What was the sentiment of northern teachers black or white who came to the south to teach

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Page 2

blacks could make genuine progress without threatening the power structure and inviting reprisals. Considering the forces lined

up

to block racial equality, the reasoning went, it would not be possible for many more generations or even centuries. Thus nothing would be lost by postponing the demand for it.

Chief among the black advocates of this position was Booker T. Washington, whose educational views were a counterpart of his philosophy on black progress in general. He sought to navigate the treacherous postReconstruction waters with diplomacy and skill. His were methods of accommodation and compromise, not the protest and ceaseless struggle for which Frederick Douglass had earlier called when he declared:

“Those who profess to favor freedom but deprecate agitation want the crops without plowing ground.

:Power concedes nothing without demand. It never did and it never will." Washington thought that the

power consouth, too, in the mushrooming drive to Further, “industrial education" eclipsed fronted by his people was so awesome that educate the folk recently set free. liberal arts as the focus of Southern black

to "demand" in his day would produce The task was so great, however, and the education. This development was pro- only annihilation. When he counseled required funds so enormous that hardly a duced by a host of intertwined historical

blacks to "cast down your buckets where dent could have been made in the problem forces. For one thing, the socioeconomic

you are” what he had in mind was not that without the active participation of the structure of the region, shattered by the they revolt but that they take up educaFederal Government. The Freedmen's ending of slavery, was reorganizing itself. tion. He believed that preparing a people Bureau under the War Department joined As the scattered pieces fell into place, for special roles in society --as artisans forces with missionary groups and various black skilled tradesmen were thriving and aid societies in organizing and administer- rising into a new middle class - there was ing education for former slaves. Out of indeed truth in the view that industrial that partnership between the military and education could equip blacks to respond to the missionary over 4,000 schools were new opportunities. (Those opportunities built. Small children, parents, grand. proved to be short lived: white artisans beparents, and even great grandparents gan forcing blacks out of the skilled trades flocked to the classroom. Even necessities even as the idea of industrial education was like food and clothing gave way to learning beginning to develop.) as the first order of need. The Bureau estab

eanwhile many Southern whites lished Howard University in the Nation's

had come to regard such training capital, and in collaboration with the

as a way of building a social caste American Missionary Association

system to take the place of slavery, with developed such other institutions for blacks working with their hands rather higher education as Atlanta University, than pursuing intellectual or professional Fisk, Talladega, Tougaloo, and Hamp- careers. Philanthropists also supported the ton--all destined to become distinguished idea, though for different reasons, seeing it names in black higher education.

as a way of aiding black advancement But despite the freedmen's unparalleled

while avoiding conflict in the tense posthunger for learning and the drive of Reconstruction era. government-financed missionary teachers At the same time, numerous black to provide it, education for blacks re- leaders advocated industrial education and mained inferior to that available to whites, built an advancement ideology around it as especially in the South. Beyond the fact the only politic and feasible course to folthat they were segregated, public schools low in view of the existing situation. Bigots established for blacks during Reconstruc- would not oppose it, for it avoided the tion were of much lower quality than those threatening spectres of equality and power. attended by whites. And even the better People North and South who wanted to see Southern land-grant colleges, established blacks advance into rewarding ways of life, near the close of the 19th century were, like but really did not believe in equality of the the private schools, essentially available races, would support it, too. Philanthroonly to those few blacks whose families had pists, whose funds were essential, would managed to achieve a degree of affluence. back it. In short, the feeling was that The 1960s saw an upsurge in community

Page 3

n aspect of Indian culture that as-

tonished the

told, was the con-

tally and physically handicapped and that all creatures on earth were obliged to share it.

The more prevalent feeling, a legacy from the Middle Ages, was essentially one of rejection. It was thus perhaps inevitable that the initial moves to provide education for the handicapped entailed removing them from everyday affairs. Those offered any help at all were normally placed in an “asylum," a word which, along with "feeble-minded” and “deaf and dumb," quickly acquired pejorative connotations. The effort was nevertheless a major step forward, and it began in the New World with Americans who traveled to Europe to study the pioneering techniques beginning to emerge there.

One such was Thomas Hopkins Gallaudet. Not only a teacher but a teacher of teachers, he became so interested in the communications problems confronting people who could not hear that he went to Paris to visit a school for the deaf that had been started by a young priest named the Abbé de l'Épeé. When Mr. Gallaudet returned to the United States he brought with him a deaf

From the left: Helen Keller; her tutor, Anne Sullivan; and Alexander Graham Bell. man who had been trained at the school, Laurent Clerc, and in 1817 they estab- had been started by Valentin Hauy. After began her instruction at Perkins in 1837 lished the Nation's first formal education - his return to the United States in 1826, when she was seven years old. Her success al institution for the handicapped - the

Dr. Fisher described that work so persua- not only in learning to read and write American Asylum for the Deaf, located sively that three years later the Massa- but as an extraordinarily effective teacher in West Hartford, Connecticut. Mr. chusetts State Legislature voted funds to brought new hope to the parents of handGallaudet was in time to gain an interna- establish in Boston the New England Asy- icapped children around the world. One tional reputation for his leadership in the lum for the Blind (soon thereafter re- such parent was the mother of six-yeareducation of deaf and other handicapped named the Perkins School for the Blind old Helen Keller, who read about Laura children, and he is memorialized today and subsequently relocated in its present Bridgman's achievements and sought help by Gallaudet College in Washington, site in Watertown). The initial director of from a graduate of Perkins Institute D.C., the only liberal arts college for the the school was a physician named Samuel named Anne Sullivan. With Anne Sullideaf in the world. Greeley Howe, and his contributions and

van’s help and her own indomitable deAnother importer of European tech- those of Dr. Fisher also were to be

termination, Helen Keller became the niques for educating the handicapped memorialized – in their cases by the author of several books, a much-soughtwas John D. Fisher, who had gone to accomplishments of two remarkable wo- after lecturer, and one of the most adParis to study medicine. There he be- men who had been born both blind and

mired public figures the Nation has ever came fascinated by the work being done deaf.

known. in a residential school for the blind that The first was Laura Bridgman, who Spurred by such examples of what

Page 4

the word "mainstreaming" seems to have different meanings for different people and programs, its essence is the idea of providing special education to exceptional children while they attend regular classes. It should be noted, however, that some educators feel immediate total immersion in regular classes to be imprac. tical for a significant portion of handicapped children and suggest instead what they call “progressive inclusion” – that is, starting off by including the handicapped child in selected classroom activities for limited spans of time and then moving forward from there.

