Five Projects Report ACH of the five educational proj ects is making forward strides in organization, according to the directors of these special activities of the Office of Education. These projects are financed through emergency relief funds. Commissioner Studebaker, who is directly in charge of the Public Affairs Forum Project, reports: "Three communities have been selected for immediate promotion of public-forum programs under provisions of the special grant to the Office of Education for this purpose. They are Manchester, N. H., Monongalia County, W. Va., and El Paso County (Colorado Springs), Colo. The administrators of these local projects will be L. P. Benezet, superintendent of schools, Manchester, N. H., Floyd B. Cox, county superintendent, Monongalia County, W. Va., and H. M. Corning, city superintendent, Colorado Springs, Colo. The three administrators met in conference in Washington, January 21 and 22 to share their problems and suggestions. The administrators will organize their programs in their local communities and select the leadership in cooperation with their regular boards of education, with the advice and suggestions of local advisory committees, composed of persons representing various interests and groupings in the community. "These three demonstration centers will operate during the spring season. Meanwhile the Office of Education will select 7 more centers from 25 proposed communities to be in operation next fall. "The survey on existing public forums is going forward-almost 500 questionnaires have been sent out to forum leaders in all parts of the country. "A youth conference composed of representatives from some 30 youth organizations was held in Washington, December 21, 1935, at which numerous recommendations were made for making public forums more attractive to young people. The members of the conference also suggested questions and subjects for discussion which in their opinion had great appeal to young people. The results of this conference will be made available in the near future to those interested." William Dow Boutwell, director of the Educational Radio Project, reports: "With the appointment of an advisory committee composed of nationally known radio educators and with the assembling of the staff practically completed, the Educational Radio Project of the Office of Education is rapidly nearing the point of being ready to face the microphones. "United States Commissioner of Education J. W. Studebaker announced that at his invitation two major networks have appointed representatives to advise William Dow Boutwell, editor of School Life and administrator of the project. Those named are Edward R. Murrow, director of talks of Columbia Broadcasting System and Dr. Franklin Dunham, educational director of National Broadcasting Co. Dr. Ned H. Dearborn, Dean of the division of general education, New York University, and Sidonie M. Gruenberg, director of Child Study Association of America, have also accepted Commissioner Studebaker's invitation to serve on the advisory committee. "The radio workshop staff, under the supervision of experienced radio technicians, is now engaged in preparing a series of educational programs. These may include broadcasts on vocational guidance, hobbies, summer educational opportunities and conservation education. Among other proposed programs is a series for CCC enrollees to augment the existing educational programs in the camps. "The American University, Washing- ★ Dr. Ambrose Caliver, director of "These studies will bring together the study. Mr. Trigg, who is a candidate for the doctor's degree in secondary education at Columbia University, has had a wide teaching and administrative experience. In order to assist in the study, Mr. Trigg was granted leave of absence from his present position. "Four outstanding Negro educators have been selected to act as regional directors. All have been granted leaves of absence for the period of the study. They are: Dr. Felton G. Clark, formerly professor at Howard University and now dean of Southern University in Baton Rouge, La.; Dr. James H. Robinson, professor of sociology and director of the division of social administration at Wilberforce University, Xenia, Ohio; L. A. Potts, formerly itinerant teacher-trainer in agriculture for Texas and now head of the division of agriculture of Prairie View State College; Walter R. Chivers, professor of sociology at Morehouse College and candidate for the Ph. D. degree in that field. For several years he has been associated with the Commission on Interracial Cooperation in making research studies. "The advisory committee composed of representatives of national educational and professional organizations among Negroes is being formed to advise on major policies and problems in connection with the survey. This project will be coordinated with one now being directed by Dr. Robert C. Weaver, Department of the Interior, which is designed to study the occupational opportunities for Negroes. The results of the two studies should furnish a complete national picture of