Colleges and CCC Camp Education I T IS encouraging to observe the growing interest of college authorities in the CCC educational program. From the beginning of organized educational efforts in the camps, these officials have been cooperative, but within the past year their concern for the development of CCC education has seemed even more pronounced and far-reaching. The CCC Office of Education recently wrote the presidents of over 200 colleges and universities requesting their assistance in improving and enlarging camp instructional facilities. This communication indicated a number of services of which the camps were in further need, due to the widespread demands of enrollees. Some of the services mentioned were: (1) Correspondence courses; (2) extension classes and lectures; (3) library facilities; (4) instructors to assist camp educational advisers; (5) speakers on special subjects of concern to the enrollees; and (6) discussion group leaders and debate coaches. The letter pointed out that many enrollees in camp were qualified to pursue college work and were anxious to do so but were unable to continue because of their financial circumstances. The college heads were asked to consider the possibility of making certain scholarships or other financial aid available to enable these enrollees to undertake higher training. Responses encouraging Replies to the Office of Education's letter have been received from over threefourths of those institutions contacted. A note of cooperation and sympathetic interest was evident in practically every response. President A. G. Crane, of the University of Wyoming, wrote: "I have had some opportunity to observe the camps rather closely, and I have nothing but commendation for them. The biggest Howard W. Oxley, Director, CCC Camp Education, Discusses Cooperation of Colleges and Tells of Higher Education Scholarships Established for CCC Enrollees thing they are doing is the rehabilitation of young men, and I should be pleased to see a stronger educational program." Chancellor Frederick M. Hunter, of the Oregon State System of Higher Education, believes "the types of service needed by your camps deserve every effort of being fulfilled." President H. C. Byrd, of the University of Maryland, reports that not only is his university interested in the progress of CCC education but that it "has even gone to the extent of organizing classes on the campus which have been attended by boys in nearby camps. We also sent lecturers to these camps; and last summer we were the focal point for a 3-week conference of camp educational advisers." Scholarships established Replies from 26 college presidents indicate that they have established or are now setting up scholarships to permit qualified CCC enrollees to undertake higher training. These scholarships range in value from $50 to $1,000 per year. Among the institutions granting this financial aid are the University of Vermont, Georgetown College, RandolphMacon College, Emory and Henry, the Berry Schools of Georgia, Tuskegee Normal and Industrial Institute, University of Chattanooga, Illinois Wesleyan University, University of Maryland, Reed College, University of Virginia, Oklahoma A. and M. College, Gonzaga University, Earlham College, Ripon College, Northeastern University, Baylor University, Northwest Missouri State Teachers College, University of Chicago, Carleton College, and Tufts Medical College. President Dexter M. Keezer, of Reed College, states that the citizens of Portland, Oreg., who made possible a CCC scholarship last year are renewing it because "the young man who won the scholarship last year did an excellent job here in all particulars." In addition, Dr. Keezer reports that this year another scholarship is being awarded to a promising CCC youth at Reed College. Making use of CCC camp library. Over 20 additional institutions have granted self-help positions, supported by NYA funds, to enrollees to enable them to enter college. Further assistance Twenty-eight colleges and universities are conducting extension classes and special lectures for enrollees, either free or at a low rate of charge. Six institutions are permitting enrollees from nearby use their classrooms and camps to laboratory equipment. Over 50 schools have assigned NYA student instructors to teach enrollees in surrounding camps. Eleven colleges permit enrollees to use their library books, and two of these have donated books to the libraries of CCC camps. Eight (Concluded on page 120) Poland's Polytechnic Institute AT what age and with what intellectual preparation may a person begin special training for a profession? How long shall that formal training persist and what subjects shall be included in it? What shall be the final test of fitness to practice a profession? And how and by whom shall it be recognized? T HESE are matters of such public importance that in many countries they are regulated in much detail by the National Government acting usually through its ministry of education. This is the situation in Poland and the Polish answers to the questions posed above are strikingly illustrated, with respect to the technical professions, in the organization of instruction in the Polytechnic Institute of Warsaw (Politechnika Warszawska). Founded in 1824 the institute is the oldest, largest, and most completely organized school of its kind in Poland. Admission and curricula The young man who enters the institute will be at least 18 years of age, will have had not less than 12 years of organized school training divided into 4 years elementary and 8 secondary or 6 of each, depending on whether he worked under the former or present system, and will hold a certificate of maturity-we would call it a diploma of graduation— from a secondary school. Moreover, his secondary school studies must have had a considerable scientific bias. In addition, he must submit to a competitive entrance examination in certain subjects varying according to the department he wishes to enter, but which will in any case be mainly science and mathematics. The organization of instruction within the institute is shown in the accompanying graph. Here are five main departments: Engineering, mechanics, electrotechnics, chemistry, and architecture. Examinations and degrees The semidiploma examination comes at the close of the second year of studies. Its purpose is to select from the entire group of students those who