Behind such moves as these is a changing philosophy that is increasingly being spelled out in the law. The education of exceptional children is no longer perceived as a matter of charity or simply as wise practice initiated by an enlightened society determined to capitalize to the fullest on its human resources. The issue now is one of the handicapped child's rights as a citizen – the proposition that the public schools are as fully obligated to serve exceptional children as they are any others of school age. The courts have agreed, perhaps most strikingly in the landmark 1971 case of Pennsylvania Association for the Retarded v. the Commonwealth of Pennsylvania, which held

that the public schools of that State could abilities - in short, boys and girls in need possibility of difficulties or disruptions – a

not ignore the educational needs of the of special educational programs, services, practice that is particularly corrosive for

mentally retarded (and by implication facilities, or materials. children whose handicaps are relatively

the needs of other exceptional children as There are an estimated seven million minor. Civil rights actions have revealed

well). By now at least 36 lawsuits have such school-age youngsters in the United

been filed in 25 States aimed at guaranmany cases in which black, MexicanStates - some 10 or 12 percent of the American, and American Indian young

teeing handicapped children their right overall school-age population - plus sters have been placed in classes for the

to an education and bringing an end to another million preschoolers. Particularly retarded when their “problem” would ap. State and local policies and practices that because of efforts undertaken during the pear simply to have been a different cul- either exclude these children or provide current decade, major progress has been tural background.

them with an education that is clearly inmade in affording them educational op- timulated in part by the progress

appropriate. In all major instances in portunities commensurate with their

which decisions have been rendered, the

achieved during the past five years, a needs. During the last five years the num

courts have found for the plaintiffs.

surge of activity is now under way ber of handicapped children receiving ef

toward strengthening special education in Special education is thus entering a fective special education services has

all its parts. More and more public new era, demonstrating as it does so that climbed from 2.1 million to nearly three

schools, for example, are seeking to reach the principles commemorated in the Bimillion. That nevertheless leaves another

out to the severely or multiple handi- centennial observance remain vigorous. It three million or so who are receiving con- capped child. There are programs to is of course true that millions of handisiderably less than an adequate education help the parents of handicapped children capped youngsters are still effectively deand one million who are denied access to

start the educative process during in- toured from the pursuit of happiness," a free public education altogether. fancy. A search is on for better testing but their number is dwindling. More and

Moreover, the figures alone do not in- and evaluation procedures (particularly more are being offered truly equal educadicate the depths of the handicapped in relation to minority groups). There are tional opportunity, the right to achieve

) children's dilemma. They are still more programs to involve handicapped boys their potential and thereby make their inoften than not categorized, almost as if and girls more fully in career or vocation- dividual contribution to the Nation's they were something less than individual al education. There are renewed efforts

further progress. human beings; they bear a stigma. They to serve the needs of the gifted and are often separated from other children – talented. In general, there is increasing

-WILLIAM C. GREER not infrequently at the instigation interest in bringing exceptional young

Executive Director of parents and educators who see the sters into education's mainstream. While

The Council for Exceptional Children

Page 5

ire precisely what they want or need." One sixth-grade teacher, after com- shop course involving development of in

One fourth-grade teacher finds gram- pleting workshop instruction and lab ex- structional materials for elementary art innar, especially, a lot easier to teach than perience, began a project designed to build struction. n days prior to the Skills Shop. “We have up her pupils' self-image. “I take a number How many of the district's 500-plus fames to teach capitalization, games to of photographs of a child in my class,” she teachers avail themselves of the opportunieach punctuation, games to teach sylla- explains, “develop the pictures, and en- ties offered? “We don't know precisely," ples – whatever I want to teach, we have a large and mount one print selected by the Dr. Baskin says. "We feel it is important to fame for it. And the youngsters almost child. Then each of the other children in keep the atmosphere informal, so we keep iterally fight to play them; they don't even the class writes a sentence about something no record of attendance for most activities. vant to stop to go to recess.”

he or she admires about that child, and the I think we can safely say that more than In classrooms for special children the photo and quotes are bound into a book. two-thirds of our teachers have used it, and ames acquire a close-to-crucial character Each of my children will have an oppor- most of them keep on coming. While it is

developing the children's interest and tunity to be 'boy or girl of the week' before difficult to measure, we believe that we see iding their learning. One teacher of the year is over.”

the results in the classroom, where children earning disabled children says, “It takes a Another teacher takes his fourth-grade are learning skills and appear to be enjoybt of hard work to design games for my class on a walking tour in the neighbor- ing it more.” lass and quite a bit of time, but it's worth hood of the Skills Shop, where still stand 1. I try to make a new game each week. If I the elegant and architecturally impressive

upervisory personnel of the district hiss a week, the children are terribly dis

tend to agree on the effects in the houses once owned by 19th century lumber Ippointed."

classroom. The supervisor of elebarons. He points out architectural details And the teacher of a primary mentally of interest and shows the youngsters how to

mentary education, Elmer C. Morrow, etarded class claims the workshop to be catch and heighten that detail in photo says, “If anything is going to happen to the greatest thing in education.” Her class graphs, using cameras borrowed from the f ten, she says, “are all so different and Skills Shop earn in such different ways. A technique

Projects in the craft shop and the photohat helps one, does nothing for another.”

graphy lab are not the whole story of the he uses games but relies more on teaching

Skills Shop, however. With assistance from ids which she designs to each child's par- other school district personnel, the shop

KENTUCKY icular interests. Each aid is different, but

produces some special items in quantity for ? all are manipulative, since the children

classroom use. In connection with the comþarn from doing things themselves,” she

WORDY ing Bicentennial, for example, a series of Joints out. 15 illustrated color cards celebrating im

SSSS The crafts shop laminator (a machine portant persons and events in Lycoming hat compresses paper between two sheets County's history are being produced, as bf clear, protective plastic) is one of the well as 500 copies of a now out-of-print hismore popular pieces of equipment. Be- tory of the county, originally written

, fause it is so much in demand, and since it during the 1930s as a Works Progress Adhas to be shut down every half hour to cool ministration project. These will be used in

youngsters, it has to happen to teachers

first. When teachers get as excited as they pff, there is sometimes a waiting list for social studies classes.

do with this program, they communicate t-a minor inconvenience usually cheer- Another item prepared for general class

that excitement to their students.” ully borne. The reason for the machine's room use is a “recipe booklet,” containing

Part of the secret of the workshop's popularity is that teachers prefer to lami- instructions for concocting finger paints,

success, he believes, is the voluntary late papers that are handled by children silk screen paints, sculpting material, because they last so much longer and can

aspect - it's not something imposed by the modeling pulp, and paper-mâché. Also

administration. That has perhaps best be used again and again.” Flash cards, for the shop has put together two volumes of

been demonstrated this year, when particinstance, are always laminated. Because model lessons in various arts and crafts. he process protects color printing from They describe the activity, objectives,

pation in the workshop has continued to

increase despite considerable unrest in the ading, many teachers laminate pictures skills, media, teaching strategies, and pro

school district. or use on bulletin boards. Outline draw- cedures that should be considered in

With the Skills Shop completing its third ng papers are also often treated with the evaluating the results.

and final year of Title III assistance, what process in order that they may be written Music is an important part of workshop

of its future? n with black crayon, erased, and reused. offerings. Individual and small group in