the vocational life of Negroes, and should be helpful in formulating educational policies and programs." Ben W. Frazier, director of the Cooperative University Research Project, reports: Announcement and preliminary plans of the project in research in universities and a list of cooperative research studies suggested by the United States Office of Education were distributed in late January to 132 institutions of higher education having organized graduate work. From 1 to 10 institutions in the various States were invited to participate in this [Concluded on page 161] The Forward March E [Accompanying charts were prepared by W NROLLMENTS in vocational education classes in agriculture trade and industry, and home economics reached a peak of 1,249, 189 during the fiscal year ended June 30, 1935. This is an increase o more than 130,000 over the previous year. This increase is divided a follows: Agriculture, 40,622; trade and industry, 51,924; and hom economics, 37,503. The increases are based on a total enrollment o 329,983 persons in agricultural courses; 537,983 in trade and industria courses; and 381,224 in home economics courses. Reports from State boards of vocational education to the Office o Education show definite highlights in the program of vocational educa tion carried on during the year under the Smith-Hughes and George Ellzey Acts. Emergency activities Emergency activities included services of vocational teachers, super visors, and others in helping farmers to adjust to recovery programs assisting them in reorganizing their farm enterprises to fit the agricu tural adjustment program; and giving help in obtaining credit throug the Farm Credit Administration. Participants in rural rehabilitatio projects were given instruction in agricultural enterprises, and foo preservation. Agricultural teachers taught classes composed of CC camp enrollees. Specific instruction was offered in soil conservatio subjects advocated by the Soil Conservation Service. Unemployed workers in trade and industrial fields were provide with training which enabled them to find employment in availab 1918 1922 1926 1930 1932 1934 1935 In process of rehabilitation Each symbol represents 4,000 persons. Vocational Education jeet no. 273, directed by Rudolf Modley] ALL DAY PART TIME AND EVENING 1918 1922 Addi jets, to set themselves up in trades or small business ventures of their In the field of vocational homemaking, emergency programs have Special attention has been directed to training for out-of-school Youths from 16 to 25 years have been trained in part-time classes 1918 1922 TOTAL ENROLLMENTS IN VOCATIONAL SCHOOLS OPERATED The Vocational Summary Parent education plan A PARENT education program in which the State board for vocational education and the State Congress of Parents and Teachers cooperate was started in Utah last fall. Dr. Hazel M. Cushing, a parent-education specialist, who was employed for the purpose, has been conducting classes for lay leaders of parent study groups. Dr. Cushing's program includes instruction in the philosophy of adult education methods and content for parent-education courses, and suggestions for sources and materials available for use of study groups. Leaders were given opportunity for directed observation of nursery-school procedure and classes in parent education. Dr. Cushing started her leadership training program in Salt Lake City with two classes, each with 40 members, which met twice weekly, and two observation classes one for the study of parentchild relationships, and the other for the study of problems of the adolescent. A number of other city centers were served under this plan, also. School survey Considerable time and attention were given in the State of Washington last year to a survey of high schools. This survey was made with a view to determining the educational centers and subcenters which should be maintained in connection with a long-time educational program. Incidentally, it uncovered data and information which may be used to advantage in determining the possibilities for establishing departments of vocational agriculture in additional State aided schools. Data covering the number of farms, amount of cleared land, and similar items were secured for each school district in western Washington and in many of the areas in eastern Washington. As the proposed reorganization of the educational program planned as a result of this survey becomes effective, agricultural departments will be established in many high schools now too small to justify such a department. It is signifi cant that no vocational agriculture departments were dropped in the State of Washington during the year, and that eight new departments were added. Rotary clubs help Enroll During the past year a special committee of Rotarians in Toledo, advised of the need of disabled persons in that city for training for specific employment, equipped a business training school and employed a qualified instructor. ment is limited to 12, and each case is carefully selected for the type of training provided. Members