enabled to employ emergency workers to collect information about school districts which should provide a sounder basis for planning economies and improvements in the organization and administration of education. The Office of Education has already prepared materials and basic survey "blueprints" to assist States in launching such studies. Henry F. Alves, Office of Education specialist in State school administration, will be in immediate charge of this project. If such as these five major educational projects can be demonstrated to be of intrinsic value to the schools, colleges and universities of the country, and likewise to the masses of the people, these or similar efforts will continue. This is no one's promise but a traditional and historical fact in all progress. If school leadership carries forward such efforts to a deeper meaning and wider influence upon the thinking and acting of people than would otherwise have come, then again, shall school leadership have proven the wisdom of its selection. Commissioner Studebaker, in referring to the public affairs forums particularly, says: "It is our hope that these demonstration centers, like the one in Des Moines, may point the way toward a national adult civic education program. Nothing is more important to American democracy than that the people in all walks of life in their own localities with the help of their own educational institutions shall devise means of getting a clearer understanding of their common problems through a process of free discussion, giving opportunity for the expression of every important point of view. "We hope and expect that other communities than those actually selected will begin to promote programs under local initiative, and that others will gain an understanding of the problems involved from observation of the plan being demonstrated in their region as a basis for preparing their own programs. As soon as possible, other communities should be added to the list and assistance provided for increasing the number of centers." It is worth repeating that these five projects with their $2,000,000 attached, are a significant challenge to the Nation's schools. Electrifying Education THE motion-picture screen has grown The screen, however, does have an This series deals with such subjects as snails, octopi, crabs, seals, birds, and ants in an authentic and fascinating way. It is being released through RKO Radio Pictures, and it will really be worth any theatergoer's while to ask his theater manager when these pictures will be shown. In an effort to meet the need of teachers interested in securing advance information about radio programs of possible educational value which may be used in the schools of Ohio, the bureau of educational research, Ohio State University, Columbus, is issuing a weekly listing of radio programs under the title of the Ohio Radio Announcer. Ohio teachers may be placed on the mailing list and others obtain sample copies by addressing Mr. I. Keith Tyler at the address given. Teachers may obtain free copies of the new improved weather maps by addressing the United States Weather Bureau, Washington, D. C. Honors to Chief Clerk Kalbach GENTLEMAN who had passed A his ninety-ninth birthday commented that "not many people die after reaching this age." Likewise, not many persons retire after 481⁄2 years of service in the Federal Government, and particularly in the same branch of the Government. But that is the record of Lewis A. Kalbach. Chief Clerk Kalbach of the United States Office of Education retired voluntarily a few weeks ago. Immediately prior to his retirement, the staff of the Office of Education, officials from the Department of the Interior, representatives of the American Council on Education, the National Education Association, and other organizations, met in Washington to honor the retiring worker. The event was the occasion of congratulations and testimonials from the Secretary of the Interior, Hon. Harold L. Ickes; from prominent educators throughout the country including three former United States Commissioners of Education; and from acting and former officials high in the Government service. Substantial remembrances in the form of gifts from colleagues in the Office of Education were presented with expressions of appreciation of Mr. Kalbach's services and of regret at his departure from the position he had filled so long. Lewis A. Kalbach came to the Bureau of Education as a young man of 20 in May 1887. He was appointed to act in a clerical capacity in the Division of Statistics by the third Commissioner of Education, Dr. Nathaniel H. R. Dawson. During many years he was assigned to the collection and compilation of statistics concerned with colleges and universities in the United States. In this position Mr. Kalbach was concerned also with general relationships of the Bureau of Education to these institutions. In 1907 he was appointed as Specialist in Charge of Land Grant College Statistics, a position concerned also with the distribution of certain Federal funds for which the Office of Education is still responsible. These relationships resulted in a wide acquaintance with the organization of higher institutions of learning in the United States as well as personal acquaintance with presidents and other important officials of these institutions. Mr. Kal bach is one of the few who personally knew all the Commissioners of Education from Henry Barnard on. He was officially associated with 8 of the 10 Commissioners who have headed the Office of Education. During the incumbency of Dr. Henry Ellsworth Brown as Commissioner of Education, Mr. Kalbach was promoted to the position of Chief Clerk of the Bureau in 1909, a position in which he has served to the present time with the exception of an interval of approximately 11⁄2 years during which, as Director of Statistics, he was entrusted by Commissioner Claxton with responsibility for visiting State departments of education throughout the country in the interests of facilitating the gathering of data on education and educational systems and of coordinating and unifying such data for reports of the Bureau of Education. Until the new position of Assistant Commissioner was created in 1929, the Chief Clerk of the Bureau of Education was ex-officio Acting Commissioner of Education during the absence from Washington of Commissioners of Education or during vacancies in that office. From August 31, 1928, when Commissioner John J. Tigert resigned, to February 11, 1929, when Dr. Wm. John Cooper assumed office as Commissioner, as well as during many absences of the several Commissioners who had preceded Commissioner Cooper, Mr. Kalbach served with ability and distinction as Acting Commissioner of Education. On December 1, 1935, he completed