Oscar W. Knade, Jr., Superintendent of Over in the photo lab the scene is equally struction on instruments that lend thempustling and energetic . Teachers learning selves to classroom use-such as guitar, says, “In this activity, teachers are helping

the Williamsport Area School District, pow to develop pictures say they get not ukelele, keyboard, and autoharp- enliven

teachers, because they clearly feel this is a nly help but great encouragement from classrooms and relax the children, imGladys Widemire, who supervises the lab. proving their concentration on subjects tive in the classroom. They are there be

way in which they can become more effecWhen she's working in the darkroom with that follow later in the day. A district

cause they want to be. That seems to me he on developing my prints,” says one, music teacher created a teacher's guide to be a clear demonstration of its value.” she's just as excited as I am to see the de- and nine tapes on basic beat and rhythm, eloping picture begin to emerge.” Photo- which have been reproduced for use by fraphy and film

FOR MORE INFORMATION film making workshops primary classroom teachers. onducted by the

the school district Teachers participating in workshop Readers wanting further information udiovisual personnel and by professionals projects receive credits toward State should write to Dr. June E. Baskin, Direcutside the school system also help to spark

teacher's certification. And this year the tor, Ideas, Process, and Skills Shop, pacher interest in photography for the Pennsylvania State University has begun Williamsport Area School District, P.O. lassroom. giving advanced degree credit for a work

1147, Williamsport, PA 17701.

Page 6

located in Kirkland, a bedroom commun- A management accountability matrix ity east of Seattle, chose the local school lists the established goal tasks down the left community setting for its first application hand side of a chart. Each participant is of Project Interaction. It had a special rea- given a specific job title which is listed on for doing so.

across the top of the chart. In the columns During the two years since Kirkland under their particular titles and adjacent Junior High was destroyed by fire, students to a given task, participants write in their and faculty had used borrowed facilities, responsibility toward completing that task sharing classroom space with other schools and how they should be involved in any dein the district or with schools in nearby dis- cision making. This matrix is a key tool in tricts. When the doors of their new identifying who has to do what to get the building open this coming fall, Lake whole job done. Washington school officials want to make

It is this process which Dr. Brammar sure that all members of the community credits with making Project Interaction share with the students and faculty the

more than just another fad that will be forfeeling of “coming home.”

gotten as soon as it is replaced by next According to Principal Glen Carson, year's fad.

The K-12 district is located in a nonin Project Interaction seems almost tailor

“It may be that the side effects will be

corporated area rapidly changing from made for his own personal dream for the better than Project Interaction itself,” Dr. rural to a suburban community. As a con school. “I want to have community, staff, Brammar suggests. He explains what he sequence there is no community identity and students centrally involved,” he exmeans by citing the experience of the Lake

no support for the school base of the king plains, “not only in planning but also in Washington School District: In carrying present in most established towns and carrying out the education program. It forth Project Interaction, the district rec- cities. Furthermore there's no history to seems to me that Project Interaction is a ognized the need for a comprehensive instill that solid feeling of community en natural. It gets the community and staff five-year master plan that ties together all tity. Add to this a budget maintenance lev thinking in the same direction - not as

aspects of district operation, projects, and failure, a new superintendent, a turnove foes, but as friends-on how to accomplish goals. School officials have already begun in school board members, and in the pre goals for the school.”

work on such a plan and propose using the vious year a ten-day teacher strike with it And so last fall in Kirkland, four stu- Setting 3 application of Project Interaction lingering divisive effects on school board dents, six teachers, the teacher association this fall to help them complete it.

administrative staff, faculty, and commun ity, and the magnitude of the challeng facing the Evergreen school system can b readily appreciated.

The board and administration appea determined to deal with that challenge in : positive, effective manner. First, Superin tendent Osborne accepted his job on a per formance contract basis, one of the first su perintendents in the Nation to do so. Hi position and salary level depend on hi ability to demonstrate real progress towarı clearly defined goals for education, admin istration, and public communication. Mos of the central office administrators nov have similar contracts with the schoo system.

According to Superintendent Osborne

results thus far have been positive. Th Lingering after meetings is common for participants eager to improve their school.

central staff reorganized and, by applyin

the Management Responsibility Guid president, a representative from the city

techniques, developed for each depart park department and one from the mayor's Setting 3: Board / District Office Interface

ment a set of major functions that pin office, one school board member and 11 Faced with a hyperactive enrollment point accountability for each of the sys parents got together for weekly two-hour growth rate and a list of related problems tem's priority goals. This process helped es Project Interaction work sessions. They

that would send most school districts into tablish a positive and productive workin began with the imaging process and shock, Evergreen School District turned to relationship within the central staff an worked in much the same manner as the Project Interaction to knit together the with local school administrators. Arlington group toward establishing threads of a necessarily ambitious and Recognizing their own responsibility in priorities among their set goals and in se- complex action plan.

the accountability equation, board mem lecting what seemed the most productive Evergreen Superintendent Donald Os- bers volunteered for training to includ courses of action. Then Principal Carson, borne claims that the rural-suburban area programs produced by the National Asso the designated internal coordinator, and just north of Vancouver is one of the fastest ciation of School Boards and the intensive Larry Brammar, the Project Interaction growing communities in the country. Cur- structured skill-building in managemen consultant, introduced the group to the rent pupil enrollment is 9,000, but, pre- decision making provided by Project Inter language and process of the Management dicts Superintendent Osborne, “In a action. Evergreen applied the project' Responsibility Guide matrix, a manage- decade or two we'll have 30,000 to 50,000 planning, management, and communica ment accountability tool. youngsters in our school system.”

tion process in two areas: managemen

Page 7

Foreign Students in U.S. Colleges

More than 150,000 students from other countries were enrolled in institutions of higher education in the United States and its outlying territories during 1973-74. This, the largest foreign enrollment ever-surpassing the figure for 1972-73 by about 3.5 percent-represents a quadrupling in less than 20 years of the number of foreign students studying in this country.

California, with 15.3 percent of the total, had the largest share of foreign students; West Virginia had the least with 0.1 percent. Two States, California and New York alone had more than a quarter of all students from abroad enrolled in U.S. colleges and universities. Miami-Dade Community College in Florida accounted for the largest number of foreign students at one institution with 6,447; Woodbury University in Los Angeles reported having the highest percentage of foreign students in attendance-48.5 percent.

Foreign students studying in the United States in 197374 represented 177 countries and territories. The increased enrollment over the previous year was almost entirely accounted for by students from the Near and Middle East, Latin America, and Africa. However, of the total number of foreign students, those from the Far East accounted for the largest proportion, 35.4 percent; Latin America supplied 20 percent, and the Near and Middle East contributed 14.5 percent. Hong Kong sent the

largest number of students-10,764; India, which led last year's enrollment, was next, followed by Iran; and Canada, which had consistently been first until 1970-71, fell to fourth.

