T HE CCC Camp Education Office is delighted to note the interest of many advisers in developing well-rounded or model educational programs. Reports reaching this Office indicate that several corps area and district advisers are assisting in the development of model programs in over a score of camps. At a recent meeting of the corps advisers in Washington the content of a well-rounded camp program was discussed on several occasions. It was felt by the group that counseling and guidance should occupy a prominent role in such an undertaking. Every educational resource and facility within the camp must be coordinated and related to the program. Techniques and methods of instruction must be perfected and accurate records kept on the progress of each enrollee. Finally, the corps area advisers thought a model program should include the proper emphasis on academic subjects, job-training, vocational work, and recreational activity. Looking forward Now that we are entering a new enrollment period, we have every reason to want to perfect instruction in as many camps as possible. It is my hope that we shall, more and more, find the true significance and meaning of progressive education. We have a most unusual opportunity to help lead thousands of men from maladjustment and unpreparedness into a state of preparedness for life. Three years of experience with camp work are now behind us. We should have derived a better knowledge of practical techniques and methods. Now is the time to start plowing our experience back into the camp program. Virginia experiment For the past several weeks I have had the pleasure of assisting in the develop Howard W. Oxley, Director of CCC Camp Education, This procedure included such points as ability and training required for the chosen occupation; prospect of employment, pay, and advancement in it; and what security it offered. To enable the enrollees to study and answer these questions for themselves, they were divided into small groups, each having a leader from the camp personnel who was familiar with the particular vocational activity under consideration. Step four discussed the preparation which was necessary to undertake the work chosen. Again, the enrollees were advised and counseled in small groups led by the camp personnel. Topics such as plans for vocational training, job instruction, additional work in regular school subjects, and other activities which could help one get ahead were considered. The question of preparation was viewed from the standpoint of what the individual could get both in camp and afterwards. Each enrollee was asked to list any agency which might help him find employment and to record the name of any firm which might offer him work after leaving camp. The fifth and last step assisted each enrollee in planning a camp educational program for the next 3 months which would develop him along the line of his chosen vocation. Every man was counseled as to what he should take in the major fields of academic work, vocational training, in job instruction, and in recreational activity. Model program launched Thus, by the beginning of the new enrollment period, October 1, we had attempted to evolve an individual educational and recreational plan for every enrollee. The sum total of these indi SCHOOL LIFE ★ November 1936 vidual plans made up the camp educational program for the new period. This experiment in the two Virginia companies has been revealing to me. I am convinced that no camp educational program can be most helpfully set up unless the needs and interests of the men are determined previously to assigning them to courses of study in camp. CCC education to be effective must be built around the daily lives and habits of the men. We have a special job to do in making thousands of young men better citizens and more employable. Our program must, therefore, welcome progressive devices and techniques. High-School and College Graduates (Concluded from page 70) The foregoing shows the increase of the last year of each decade over the last year in the previous decade beginning with 1870 and ending in 1940 (1940 estimated on reports of the first part of the decade and present trends). Present indication There were two large increases in both college and high-school graduates corresponding to the two great industrial expansion periods of the nineties in the past century and of the twenties in the present century. Present trends would indicate that we may not expect any great increase in college graduates but the high schools will still register considerable increase within the population limit. Book Week BEGINNING in the fall of 1919 the school and public libraries have been celebrating a week in November as Children's Book Week. The movement has grown steadily, and during recent years a theme has been adopted for each year around which the book exhibits of that year are planned. "Books to Grow On" is the theme for 1936 and the week designated is that of November 16-21. Librarians have been keen to seize the opportunity to call to the attention of the children not only the new books which are always published in great numbers just before Christmas, but also to popularize the old books which may have been missed in previous years. There are so many possibilities for celebrating Book Week that the busy librarian has been glad to turn to the lists of books for children of