his 481⁄2 years of service with this Office. He retired with those abiding satisfactions of life which come only to those who carry with them into the years of greater leisure the respect and confidence of their associates as well as their cordial good wishes for continued health and happiness. Long live Kalbach to enjoy his wellwon retirement. SCHOOL LIFE January 1936 Taxes for Public Education I 'N SPITE of the fact that public education is universally defined in constitutional and statutory law as a function of the State government, it is far from being a universally State supported function of government. An examination o the several State school support systems reveals many interesting facts concerning the development of various provisions for financing public education throughout the United States. Such a study deals primarily, of course, with State plans rather than with local plans for school finance, since the plans under which any local school district operates emanate from the State and constitute a part of the larger State system. Such an examination reveals that each of 12 States provided less than 10 percent of the funds used by their public schools in 1933-34; each of 24 provided less than 25 percent; while only 4 States provided as much as 50 percent. However, as reluctant as many States appear to be in the matter of assuming a major share of the burden of public-school support, there is considerable indication that this is coming to be looked upon more and more as a State obligation. For example, revisions of State school support systems during the last 10 years show a definite trend toward provisions for larger annual State school funds, and reports of State school systems show, for the country as a whole, that the part of the publicschool cost carried by the State increased from 17 percent in 1923-24 to 24 percent in 1933-34. Depression emphasized problem It is common knowledge that local revenue units are obliged to depend chiefly upon the ad valorem tax for their local funds. Consequently when this source of revenue becomes unsatisfactory or inadequate school districts left to their own financial resources are bound to suffer financially. There may have been a time in the past when localities of a given State could, without burdensome taxation and with nearly equal effort, support the educational program which the State outlined as the necessary minimum. If such a period existed, it long since dis 110 Increasing Importance of State Revenue for Public Education, Presented by Timon Covert, Specialist in School Finance, United States Office of Education appeared. Revenue producing ability has been unequal for many years among the various localities of each and all States. Legislative assemblies then, particularly during the last two decades, have had these two problems relating to school finance rather constantly before them. The depression did not create the problems but made them more in evidence. Revisions of State school support systems are attempts at solutions. While fewer than half of the States are included in the group showing significant increases in State participation in school support during the 14-year period ended 1934, preliminary reports indicate that a number of additional ones would be included in such a grouping for the year 1935-36. Types of State taxes As one State after another provides a larger amount of State school money thereby attempting to ease and to equalize the burden of local general property taxpayers, it is interesting as well as important to note the sources of State revenue utilized for the purpose. Data for the school year 1933-34 show that for the country as a whole by far the greatest amount (66 percent) of funds provided by the several States for the public schools came from general fund appropriations. All but 10 States drew upon their general funds for the support of their schools. Such appropriations amounted to 100 percent of the total State school moneys in 4 States that year while they ranged among the remaining 34 States in which they were made from less than 1 to 99 percent. General property taxes were levied especially for schools in 17 States for the year 1933-34. The proceeds ranged from less than 3 percent of all school funds provided by 1 of the 17 States to 96 percent in another. For the country as a whole this source of State school revenue was second only to general fund appropriations. A number of other taxes are levied especially by various States for their school funds. Among the most important of these measured by the amount of revenue produced for the public schools are taxes on incomes (both private and corporate), public utilities, motor fuel, occupations, natural products, transfer of goods cr sales, and individuals. Ten [Concluded on page 124] SCHOOL LIFE January 1936 University Farthest North M OUNT McKinley, or "Denali" as the Indian tribes of the North called it, is the highest mountain peak on the North American Continent, rising 20,300 feet above sea level. Until 1913 man had not set foot on its summit. About 150 miles north of this moun- The main college building was a two- Under the guidance of Dr. Charles E. Regular 4-year courses are now offered in agriculture (4 students enrolled), arts and letters (19), business administration 41), chemistry (9), civil engineering (19), education (10), general science (12), home economics (6), geology, mining engineering and metallurgy (44). Last year (1934-5) 104 men and 60 women were enrolled and 12 States represented. The faculty was composed of 18 menand 6 women. In addition to the original building there have been completed a equipped power plant, an agricultural shop building, a mine shop building, a motors building, a dormitory for men, and a dormitory for women. value of the plant and equipment is now The total $681,332 which includes $71,000 in dormitories. Total receipts for all purposes in 1934-35 amounted to $169,297 of which $79,000 represents the faculty pay roll. well SCHOOL LIFE January 1936 Walter J. Greenleaf, Specialist in Higher Education, Tells of University of Alaska, One of America's 69 LandGrant Institutions of Higher Learning University of Alaska at Fairbanks. Final registration for the current year includes 180 regular students. Since the men's dormitory accommodates only 58 men, the housing problem has become acute and additional rooms have been provided in basements and cabins. Dining room facilities, first inaugurated in 1929, have been expanded until the whole of the basement of the girls's dormitory is being utilized with an addition built on. Board, formerly billed at $45 per month, has been reduced due to the operation of the university farm where food supplies such as vegetables, milk, and meat are sold at