Although students from different regions of the world entered a variety of fields of study, engineering continued to be the most popular, being chosen by 20.6 percent. Humanities, second in popularity, was selected by 17.2 percent.

Study choices on the basis of geographical region indicated a preference for engineering by 38.9 percent of the students from the Near and Middle East and by 24.3 percent of those from the Far East. African students favored stu es in two fields-business administration and social sciences, with about 16 percent enrolled in each. Students from Europe, North America (mainly Canada), and Latin America were inclined toward the humanities, with percentage enrollments of 26.6, 23.7, and 22 respectively.

More detailed information on foreign student enrollment in the United States may be found in Open Doors 1974, available for $5 from the Institute of International Education, 809 United Nations Plaza, New York, NY 10017.

-DELTON MOORE Statistician, National Center for

Education Statistics

FOREIGN STUDENTS BY FIELD OF STUDY, 1973-74

MICHIGAN STATE UNIVERSITY

LIBRARIES

20,000 30,000 40,000 50,000 60,01 SOURCE: Institute of International Education, Open Doors 1974.

U.S. GOVERNMENT PRINTING OFFICE: 1977

EDUCATION'S NEW PRESTIGE IN THE STATES Of relatively minor concern in State capitols not so John Chaffee, Jr.

long ago, education is now the very heart of much
legislative action

Page 8

OF RELATIVELY MINOR CONCERN IN STATE CAPITOLS NOT SO LONG AGO,

EDUCATION IS NOW THE VERY HEART OF MUCH LEGISLATIVE ACTION

Four forces have converged in recent years to stimulate a resurgence of State government activity in education.

The first and perhaps most important of these is increased concern on the part of parents and taxpayers over the quality and the cost of institutionalized education, a bill that across the Nation now amounts to something in excess of $100 billion annually. Parental concern about the scope and quality of education services has led to

legal disputes culminating in a number of

assume greater responsibilities for significant court decisions on such issues as education. Additional impetus has come school finance and the education of handi- from new Federal legislation authorizing capped children. Taxpayer concern about revenue sharing, program consolidation, steadily increasing costs has been reflected and statewide postsecondary education in calls for accountability and in a propor planning. Then, too, nearly ten years of tionately greater number of defeats for Federal assistance to strengthen State school bond issues and school tax millage education agencies has helped to inlevies.

vigorate leadership at the State level and The second force involved in producing prepare it for added responsibilities. increased State activity in education is an A third force has been generated by altered Federal role. Over the past five State governments themselves, partially in years, Federal budget constraints and the reaction to the active Federal role in Administration's “new Federalism” philos- education during the 1960s, partially in reophy have called upon State governments sponse to more recent State-related needs.

Mr. Chaffee, presently Acting Chief of Public Affairs
in the National Institute of Education, was formerly
Executive Editor for the Education Commission of the States.

Page 9

cutting out figures, coloring within lines; thought being that such retention would sit still for a minute, kept getting out of 2) social-emotional behavior as measured serve to reinforce learned behavior.

bed all through the night, and made dinby the Behavior Rating Scale of the Early Once the preschoolers are located, they ner time an ordeal for the whole family. He Detection Inventory; 3) self-care skills such are tested for affective, cognitive, and psy- had normal intelligence, but a real lanas brushing teeth, self-dressing, personal chomotor needs with a test that requires no guage problem- a very small vocabulary. grooming; and 4) language and vocab- elaborate equipment, is quickly and easily “Dog” was his word for all animals; to ulary skills as determined by a rating scale administered, and yields results that are identify most other objects, he made unindeveloped by preschool teachers or the clearly scoreable. Because of the charac telligible sounds. He had no concept of Peabody Picture Vocabulary Test.

teristics of the test, Title I aides were able colors or numbers and didn't know a knife While working to achieve these goals, to give it after a relatively short period of from a spoon. the

program also provides a sort of preview inservice training. In the first group of Five months later he was able to sit of “real” school by having the children take children, nearly 100 scored “abnormal” or quietly at a desk for half an hour at a time, part in a play group at the school for an "questionable,” and thus were declared eli- had learned to count to 20 and knew four hour two days a week during the month of gible for the program. The team culled the colors. His vocabulary improved; he now May.

least needy- those already involved in eats neatly and stays in bed at night. Had it ith objectives clearly some sort of day care service, and started

been for the program's careful defined, the next task with 29 youngsters. The rest were put on a screening for learning disabilities, this was finding the pre- waiting list, with the understanding that three-year-old's hyperactivity most likely schoolers with special the parents were to call the staff for help

parents were to call the staff for help would not have been diagnosed until, perproblems. The team with any problems that should occur. haps, he reached school age, giving his bad decided in the spring

“When we asked parents if they wished habits all the more time to become inof 1972 that because

to enroll their children in the program,” grained. As it is, with the help of preone-half of the identified Title I children

says Mrs. Carlson, “we put it in a positive

it in a positive scribed medication and with behavior in grades one through three lived in one of way. This is most important. We'd say, modification techniques recommended by two government housing developments in 'Your child is eligible for our program,

the Preschool Education Program staff, the area, a door to door canvas should be and parental response was marvelous. the boy is now on his way to becoming a made by staff and PTA members. From his

The staff explained to the parents that happy, well-adjusted youngster and a dethe

had

program records, the Federal housing director pro

nothing to do with light to his family. vided a list of occupants with children, and

mental retardation or mental problems The methods used in the preschool home the staff and PTA women began to wear

and parents were made to realize that visits are not extraordinary. In fact, many out shoe leather. But the effort was pro

special education, far from being the put- mothers do the same things with their

down that now-discredited attitudes once children as a matter of course. But others ductive beyond expectations - 65 percent

held it to be, not only helps the parent cope must be taught. of the units visited had preschool-age chilwith behavior problems on a day to day

ere's what goes on at a dren. Predictably some residents refused to answer their doors that first year, but they basis, but puts the child's education in a

typical morning session: did an about face the next year after new light. For the first time mothers with

Franky, age four, and his children in the program realize that they

brother Mike, age three, hearing their neighbors talk about the can have a say in how their children are

their mother, and Mrs. program. taught. They begin to look at school as a

Carlson sit around the To cover the remainder of the district, a resource center and even begin to call for

table in the small, neat campaign-type canvas was made. The Title

homework to speed their own learning so kitchen. Mrs. Carlson takes out a wooden I resource staff, using maps and the latest

that they can help their older children. Al- puzzle depicting the story of the mice who edition of the city directory, plotted the though some parents were less than en- decided a cat needed to be belled. She asks target areas. Then 14 mothers, most of

thusiastic at the outset, they changed com- if the boys remember the song about this them enjoying their first taste of com- pletely when they saw the effects on their story that they learned last week. They do, munity involvement even though some children.

and they sing it - enthusiastically if struggled with the handicap of never

Through home visitation largely, mem- slightly off-key. They name and discuss having learned to read, visited 409 homes.

bers of the preschool team can often gain items in the puzzle. What does the bell do? Fifty homes- a shade

insights into the child's world that would What color is it? When it is time for the cent—had preschool-age children. Supplebe difficult or even impossible to obtain boys to disassemble the puzzle and put

it mental to the canvas, letters were sent

otherwise. They are able to note, for in- back together, there is some disagreement home with all school children in the target stance, when a mother seems depressed about who

gets

first licks. Franky prevails, area inquiring whether there were any pre

over an alcoholic, abusive husband; or but largely because there is another puzzle schoolers in the family. Moreover, the perhaps it's money or health problems that for Mike. While Franky works on his team picked up a number of leads by

are worrying her. In such situations they puzzle, the mother follows the pattern of scanning referrals made in the normal

can often tactfully steer her to an agency questioning and discussing with Mike that course of their work by social welfare that can offer help.