different ages which have been appearing in the magazines; for example, the Library Journal for November 1, has two articles by members of the staff of the New York Public Library on children's books of 1936. The National Association of Book Publishers, 347 Fifth Avenue, New York City, has available a list of plays suitable for Book Week which will be sent to any librarian on request. In many places prize contests are sponsored by local clubs and newspapers. While the movement started with the idea of interesting children in good books, it has grown until it is now a project for developing library consciousness in the entire community. SABRA W. VOUGHT New Books and Pamphlets Bibliography of Unpublished Studies in Social Sciences Elementary School 25 cents. English 1925-34. A summary and evaluation of recent important studies in elementary school language, not otherwise available. (Copies of these publications may be obtained by addressing the Secretary, C. C. Certain, Box 67, North End Station, Detroit, Mich.) College students Make Yourself a Job, a student employment handbook, by Myron Downey Hockenbury. Harrisburg, Pa., Dauphin Publishing Co., 1936. 160 p. $1.50. Facts about student employment, for the working student, parents, high-school counselors and college employment directors. Current Views on Problems and Objectives of College Students, abstracts of a select group of articles, by John Edward Seyfried. Albuquerque, N. M., University of New Mexico press, 1936. 95 p. (University of New Mexico bulletin, Education series, vol. 9, no. 3.) Abstracts of articles on subjects, which are of interest to college students throughout the 4 years of college. SUSAN O. FUTTERER Recent Theses A LIST of the most recently received doctors' and masters' theses in education, which may be borrowed from the library of the Office of Education on interlibrary loan. ANDERSON, MILDRED R. Trends in reading primer textbooks. Master's, 1935. George Washington University. 77 p. ms. ASHBY, LYLE W. Efforts of the States to support education as related to the adequacy of support provided and the ability of the States to support educaDoctor's, 1936. Teachers College, Columbia Manual for the Comprehensive Individual History Record Form, Infancy through tion. Elsie O. Bregman. High School, by New York, The Psychological Corporation, 522 Fifth Avenue, c1936. 18 p. (Form - 15 p.) 80 cents. A single form, upon which a continuous record of the history of the individual may be kept. Intended for use in elementary and secondary schools, but of value also to clinics, guidance agencies, etc. Research in Reading and Language Research Problems in Reading in the Elementary School, Fourth annual research bulletin of the National Conference on Research in Elementary School English. 50 cents. A review with special reference to "Reading Readiness", "Primary Reading Problems", "Middle Grade Reading Problems." University. 63 p. COFFMAN, HAROLD C. American foundations: a study of their role in the child-welfare movement Doctor's, 1936. Columbia University. 214 p. COOK, EDGAR M. Analysis of the methods used in solving a rational learning problem. Doctor's, 1936. George Peabody College for Teachers. 35 p. DUNCAN, INEZ P. Personnel study of the women commuting students who attended Syracuse University at the first semester of the 1933-34 school year Master's, 1935. University of Syracuse. 176 p. ms. GWYDIER, LEONA O. Placement and follow-up service in a teacher-training institution. Master's, 1929. New York University. 60 p. ms. JONES, ISABELLE V. Study of the educational status in relation to the occupational choices of vocational graduates from four Gary high schools. Master's, 1935. University of Michigan. 86 p. ms. KENEFICK, DANIEL V. Intramural and interscholastic athletics in secondary schools of Massachusetts enrolling 200 or fewer students. Master's, 1936. Boston University. 75 p. ms. KINGSLEY, LLOYD M. Teachers' knowledge about the Pennsylvania State education association and its activities. Master's, 1935. Pennsylvania State College. 63 p. ms. KYNOCH, MADELEINE W. Appreciation units in United States history. Master's, 1936. Boston University. 101 p. ms. MAPES, CECIL S. A study of the transportation of pupils in New York State school districts not maintaining a high school during 1932-33. Master's, 1936. Cornell University. 68 p. ms. MILLER, LLOYD M. Effect of certain school laws upon one teacher rural schools in four Kansas counties during 1933-34, 1934-35, and 1935-36. Master's, 1936. University of Kansas. 98 p. ms. NEWMAN, SADIE K. An analytical study of some phases of the work of the board of examiners of the public-school system of New York City. Master's, 1929. New York University. 50 p. ms. RAY, JOSEPH J. The generalizing ability of dull, bright, and superior children. Doctor's, 1936. George Peabody College for Teachers. 109 p. REILLEY, ALBERT G. Are high school seniors interested in things political? Master's, 1936. Boston University 124 p. ms. ROBINSON, ARTHUR E. Professional education of elementary teachers in the field of arithmetic. Doctor's, 1934. Teachers College, Columbia University. 193 p. TUTTLE, HAROLD S. A study of the influence of campus agencies on the increase in social mindedness of college freshmen. Doctor's, 1936. Teachers College, Columbia University. 