prices slightly in excess of the cost of production. This year facilities have been leased to the new University Club and board is now offered at $35 per month and rooms at $10 per month. Positions await graduates Most students who desire part-time employment during the school year and COURTESY ARMY AIR CORPS. summer are able to form contacts which provide opportunities. President Bunnell makes the statement that "every member of last year's graduating class at the university helped in putting herself or himself through college, and every member had a position awaiting on receiving a diploma. It is doubtful if another university or college in America can boast such a record." The university maintains six departments in addition to instructional activities. (1) The Biological Survey established an experiment station at the college in 1927 to develop domestic animals which are suitable to Alaskan conditions and resources. (2) The assay department operated by the United States Bureau of Mines in Fairbanks from 1917 to 1924 has since been maintained at the university; during 1934 the department made 2,240 determinations of gold, silver, and platinum, and 1,263 other determina [Concluded on page 135] Teaching Technique in the C. C. C. IN THE development of the C. C. C. Educational Program, there have evolved a number of interesting methods of instruction. These techniques of teaching have been employed as a means for accomplishing the farreaching purposes of the program. Before examining the C. C. C. methods of instruction, one should first understand the wide variety of youth who compose the corps. Some are misfits in the home-town school and have dropped out with a distaste for school in any form. Some have not had any schooling at all and are illiterate. Others have completed a portion of their educational preparation but have been compelled to drop out of school because of lack of funds. Still others have gone through high school or college but cannot find any work or any way to make use of their training. After realizing what a divergency the enrollees represent in their individual development, one can easily see why we have had to make the C. C. C. Educational Program just as flexible and adaptable as possible. In the camps there is no prescribed curriculum of study; the program is arranged to meet individual differences, interests, and aptitudes. Interviews One of the first things the educational adviser seeks to do after enrollees enter camp is to hold personal interviews. Through these conferences he becomes acquainted with the enrollee's background, his previous training, job-experiences, and evidence of skills or proficiency in any particular lines of work. After gathering this information the adviser helps the youth develop an educational and vocational plan for himself. The number of guidance interviews held with enrollees climbed from 131,040 in September 1934 to 300,594 in October 1935. Counseling and guidance do not stop with the initial interviews which are extended the men upon entering camp. Enrollees are given ample opportunity to Methods of Instruction Developed in the Camps Up to This Time, Described by Howard W. Oxley, Director of C. C. C. Camp Education try their hand at many jobs within the camp and on work projects. These jobs offer the men practical experience and a chance to see the type of work for which they are best fitted. While at work, enrollees receive training and information valuable for their self-improvement. Systematic training on the job has enjoyed a steady growth in the C. C. C. In February 1935 there were 70,405 men receiving such instruction; in October 1935 this number had increased to 188,783. Advisers encourage enrollees to enter evening classes after the enrollees finish their daily work program which follows the seminar rather than the classroom method. There, the instructor may preserve a certain formality, but he is constantly exchanging ideas and information with the learner. It is partly an unconscious process a recognition that the leader of the group is dealing with young men who are voluntarily seeking to learn from him. He talks with them in a direct conversational way. Language is practical and forceful. To enrich the job training which enrollees receive during the day, the C. C. C. offers special vocational courses in evening classes. Vocational instruction has expanded rapidly during the past year. At present approximately 50 percent of all camp courses are vocational The number of such courses in the C. C. C. rose from 4,202 in September 1934 to 14,063 in October 1935. To make it possible for enrollees to continue training beyond that afforded by the camp, advisers have made arrangements with neighboring high schools, trade schools, and colleges to supply further instruction. The number of camp members attending nearby night schools increased from 2,739 in September 1934 to 8,021 in October 1935. The number of enrollees taking correspondence courses from colleges and special schools expanded from 1,187 in September 1934 to 19,836 in October 1935. In addition to their work and educational training, camp members are encouraged to develop hobby and avocational interests. Many enrollees have discovered their vocational aptitudes through hobby interests. Through arts and crafts, dramatic and music groups, debating, newspaper writing, and drawing, many of these men have come to know their talents better. They have found that they can do things; this sense of achievement is the beginning of many other interests and associations. Educational aids Hobby activities in the C. C. C. have increased from 4,471 in number in September 1934 to 13,611 in October 1935. During the latter month there were 238,421 men engaged in such activities To broaden the culture and general knowledge of the men, advisers have attempted to develop educational aids throughout the camps. In April 1934 there were only 16,590 books circulating monthly in the C. C. C., whereas, last October there were 293,517 books circulating. During the same period of time, educational films shown to the enrollees increased from 817 in number 6,075. to During a recent month, 4,471 field trips for enrollees were held to acquaint More them with plant and animal life. than 73,000 men took part in these instructional tours. We who are connected with the C. C. C. Educational Program feel encouraged over the methods which have been devised thus far to meet the requirements of thousands of men who come into our hands. In a program in which participation is on a voluntary basis and individual interests and needs are wide-spread, there necessarily must be adjustable and suitable methods of instruction. In our efforts and planning, we shall continue to keep these facts in mind. |