Mrs. Carlson used previously with both workers, doctors, school psychologists, and

“The children, too, get excited about

boys. home and school coordinators.

the program," says Mrs. Carlson. “Parents When interest in the puzzle wears thin, To be admitted to the program children are really pressured by the children to take the boys trace and cut out from old newsmust be three to five years old, living in the part, so there is rarely a chance to fail. The paper a circle, square, and ellipse - an exarea designated to receive Title I funds and children are often waiting in the window ercise to improve hand and eye coordinaservices, and the parents must agree to take for us, and the mother will usually have tion. Then they discuss what green and red part. Children attending day care, Head our working area - the kitchen ta

mean at the street lights, and they play Start, or some other kind of preschool ser- ble - clean as a whistle and ready to go." games placing pictures of cold things vice, received lowest priority. Early on, it Team members like to tell about the suc- under the picture of a polar bear on an icewas decided that as the program pro- cesses they've seen and have an increasing berg, hot things under the picture of a gressed, children it admitted would be re- number of tales to draw from. Like the one camel on a burning desert. These little tained until they reached school age,

the

about the three-year-old boy who couldn't tasks give the boys some feeling for the re

Page 10

IBY LESLIE RICH • A PENNSYLVANIA MINING AREA'S DIRTY AIR AND WATER WERE ONCE

· THOUGHT "NATURAL," BUT ENVIRONMENTAL EDUCATION IS HELPING CHANGE THAT

f Pennsylvania's 12 “air ba

The program started in 1971 with a sins” – those large hollows and

series of “mini-workshops” for teachers and valleys in which air is subject to en

administrators. In presenting the workitrapment, stagnation, and pollution-de

shops, Mrs. Raymond and her assistant, zsigned by nature and defined by the State,

Ann Sensi, introduced the idea of a mulmone has more sweep and majesty than the

tidisciplinary approach to environmental llong, narrow valley running through the

studies. The next year a far more ambold coal mining capitals of Scranton and

bitious program was started, one which Wilkes-Barre. Here the Lackawanna River

drew a "network" of concerned teachers to »cuts a path through the choppy hills in the

a six-week workshop taught by some of the inortheast corner of the State then joins the

region's top environmental experts. And imighty Susquehanna between the two

the timing of this workshop had a touch of »cities, where it bends to the southwest and

rust-flecked irony: It had to be postponed scircles the Appalachians.

several weeks because the area was inunHere are literally hundreds of mountain

dated by the flood waters of Tropical lakes and glacial ponds. Here are deep

Storm Agnes. Certainly the environment Iforests, rough terrain, and anthracite coal.

was uppermost in everybody's mind. And here an especially spunky

The network has now grown to 180 Ipeople - many of them ethnically oriented,

teachers, while the number of children afIthe descendants of the Poles and Italians

fected by the program in one way or and others who came to work the mines,

another is more than 5,000. Some of the who built their individual communities,

children attend classes specifically on the and then saw the industry move on. can take credit for the fact that the culm environment, like

like Dave Dembowski's. For most of this century, the special lay | bank fires are out, after years of pressuring

bank fires are out, after years of pressuring Many others are exposed to environmental of this land was seen mainly through the municipalities to do something about concerns during their normal science or ryellowish haze of the burning culm them. The rivers, too, are improving. Last social studies classes, or even during music I banks - great piles of refuse from the an- spring Dave Dembowski's class donned hip or art or while studying a foreign language. Ithracite mines. The banks, with their boots and waded into the wide Susque | And still others are attracted by the novel, i natural sulphur fuel, would burn literally hanna, two blocks from their school, well-publicized, area-wide projects for years, long after the mining interests kicked the waterbed, and came up with a

launched by Barbara Swaczy, the young Thad moved on to somebody else's air basin. “kick sample" of aquatic life that included, environmental education director who David Dembowski, a tall, soft-spoken of all things, a May fly.

came to LU-LAC in 1972 from a post in ryoung man who lives in the hills in an A

That's good news because the May fly is the Environmental Protection Agency in frame he built himself, teaches environ

second only to the stone fly in its abhor- Washington. imental studies at Wyoming Area High rence of polluted waters, which meant that

s. Swaczy started “Operation FishSchool, about midway between the two here in a pool-like “consumption area” of

watch,” for instance, in which cities. He sums up the situation neatly: the river, where fish come to dine, the “The parents

of youngsters now in school

water is relatively clean.

cagelike enclosures for a biological assay of were used to dirty air and waterways used

The youngsters knew what the find the Lackawanna River. Students studied as sewers. They thought it was the natural

meant. Led by a feisty little fellow known the fish's vital signs to get an indication of order of things. But that's changing now as Rattlesnake, they cheered loud and long the condition of the water. One of the high and changing fast.”

at the discovery of the May fly. Then they points of the project came when the The reason it's changing is that in the

discussed possible pressure that might be Pennsylvania State Secretary of Environlate 1960s something besides the culm brought to bear on officials to do some

mental Resources was lowered by rope banks began to burn: public opinion. A thing about a few remaining and very vis- down a steep embankment to get a closer smoldering sense of public outrage flared ible sewer lines emptying into this part of

view of the operation. into an organization called the Luzerne- the river.