89 p. VANVECHTEN, COURTLANDT C., jr. Study of suc cess and failure of 1,000 delinquents committed to a boys' republic. Doctor's, 1935. University of Chicago, 168 p. WEBB, JAMES F. Study of the business administration of teachers colleges. Doctor's, 1935. University of Chicago. 174 p. RUTH A. GRAY Library's Foreign Education Collection ★This article is written from the viewpoint of a constant user of the foreign education material in the Office of Education library. The author is not a librarian, but a person to whom this material is a tool without which the Division of Comparative Education could do little of its present work, and to whom the collection is a source of much pleasure. T HE 50,000 VOLUME collection of writings on education in other countries, now in the Office of Education library, is one of the largest and best in the world. That is not a boast; it is a statement of fact. Nor does it imply that the collection cannot be improved; it can. The more I use these books, the more I appreciate the intelligence and foresight of those in the Office who years ago began gathering and have since constantly added to these records of mankind's many and varied ways of training youth. The purpose was and is to have full documentation for all schemes of education no matter what they may be. The collection falls mainly in these classifications: Periodicals, yearbooks, proceedings of congresses, official documents and reports, university catalogs and publications, and school laws. It contains over 400 different periodicals published in more than 20 languages. The English and German tongues each account for approximately one-fourth of the 400. French, Spanish, and the Slavonic languages are represented by 50 to 60 each. The remainder are from Italy, Rumania, Portugal, the Netherlands, and the Scandinavian and UgroFinnish countries. Some of them are old, strong journals founded many years ago, able to survive all the storms through which they and their countries have passed, and still lead in reporting on and shaping education in their home lands and abroad. Schoolmaster and Woman Teacher's The Chronicle, virile organ of the National Union of Teachers in England, is such a It dubbed itself "The Schoolmaster, an educational newspaper and review" in one. James F. Abel, Chief, Comparative Education Division, 1872 when it became spokesman for the Turning to France 1 Dipping casually into the shelves for France, I find "Les Americains ne l'ignorent pas" on the first page of the first number of the Revue Pedagogique published in Paris in 1878. That reassuring statement is in an article on the character of public instruction in the United States, written by E. Levasseur. He chides the Americans for their vanity which "they express often with much naivete", but he writes that in spite of their pretensions they do not hesitate in education to profit by the lessons of Europe and to transport to their country the improvements in school buildings and in methods of teaching that they find in other countries. Through 58 years the Revue has appeared monthly. Always refusing to limit itself to any special field of education, it has persisted in part because of its breadth of view. Another French periodical, the Journal des Instituteurs et des Institutrices, which began its eighty-third year this September, is a weekly given mainly to elementary school methods and lesson outlines. Apparently it is a favorite with teachers 1 The Americans are not ignorant. in France. The Office library, unfortunately, has it only from 1916. Among our prizes from France are the first 23 volumes of the Manuel Général founded to "guide the teachers in the choice of methods and expound in all the communes of France the best principles of education." It came into being under that impulse given to French education by Jules Ferry. The introduction to its first number, dated November 1832, says, "By this circular of October 17, 1832, the Minister of Public Instruction has informed the heads of the departments that the Government wishes a limitless extension of useful knowledge, rapid perfecting of the normal schools, and the founding of a large number of schools intermediary between the primary schools and the colleges." The Manuel is still being published. The Office has most of the issues to 1923. German periodicals Our German periodicals are in general not so long-lived nor so constantly purposeful. Most of them date from the eighties and the nineties. Many cease with 1914 and the mortality among them during the Nazi regime is as great or greater than it was during the World War. The Pädagogisches Archiv, a journal of secondary education which took up in 1859 the work of the Pädagogische Revue founded in 1840, appeared until 1914. The Allgemeine Deutsche Lehrerzeitung, aged 63, and the Leipziger Lehrerzeitung, 40, came to an end in 1933. Latin-American Latin-American periodicals are in the main young, having been published 10 years or less. Exceptions are El Monitor de la Educación Comun of Buenos Aires, now in its fifty-fifth year; the Anales de Instrucción Primaria of Montevideo, SCHOOL LIFE November 1936 founded in 1901; and the Revista de Educación of La Plata that began 1936 as its seventy-seventh year. The Office has a fairly complete file of the first, but only parts of the other two. "Educación" and "Revista de Educación" are favorite names for journals in Latin America. No little confusion is caused by their wide