of the Rotary committee have made themselves personally responsible for the placing of graduates of the business school. Between March and October 1935 nine graduates were placed in good positions. A similar program was inaugurated in Newark, although the situation there did not warrant setting up a special school. As the need for a program of this type develops throughout the State, more committees of Rotarians will be requested to assist in the work. The Ohio Rotarians are sponsoring these programs for the disabled in cooperation with the State board for vocational education. Homemaking cottage A modern bungalow with all the atmosphere of a pleasant home is the laboratory for homemaking courses taught at the Broad Ripple High School, Indianapolis, Ind. Containing five rooms and bath, the cottage is, according to a local paper, "the very last word in modern efficiency." Laboratory work in this cottage began when the girls in the school's homemaking course planned and carried out the interior furnishing and decorating. Choice of draperies, rugs, blinds, pictures, and various accessories offered real problems to the young homemakers. Harmony of color and line and choice of pieces suited to the modest home were among the problems the girls tackled and solved, with the aid of Mrs. Stella Richardson, home economics director of the school. Now that the cottage has been put in condition for laboratory cottage purposes, it has become the center of the practical instruction in planning, buying food materials for, preparing, and serving meals; selecting, making, and remodeling clothing; budgeting, child care, nursing, and other homemaking projects. This cottage, with the opportunity it offers for practical instruction in homemaking, under conditions faced in the average home, is the fulfillment of a hope nursed by Mrs. Richardson and the school principal, Mr. K. V. Ammermann, for a number of years. Geared instruction It is not always advisable, as some teachers have discovered, to try to fit a standard course of training to a part-time group. Mr. A. Coan, agricultural teacher at the Lambertville, N. J. high school, tells how he found this out in organizing a part-time course in farm shop work. The original plan for the course called for a formal 4-weeks' program-1 week of electrical work, 1 week of painting and glazing, 1 week of cold metal work, and 1 week of woodwork. During the first few days of the course, however, he was convinced that training geared to the immediate individual needs of the students, and offering instruction in their practical farm shop problems would be advisable. By foregoing a potential expansion in the size of the class and by liberal use of a large number of mimeographed lesson sheets, such a course was successfully concluded. The list of accomplishments in this course, which included among other things, repairing and overhauling plumbing fixtures, electrical work, painting and glazing jobs, installing a gas furnace, and work on farm machinery and tools, indicates its extent and scope. The class met daily for 6 weeks. Practical material only was used in the course, and most of it was provided by the students who attended. Students varied in age from 15 to 22 years, with the exception of one man 40 years old. Five evening schools in poultry husbandry and one in dairy husbandry had previously been conducted in the Lambertville community, and this farm shop class was designed to meet the needs of a different group. Floyd's recommendations Two studies made by Arthur Floyd, professor of agricultural education in Tuskegee Institute, have uncovered some interesting facts. The first study shows, for instance, that of 1,008 Negro pupils enrolled in vocational agriculture schools in Alabama in 1934, 276 graduated, and that 211 of these graduates, or 76.4 percent, were farming. Of this 76.4 percent, moreover, 13 percent had purchased land and were farming as owners. The remainder of these graduates were engaged in farming as renters, partners, managers, or laborers. Ten percent of the 276 graduates were attending agricultural colleges. The second study made by Professor Floyd, of the ultimate occupation of 1,772 Negro students of vocational agriculture over a period of from 1 to 10 years, shows that 765 of them are farming. Of this number 166 are graduates of vocational agriculture courses. Professor Floyd lays special emphasis on the fact that 9.9 percent of the graduates and 3.4 percent of nongraduates are attending college. He calls attention to the fact that the average schooling of the 10 most prosperous farmers in each of 18 counties in Alabama is only a little above the sixth grade. This is a particularly low rating, Professor Floyd points out, because the annual term in the schools attended by these farmers ranges only from 1 to 4 months. With this in mind, he recommends that in the future Negro colleges provide opportunity for a greater number of pupils to take advantage of college training in agriculture and other vocational fields. He suggests that students in these colleges