There have also been dustfall studies, Lackawanna Environmental Council

So it is that in the Scranton/Wilkes- acid rain air surveys, and studies of litter. (named after the two counties of the region Barre basin, high school boys and girls are Last April, thousands of students were out and better known as LU-LAC). From eight in the forefront of environmental concern. in the woods and fields with members in 1969 LU-LAC grew to about To understand how it happened, it's neces- meter sticks, plotting the exact location of 450 today, but more important it became a

sary to take a look at how LU-LAC formed various forms of lichen on rocks and recognized, responsible, influential force its effective liaison with the schools.

trees

and soil (and tombstones). in this area of two rivers, two cities, 50

As LU-LAC grew, its director, Sandra Lichens – primitive plants consisting of an towns – and one gargantuan pollution Raymond, realized that the real future of alga and fungus living together symproblem.

environment lay in the hands - in the biotically – indicate the quality of the air More than any other group, LU-LAC minds, really, of the youngsters now in because they're sensitive to carbon monoxschool. Accordingly she drew up a pro

trout and suckers were placed in

Page 11

he U.S. Bureau of Education, pre- out what previous observers had only priorities this way, according to the breakcursor of the present Office of Edu- hinted at. “The arts are not only intrin- down of teachers' specialities: English

cation, ultimately came around to sically and directly enjoyable,” he wrote, (20.4 percent of the teachers), mathethe following point of view: "The element “but they serve a purpose beyond them- matics, social studies, science, health and

" of beauty is found to have pecuniary as selves. They are not luxuries of education, physical education, industrial arts and well as aesthetic value. The training of the but experiences of that which makes edu- vocational education, business, home hand and of the eye which is generated by cation worthwhile.”

economics, foreign languages, music (3.8 drawing is found to be of greatest ad- How far have we come toward accepting percent), art (3.7 percent), then "special vantage to the worker in nearly every that idea? In 1906, seven years after Dewey education” and “other.” According to the branch of industry. Whatever trade may had set forth his idea the president of the

same

source, in nonpublic secondary be chosen, knowledge of drawing is an ad- Western Drawing and Manual Training schools last year, there were 3,900 music vantage and in many occupations is be- Association told a convention of specialized teachers and 1,100 art teachers for 1.3 milcoming indispensable.... The end sought is teachers, “There is a general awakening to lion students. Only home economics, innot to enable the scholar to draw a pretty the importance of the arts; their value is dustrial arts, and the ubiquitous “other” picture but to train the hand and eye that being realized industrially, educationally, numbered less. he may be better fitted to become a bread. commercially, artistically as

artistically as never be- onceivably one might infer that winner.” That was written in 1874, two fore.... With this awakening of interest it

these breakdowns conceal the and a half centuries after the first schools becomes increasingly clear that the arts are proposition that artistic awareness opened in New England.

soon to be accorded the importance they permeates the teaching of social studies,

deserve as instruments of education and home economics, and the rest. But this Soon afterward, the Western Drawing

that they have their definite values not as isn't the general rule. The arts, where they and Manual Training Association (the Na

ends in themselves so much as means in fittional Art Education Association's antece

are taught at all, are often isolated in ting for life." Similar feelings are still being rigidly designated time slots and cloistered dent) was organized. Its premise: “New

expressed - and in the same hopeful tones. problems in education and child life con

rooms. In many colleges, art history is in

The New York State Commission on sulated from painting and sculpture by front us as the world grows more dramatic.

Cultural Resources declared, “The arts not walls mortared with interdepartmental To art we must look for liberty from the mountain-fastnesses of materialism and ex

only belong in the schools but the schools rivalry. Worse, occupational jealousies still cessive commercialism." Sound familiar?

and the curriculums are incomplete with keep educators and professional creators That was in 1899.

out them." Undeniable though that point apart. Some teachers and theater people,

may be, there is little evidence that it re- for instance, seem to get a lot of exercise In the same year John Dewey wrote ceives

any particular pushing on the part of walking their boundaries in the belief that “School and Society," the first of his educators. Using National Education Asso- “good fences make good neighbors” still. seminal works that stressed the experiential ciation data, the U.S. Office of Education Such parochial attitudes are slowly breakdevelopment of the whole child. He spelled in 1973 ranked public secondary school ing down in places.

Page 12

done better by the arts than many other It is worth noting that outside the Also encouraging is the prospect of the States.)

schools, so-called cultural audiences are Bicentennial celebration, which should not The problem is that artistic creativity in expanding at exciting rates. A recent only be an occasion to look longingly backschools is still considered “a kind of garnish Harris Poll reports that 15 to 20 percent ward, but an opportunity to really think easily set aside like parsley." The Endow- more people each year are attending plays, about why the Nation began, how we got ment is trying to change that; in doing so it films, concerts, dance programs, and the where we are today – for good and ill – and is neither alone nor first in the effort. To like at a time when the number of sports where we want to go from here. Paracite one important example, in 1968 the spectators has leveled off.

mount among the Founding Fathers' goals JDR3d Fund - named after John D. Rocke

oreover, many teachers, institu- was the triad of life, liberty, and the purfeller III - supported the first systematic

tions, and organizations are trying suit of happiness. We've gone far with the attempt “to provide experiences in all the

valiantly to make creative aware- first two goals in the past two centuries, arts for all students at every level" in a ness and cultural creativity elementary to

and a real achievement of the Nation's public school system. Located at University education. It's an idea whose time has third century might be the pursuit of City, Missouri, the project sought as one of come; awareness of the intrinsic impor- happiness through the creative cooperation its goals “to permeate the general educa- tance of the arts is spreading beyond the of artists of all disciplines and educators on tion program with cultural awareness academy's walls. Recently the U.S. Confer- all levels. through creative experience.” Another ence of Mayors resolved “that city governgoal was to “develop an aesthetically per- ments recognize the arts as an essential ceptive and responsive individual." Why? service, equal in importance to other essen- Next month: The American Revolution Because, as Professor Alvin C. Eurich tial services, and help to make the arts Bicentennial series concludes with wrote, “We cannot tolerate another gener. available to all their citizens.” The mayors “Tomorrow's Education,” a consideraation that knows so much about preserving defined "a new national goal; that no tion of some of the responsibilities and and destroying life but so little about en- American shall be deprived of the oppor

challenges that educators will face over the hancing it." Enhancing life, illuminating tunity to experience... the beauty of life" next several decades, by Ralph W. Tyler, and enriching it – these are what the arts because of "circumstance, income, back- Director Emeritus of the Center for Adare all about. ground, remoteness or race.'

vanced Study in the Behavioral Sciences.

Page 13

ILLUSTRATION KEY: 1) Detail from the "Columbus Doors," which serve as the main entrance to the Rotunda on the East Front of the U.S. Capitol; 2) Grant Wood's Midnight Ride of Paul Revere; 3) chorus from “Yankee Doodle"; 4) detail from John Trumbull's painting, The Declaration of Independence; 5) playbill for Maxwell Anderson's Valley Forge; 6) frontispiece from Moby Dick, by Herman Melville; 7) totem pole carved by Tlingit Indians of southern Alaska; 8) scene from the play, Abe Lincoln in Illinois; 9) Harriet Beecher Stowe's Uncle Tom's Cabin; 10) Horace Pippin's painting, John Brown Going to His Hanging; 11) scene from the film, The Covered Wagon; 12) “I Hear America Singing,” by Walt Whitman; 13) “Words Like Freedom,” by Langston Hughes; 14) playbill for Shenandoah by Jacob Litt; 15) Ogalala Sioux rendering of the Battle of Little Big Horn; 16) Ethel Merman as Annie Oakley in Annie Get Your Gun; 17) Charlie Chaplin in a scene from the film, The Gold Rush; 18) scene from the ballet, Billy The Kid; 19) frontispiece for Mark Twain's The Adventures of Huckleberry Finn; 20) from “American Names,” by Stephen Vincent Benet; 21) Mt. Rushmore, South Dakota; 22) playbill for What Price Glory, by Maxwell Anderson and L. Stallings; 23) scene from Porgy and Bess; 24) from "Casey At the Bat," by Phineas Thayer; 25) Vaudeville, painted by Jacob Lawrence; 26) Harold Lloyd in The Freshman.