use. Official reports Official documents and reports should be the strongest part of the library's foreign collection and in many ways it is. Considerable effort is made to secure year by year the foreign governments' own public statements about their school systems. The Bolletino Ufficiale of Italy dates from 1875 and its numbers, most of which we have, tell in minute detail the official acts of the Ministry of Public Instruction from then to now. The first volume of the Bulletin Administratif du Ministère de l'Instruction Publique of France that we have is for 1867. After that there are few breaks in the 124 volumes that run to and include 1928. Our reports of the Commissioners of National Education in Ireland begin with the thirteenth year, for 1846-48, and run to the eighty-sixth for 1919-20, when the Free State took over the direction of its schools and its department of education began issuing the annual statement. English reports cover the period from June 3, 1838, when the minutes of the committee of the council on education state that The Lords of the Committee recommend that the sum of Ten Thousand Pounds, granted by Parliament in 1835 towards the erection of Normal or Model Schools, be given in equal proportions to the National Society and the British and Foreign School Societyto 1935 when Parliament was granting nearly 47 million pounds for education in England and Wales. The reports of the committee of council on education in Scotland join the stream of pedagogical literature in 1873-74 and add to it an unusually clear, logical current of thought. The Japanese ministry of education obligingly prints an English edition of its annual accountings on the intellectual status of the Japanese people. Our collection, dating from the tenth report in 1882, shows that 32 percent of the children of school age were receiving instruction in 1874; 82 percent in 1900; 91 percent in 1902; and over 99 percent in 1922. Some of the States of India and the government of India not only make an annual reporting on education, but at the proper interval publish a quinquennial review. Ten of the quinquennials for all India have come from the press, the latest being for 1927-32. We have all but the first one, 1882-87, and hope to secure a copy of it. The Canadian reports are fairly complete for all the Provinces and are supplemented in the earlier years by the Documentary History of Education in Upper Canada in 28 volumes covering the years from 1790 to 1876. Since 1921 the provincial reports have been summarized in the Dominion Government's Annual Survey of Education in Canada. New Zealand, the States of Australia, the Provinces of the Union of South Africa, and each of the non-self-governing parts of the British Commonwealth make their yearly reportings and as far as practicable, the Office regularly adds them to its lists. Surveys However much educators in the United States may be addicted to the survey habit, they are not the originators of the process nor have they a monopoly on it. Findings of committees, commissions, and missions that correspond to our survey staffs, come yearly to swell our considerable collection. Late acquisitions are the Report of the Interdepartmental Committee on Native Education, 19351936, in the Union of South Africa; Report of the Committee on the Reorganization of Several Grades of Education with Syllabuses, Mysore; The Poor White Problem in South Africa; The Reorganization of Education in China; and the Interim Report of the Indian Statutory Commission on Education in India. Our earliest report and, as far as I know, the first survey of education made in any country, is dated 1816 and is the product of the select committee on the education of the lower orders. Lord Brougham was its chairman and he seems to have set the precedent for using questionnaires. Guizot's report in 1834 to the King of France on the workings of the law of 1833; Ribot's inquiry into secondary education; and many others are on the library shelves. Catalogs The counterpart of what we call the college or university catalog is in other countries, the calendar, annuaire, livret de l'étudiant, vorlesungs- und personalverzeichnis, annuario, programma der leergangen, katalog, or jaarboek, according to the language of the country. Even though it is in a foreign tongue, it is often easier to understand than the typical catalog in this country. The Office has such publications from nearly every university abroad, our best collections being from Italy and England. To these are added a large number of historical and other works about individual institutions. Basic information on the present and past of higher education in nearly every country is available to the inquirer. These books include that delightful seven-volume history of the University of Paris from its origins to the year 1600 which M. Crevier begins so loyally with: I am undertaking to write the history of a company which is in constant and immemorial possession of being regarded as the mother of sciences and fine arts, and from whose heart has sprung for six centuries at least, all the light that was diffused through Europe. There is even a Hints to Freshmen from a Member of the University of Cambridge, published in 1797, in which the worthy member advises: You will hesitate to inveigh against the ignorance of another, if you inquire into the sum of your own knowledge. |