are plainly capable of continuing the work. It is usually both written and oral, covering the entire range of subjects, and is severe. Another 2 years of study following success in the semidiploma examination, brings the student to the final test of his fitness to be licensed to practice the technical profession which he has chosen. This is the diploma examination, also severe, written and oral, and specially arranged according to the student's option. In addition, he must submit an approved thesis. If successful, he is granted the degree of engineer (inżynier) with his special field of study mentioned in the diploma. The degree is also a license to practice engineering. Not many engineers care to continue their studies, but those who do may attain the degree of doctor of technical science by submitting a printed thesis covering at least 2 years of individual research work and passing a public doctoral examination. Control of engineering Throughout this scheme of training, the National Government of Poland has The secondary the controlling hand. school in which the student is prepared for studies in the institute is either a public institution directly under the administration of the National Ministry of Education or a private school inspected and approved by it. In either case it must follow the program of studies fixed by the ministry. The certificate of maturity is granted as a result of an exministerial amination by conducted authority. The Polytechnic Institute is maintained by public funds and is so closely within the administration of the national minisThe try as to be almost a part of it. competitive entrance examination may be made difficult or easy as the ministry may direct, thereby controlling the number and kind of students who may train for the technical professions. the different curricula must meet the approval of the ministry and the diploma examinations are regulated by it. In short, the National Government can determine the quality and amount of trained engineering ability available for the use of the Polish people. F. F. A. Convention All (Concluded from page 105) honoring of the farm boy, chosen from the 125,000 vocational agriculture high-school students in the Future Farmers of America organization, to be the "Star Farmer of America." Winner of this year's highest F. F. A. award, and the $500 cash prize offered by the Weekly Kansas City Star newspaper, was Clayton Hackman, Jr., a 19-year-old youth from Schaefferstown, Lebanon County, Pa. Beginning his enterprise in 1931, at the age of 14, with 2 acres of corn and a small financial loss, this young farmer added potatoes, sows, chicks, and sufficiently large fields of food crops for his animal and poultry enterprises, thus steadily increasing his income. At present the "Star Farmer of America" has 257 pullets, 180 hens, 900 chicks, 10 head of swine, and 50 acres of land in crops. In 5 years his total earnings from farming have amounted to $3,500. His present investment in farming is $1,800. The young man's accomplishments in vocational agriculture included not only progressive planning for better crops and animals, but also improvement of the home farm, and an attempt to improve his own abilities as a farmer and as a citizen. Each year since 1931 Hackman planted additional trees and shrubs around his home. He removed old buildings, did repair and construction work, and tried to increase soil fertility. President and secretary of his local F. F. A. chapter, and vice president of his State association, he exhibited corn, potatoes, swine, and poultry at the county and State fairs and farm shows. He worked and held office in the county vocational agriculture poultry association, managed the F. F. A. cooperative seed sale and potato experiment plot. In 1935 he entered and won the State F. F. A. public-speaking contest in Pennsylvania. To Mr. Linke of the Office of Education, the convention's chairman and general manager, fell the honor of conferring the "Star American Farmer" degree upon Clayton Hackman. Commissioner honored Another degree was conferred at the Kansas City F. F. A. convention. This, the honorary F. F. A. degree, was presented by the Future Farmers of America to John W. Studebaker, United States Commissioner of Education. At the largest banquet ever held by the F. F. A. President William Shaffer of Maurertown, Va., made the presentation to Commissioner Studebaker, who addressed 900 farm youth, their advisers, contestants, coaches, officials, leaders in vocational agriculture, and others. Winners and officers Winners of the F. F. A. public-speaking contest were: First, Kenneth Jack, Pennsboro, W. Va., What Next; second. Louis Parkinson, Rexburg, Idaho, Land Conservation; third, Lowell Huckstead. Neillsville, Wis., Why Johnny Nason Didn't Want to be a Farmer; and fourth, Elmo Johnson, Maynardsville, Tenn., The Future of the American Farmer. National F. F. A. officers for 1936-37 elected at the convention are: President. Joseph H. Black, Sheridan, Wyo.; first vice president, Julian Pierce, Stamping Ground, Ky; second vice president. Clarke Nicholson, Poolesville, Md.; third vice president, J. Phelon Malouf, Glenwood, Utah; fourth vice president, Roy Martin, Cotulla, Tex; student secretary, Elmo Johnson, Maynardsville, Tenn.; executive secretary, W. A. Ross, Office of Education; treasurer, Henry C. Groseclose, Blacksburg, Va.; and adviser, J. A. Linke, Office of Education. Sesquicentennial Anniversary Hon. Sol Bloom, Director General, United States Constitution Sesquicentennial Commission, Tells of Purposes and Plans for the Celebration of the Nation's Constitution. T HE privilege of participation in a Nation-wide observance of the formation of our National Constitution has doubtless come to few readers of this page. To many it may be the first opportunity to join with all citizens of the United States, adult and youth, in an educational and historical celebration honoring the Constitution. When the Constitution Centennial Anniversary was held the celebration was confined mainly to the Thirteen Original States, with special observances in Philadelphia and New York. At that time 38 States comprised our Nation. Although the schools are recorded as having a part in the city celebrations, the observance was not as a whole a national movement. It was limited to local plans and no research material was issued for extensive distribution. The