Page 14

Guide to OE-Administered Programs, Fiscal Year 1975

The Federal Government is a major source of financial Institute of Education, the other components of the HEW

a support and technical assistance to the Nation's schools Education Division. Funds for school year 1975-76 (FY and colleges, chiefly through the U.S. Office of Education 1976 appropriation) for certain elementary and secondary (OE). As a major component of the Education Division of programs were made available for the first time during FY the U.S. Department of Health, Education, and Welfare, 1975 on an advance funding basis to enable States and OE administers programs covering virtually every_level local education agencies to plan more effectively for their and aspect of education. These programs and the Fiscal school program. Year 1975 funds appropriated by Congress in support of It should also be noted that distribution of OE funds for them are listed on the following pages.

Title I of the Elementary and Secondary Education Act is For easy reference, the programs are presented in cate- subject to a special "hold harmless" provision. Under this gories or groupings that indicate whether they serve in- provision, allocations will be made in such a manner that dividuals or institutions and the nature of their support, no State will receive less than 100 percent of the amounts for example, research or construction. Since the several it received in the prior year for State Agency programs. phases of one program or activity may serve more than Within each State, no local education agency will receive one category, a given program may be listed more than less than 85 percent of the amount it received in the prior

year with no stated ceiling on amounts above that level. The Office of Education's funding level for Fiscal Year Reprints of the "Guide to OE-Administered Programs, 1975 is $6,725,456,000. This amount includes suple. Fiscal Year 1975" are available. A single copy may be obmentals which are still pending: $150 million for Guaran- tained free on request to American Education, P.O. Box teed Student Loans, $119.8 million for the College Work- 500, Bryans Road, MD 20616. Multiple copies may be purStudy Program, and $75 million requested by the admini- chased from the Superintendent of Documents, U.S. stration for Emergency School Aid. It does not include the Government Printing Office, Washington, DC 20402 at 30 FY 1975 appropriation of $14 million for the Assistant cents each (25 percent discount on orders over 100). Secretary for Education and $70 million for the National When ordering, please specify 017-080-0140-6.

Page 15

Although television is a relative newcomer to society, the Another videotape was then run over the closed-circui number of families in the United States today whose channel. Of course, the student monitor thought that the living pattern does not include at least some television five-year-old boy and the four-year-old girl he saw ente watching is minuscule. It's no secret that for many the trailer and begin to play was action happening at tha Americans TV is the center of family activity, whether it is moment. The play of the two children became roughe used as an “electronic babysitter” or as an educational and rougher and eventually the picture blacked out, sug tool. Some psychologists have long been convinced that gesting that the TV camera had been broken. The audio the conduct of actors appearing in television shows—for portion, however, continued for a short time, leaving the better or for worse-become models of behavior for chil- student without doubt that the "fight” was still raging dren . Parents, too, have expressed concern that violence Soon the audio, too, was stopped, the student-monito on television may not only throw their children's behavior being left with little choice but to conclude that the pre off center but may have an adverse effect on their emo- schoolers had destroyed all the equipment. During this tional growth and development.

"mayhem,” the experimenter waited outside the class In a recent experiment, researchers Ronald Drabman room to see how long it would take the student-monitor to and Margaret Hanratty Thomas at the Florida Technolog- summon him. If he had not been called within two ical University in Orlando, under the sponsorship of minutes of the loss of the audio portion, he reentered the HEW's National Institute of Mental Health, examined the classroom. validity of that hypothesis. They selected 40 third- Of the 20 third-graders who saw the violence of the graders-half of them male and half female (although sex detective show, seven did not call the teacher at all; only was not considered a factor)—from a predominantly one of the students in the group that had watched the white lower-middle class neighborhood in Orlando. One baseball game (the control group) failed to alert the by one, the students were taken into a classroom to view teacher to the demolition in which the two preschoolers either a taped segment from a nationally televised detec- were apparently engaged. Of the students who did sum tive show noted for its violent episodes or a segment from mon the teacher, those exposed to the violent TV shoy a baseball game. After a child had watched the TV for 15 were, on the average, not as quick to alert the experi minutes, the experimenter told the youngster that a friend menter as were the youngsters who had watched the scheduled to work with a group of preschoolers in an baseball game. adjacent trailer had called to say he was detained and to The results of the experiment-consistent with a ask whether the experimenter would watch the children earlier study made by Mr. Drabman and MS for him until he got there. The trailer, the student was told, Thomas-support the researchers' principal hypothesis was equipped with a closed-circuit camera so that the Exposure to televised violence may serve to mak preschoolers could be observed on the set the student viewers, particularly children, tolerant of real-life aggres was watching. Since the preschoolers hadn't yet arrived sion and less likely to intervene. - STEPHEN CLINTON at the trailer, and since he had some personal business to

Student intern, American Educatio attend, the experimenter asked the student whether he or she would mind watching the preschoolers for him as Copies of "Exposure to Filmed Violence and Children they arrived and until he returned.

Tolerance of Real Life Aggression” (ED 097975) are avai Before leaving, the experimenter adjusted the set to able in microfiche for 75 cents and hardcover for $1.5 "monitor the trailer” and told the student exactly where from the ERIC Documentation Reproduction Service he would be, emphasizing that should the preschoolers Computer Microfilm International Corporation, Box 19 get into any "trouble,” he was to be summoned at once. Arlington, VA 22210.

Page 16

The United Nations has designated the year 1975 as Inter. The accompanying chart provides a profile of the level national Women's Year (IWY), which is being observed in of education that can be expected for those who were 17 the United States in a variety of ways, among them

the

years of age in the fall of 1973. Three-fourths of them grad. establishment of a National Commission on IWY by vared from high school (73 percent of the boys and 77 per

. executive order of the President. In view of the wide cent of the girls). About 45 percent of them (slightly more spread interest in educational opportunity for women, this boys than girls) have entered or will enter a degree-credit would seem to be an appropriate time to compare the program in a college or university. Approximately onelevel of education attained by men and women in the fourth of them (again slightly more boys than girls) will United States.

earn a Bachelor's degree. About eight percent of the boys In its most recent survey of educational attainment, and seven percent of the girls will eventually obtain a conducted in March 1974, the Bureau of the Census found Master's degree. no appreciable difference in the number of school years Up to and including the Master's level, the difference in completed by adult men and women in this country. The educational attainment between males and females have median number of school years completed by men 25 been very slight indeed. It is in the attainment of Doctor's years of age and over was 12.4 years, and the comparable degrees and professional degrees that men still clearly figure for women 25 and over was 12.3 years. Young men predominate in this country. In the early 1980s it is antici22 to 24 years of age had finished 12.9 years of school, pated that men will still be earning more than three times while young women in the same age group had com- as many doctorates and more than five times as many pleted 12.8 years. Older persons in the population, partic- first-professional degrees as women. ularly those 65 years of age and over, both men and women, had spent significantly less time in school than

-W. VANCE GRANT had the young and the middle-aged.