who are interested in securing ultimate employment as waiters, porters, cooks, hotel keepers, and in other similar occupations, be trained for such work by being employed in various departments in the college in which such services are required. He recommends that this plan be substituted in place of the general practice of hiring outside help for such work. Pertinent questions "Is it assuming too much to say that each State supervisor has gone carefully into the matter of sources of available farms in connection with his program of placement for part-time students in agriculture? Does any one know of a single case where a part-time student has through the efforts of his agricultural teacher or State supervisor become established in farming by the purchase of a farm through a land bank?" These questions are propounded by Dr. C. H. Lane, agent for agricultural education, Federal Office of Education for the North Atlantic Region to State supervisors and teacher trainers in the region. Dr. Lane has suggested that reports on how part-time students in the region have become established in farming would make interesting discussion for the spring regional conference. Staff changes Miss Marie White has been appointed to fill the vacancy in the staff of the home economics service, vocational education division, Office of Education, caused by the promotion of Miss Florence Fallgatter to the position of chief. Miss White, who as agent for special groups, was a member of the home economics staff for several years, and for the past three years has been in charge of the home economics program for girls and women carried on by the Tennessee Valley Authority, has been appointed home economics agent for the southern region. Miss Rua Van Horn, who has served as agent for the southern region since March 1935, takes Miss Fallgatter's place as agent for the central region. Oil geology and airbrakes Instruction in two fields--oil field geology and airbrake operation are being stressed in vocational programs in Kansas. Started in 1933 at the request of the Wichita branch of the American Petroleum Institute, the oil field geology course is conducted by Dr. W. A. Ver Wiebe, professor of geology, University of Wichita. Weathering, erosion, swamp deposits, marine deposits, and oil traps are among the subjects covered in the course. Thirty men attended in 1933 and the class was continued in 1934-35. Classes in airbrake operation, carried on for the past 7 years, are conducted in railroad division points, about 25 in all, and continue for a period of 5 weeks. Morning, afternoon, and evening sessions permit all railroad workers, regardless of their "runs" or hours to attend at least one unit of instruction. Instruction is given through drawings, by which airbrake operation is outlined a step at a time. Engineers, firemen, conductors, brakemen, carmen, shopmen, hostlers, round house men, switchmen, supervisors and inspectors are enrolled in the airbrake classes. About 8,000 men have received instruction, thus far. Railway officials and labor organizations, civic clubs, and educational authorities have cooperated in the plan. The airbrake and oil geology classes are sponsored by the State board for vocational education, of which C. M. Miller is director. care. How Virginia does it From Virginia comes a suggestion for a part-time program for out-of-school youth-not boys and girls, but young men and young women-which might well be helpful as a pattern in other States. Under the Virginia plan two to six centers of instruction were established in six counties. A special teacher was provided for young men and one for young women. Meetings were held in convenient school buildings one or two nights a week and in some cases during the afternoon. Instruction was practical and informal. While the young men made portable wood saws from old automobiles, did simple wiring and radio repairs, overhauled electric and gas motors, and repaired farm implements, the young women remodeled hats, overhauled dresses, fixed home furnishings from cheap materials, planned meals, and studied home nursing and infant Both men and women also participated in business training courses. During the day, teachers visited individuals in their homes or on the job to help them with home projects. Out of these classes grew clubs of both a social and forum character. The members of one of these clubs formed a similar one in an adjoining village and induced the village fathers to initiate a village cleanup and roadside planting project. In Gloucester two high schools housed evening classes in which 20 men and 40 women received practical training. And members of one group in these schools occupied themselves in research in local history. Recreational and community chorus singing programs were carried on in connection with this vocational program. Informality was the keynote of the entire program, which was inaugurated by the State board for vocational education. Approximately 1,600 persons were reached in the centers set up under the Virginia plan. CHARLES M. ARTHUR |