celebrations were in the form of parades, balls, banquets, and addresses. Under authorization by Congress the United States Constitution Sesquicentennial Commission was created in 1935 to plan and direct the celebration for the one hundred and fiftieth anniversary of the formation of the Constitution of the United States. The Commission is composed of the President of the United States, who is chairman; the President of the Senate; the Speaker of the House of Representatives; five Senators appointed by the President of the Senate: Henry F. Ashurst, Arizona (vice chairman); Joseph T. Robinson, Arkansas; Frederick Van Nuys, Indiana; William E. Borah, Idaho; and Charles L. McNary, Oregon; five Representatives appointed by the Speaker: Sol Bloom, New York (director general); Charles F. McLaughlin, Nebraska; Frank J. G. Dorsey, Pennsylvania; George P. Darrow, Pennsylvania; and John Taber, New York; and five Commissioners appointed by the President: C. O'Connor SCHOOL LIFE December 1936 Goolrick, Virginia; Daniel J. Tobin, Indiana; William Hirth, Missouri; Maurice E. Harrison, California; and Harry A. Garfield, Massachusetts. The headquarters of this Commission are in the House Office Building in Washington, where a staff is now engaged in extensive research, so that authentic material will be ready for distribution in the early part of 1937. Purpose and plans The purpose of this Commission is to make this commemoration a lesson as well as a celebration, to create an interest in the Constitution and its essential relation to the history of the Nation. It is necessary in this connection to have authentic material for study. The Commission hopes to meet this need through its History Division. The importance of accurate source material and presentation of established truths cannot be too greatly emphasized for use in constitutional study. The Commission feels it will have the full cooperation of the educational profession in this presentation of truth. Every school of the Nation is invited to join in the Sesquicentennial Anniversary. The observance opens September 17, 1937, the one hundred and fiftieth anniversary of the signing of the Constitution, and terminates April 30, 1939, the one hundred and fiftieth anniversary of the inauguration of George Washington as President of this Republic. The time element of the celebration is an important factor. Covering a period of 19 months (corresponding to the period of ratification contests and organization of the National Government) it gives an opportunity to develop a continuous study During this period four speor program. cial anniversary days will be emphasized: September 17, the signing of the Constitution; June 21, the establishment of the Constitution (the date on which the ninth State, New Hampshire, ratified the Constitution); April 30, the inauguration of the first President; and "State Day", when each State will celebrate its date of ratification or admission to the Union. Planting trees A project in which every school may join on September 17, 1937, is the planting of a Constitution Tree. Two hundred and fifty thousand trees planted on the same day by the schools of the United States, its Territories, and insular possessions, will be living memorials to the Constitution. As an aid to classroom study of the Constitution, the Commission will issue a story of the Constitution, entitled "We the People." This will give an account of the origin and formation of the Constitution, together with an explanation of its meaning. The book will present accurate texts of the Constitution and its amendments and also of the Declaration of Independence and Washington's Farewell Address. There are various chronological tables; an alphabetical analysis of the Constitution; a series of questions and answers; a statement (together with maps) of the dates of the amendments and of the progress of the Nation under the Constitution; portraits and thumbnail sketches of the signers of the Constitution and the Chief Justices of the United States; and a short history of the Great Seal of the United States. Another group aided by the book lists and other publications resulting from research will be those entering into constitutional contests or projects. With the desire of avoiding duplication of this type of activity the Commission has divided this feature into four classifications, including: (1) 1936-37, creative writing projects-plays, pageants, and poetry; (2) 1937-38, Nation-wide series of educational contests-declamatory contests in the elementary schools, essay contests in the high schools, and oratorical contests in the institutions of higher learning; (3) 1937-39, journalistic achievement contest-high-school periodicals; and (4) 1938-39, Every Pupil Constitution Test. The fourth project of this activity, the Every Pupil Constitution Test, is farreaching in its influence Educational tests upon the Constitution will be prepared for three groups, so that students including the fourth to the twelfth grade in any school may test out their ability on the Constitution theme. This test, the culmination of the constitutional study projects, will be staged in 1938-39. In developing this feature the Commission is working with educators who are exceptionally fitted to prepare these educational tests upon the Constitution. Awarding medals For all these projects and contests the United States Constitution Sesquicentennial Commission will provide regulations and award commemorative Constitution medals to those receiving the highest rating in their respective States and the national contest. In addition to the dramatic material assembled from the creative writing projects, there will be plays and pageants adaptable to student levels. Several publications of equal importance will be issued in the field of musical education, which teachers and students will find of benefit in planning a Constitution Sesquicentennial program. To assist in visual education a motion picture with a constitutional theme is being planned. This should appeal to school children and may form the basis for a series of lessons in history. Of special attraction in the city of Washington during this sesquicentennial period will be the art exhibition, which will consist of a historical loan exhibition of portraits of the signers of the Constitution and other deputies to the Constitutional Convention, also others important (Concluded on page 121) |