Specialist in educational statistics

Page 17

By DIANA MILESKO-PYTEL

n the 1973-74 school year a new pro- supported by the Office of Education, was at Washburne Junior High School in Wingram called Exploring Childhood at- developed by the Social Studies Program of netka, Illinois, feels the program is es

tempted to turn back time for junior the Education Development Center in pecially beneficial to children at the preand senior high school students and to get Cambridge, Massachusetts. The course is teen level. The eighth grade, she feels, is a them to see the world as little children. offered in middle schools and high schools time of self-discovery. They were nudged backward by such ques- as an elective and is adaptable to the needs The course at Washburne lasts nine tions as How does the world appear to a of teens from differing cultural back- weeks, though many other schools offer it child? and by actions like sitting on the grounds. Students spend part of their time as a semester or year of credit. Washfloor to approximate the height of a pre- in the classroom learning about child burne's eighth-graders spend five weeks in schooler and then determining how this development and then go to child care class with Ms. Leonard learning theory and changed their perspective of things. They centers to work with young children under observation techniques, after which they were asked to consider their attitudes to- the supervision of their own classroom put in four weeks at the adjoining Winnetward a child (be quiet, obedient, and don't teacher and a preschool teacher.

ka Public School Nursery working with bother me, or be creative, express yourself, There are two main considerations in preschoolers. but learn that I too have wants and needs) having such a program. Because most stu- “There's no harm in studying other chiland then to assume the role of a child and dents eventually become parents, a knowl

dren to learn more about yourself,” Ms. try to accommodate those attitudes (it's so edge and understanding of how to work Leonard says.

. “Children in the eighth terribly difficult to be quiet and inquisitive

with very young children and how to grade need to talk about how they feel, but at the same time). And they were cornered

respect a child's pursuit of competence is usually they have to do it indirectly and into asking, What am I learning about my

invaluable for teens and preteens. The without any guidance. This program proself?

second and perhaps more far-reaching vides an opportunity for them to discuss In one role-playing exercise, high school

aspect is that in observing and contemplat- human relations. And it's handled professeniors in a home economics class paired ing the behavior and reactions of young sionally. Children do not gossip about the off to spoon feed each other chocolate pud

sters, the students gain insights relative to three-year-olds; no last names are used, ding. It was revealing how these upper

their own behavior and needs. Thus by and there is no emphasis on the backteens became peevish at being fed too

looking at the world through the eyes of ground of the little ones.” slowly or with too little pudding on the

very young children, students not only Through the actions of the nursery spoon; they grumbled and complained

learn about children specifically but about school children, older students discover when a spoonful was thrust at them when mankind in general.

fundamental human values that are necesthey weren't quite ready for it or when the

The adaptability of Exploring Child- sary in living and working together in a spoon was held too far away from their

hood permits it to be taught under a wide democracy. For instance, little children mouths or knocked against their teeth by variety of

variety of disciplines - home economics, illustrate vividly that sometimes it's very an impatient spoon wielder. All told, the

family living, social studies, health, and hard to share. class exhibited a good deal of hostility in the like. Field sites may be laboratory

omments from teachers indicate the exercise, and later the students talked

schools, preschools, Head Start centers, that, as a result of taking the about it. Through the exercise and the disday care centers, and even private homes

course, teens exhibit a greater selfcussion they were able to grasp the frustra

that have small children. This flexibility awareness and understanding. Parents tell tions of a young child being fed. And they

accounts in part for the program's them that at home the students are more thought about that often-unthought-of popularity

popularity and effectiveness. From its tolerant of their younger brothers and sisseries of muscular coordinations that

experimental stage started in school year ters and even of the parents themselves. As enabled them to feed themselves.

1973-74 at 234 sites, the program in one one teacher expresses it, “The course is dyThe Exploring Childhood program, year jumped to more than 800 sites. Of the

namite because it changes the student's sponsored by the National Institute of original sites, 230 are still active, adili

whole orientation - not just that part diMental Health and the Children's Bureau tional evidence of the program's impact.

rected toward children. The course isn't of the Office of Child Development, and

Although the bulk of the courses are heavy, but subtle. It presents new ideas in a Ms. Milesko-Pytel is a free-lance writer in the Chicago given at the high school level, Nancy healthful and unoppressive way. That's its

Leonard, an Exploring Childhood teacher real value. For the ideas are upsetting at

Page 18

the walls of the gymnasium seem to fade Children raised on the away and the children find themselves somewhere deep in the Japanese country garrulousness of television side of centuries ago, enchanted by a tale of an old silk weaver and his plans to find

are surprised good wives for his two sons. televison are surprised and Selighted to dis: to discover the magic cover the magic of good pantomime, one of good pantomime.

.

a man and a woman trying to keep a rocking boat from tipping over. Many of the children say that they can actually “see” how much more meaning the actors put the boat, even though, of course, they know into the lines they say.” it was all pretense.

According to Martin Cobin, director of One of the actors turns an entire class- the Colorado Caravan, the project grew room of children into a machine. One

out of the University of Colorado's noted child will be a piston, bending, then Shakespeare Festival, an annual summer

, straightening his knees, making his torso event which offers full-scale productions in go up and down. Another will be a gear, a handsome, outdoor amphitheater on slowly turning. A third will be the whistle, campus. “A good many people thought we hands on hips, every now and then raising should take our Shakespeare performances one hand to pull an imaginary cord that on the road,” says Dr. Cobin, "but travelopens a valve, indicated by several shrill ing with a full cast, costumes, and props is toots. No one feels self-conscious, because an ambitious project. Too, the more we everyone is doing it.

thought about it, the more we edged “These activities aren't for a few young- toward the decision that Shakespeare sters who might have some acting ability. wasn't the most appropriate thing to do at They're to give youngsters a flavor of the all levels.” stage and its relevance to life,” says Gwen Gradually the idea evolved into what Dr. Hellebust of Northglenn, Colorado, the Cobin likes to call “developmental language arts coordinator for Adams theater.” Different activities are planned County No. 12, a Denver suburban school for each age group: The elementary school district which often has called on the program emphasizes creativity, the junior Colorado Caravan. As a booster – and high program centers on historical drama, critic - of the Caravan, Dr. Hellebust in- and the senior high program ties drama sists that the theater performances be tied with literature by using excerpts from in with curriculum. She has made sugges- Shakespeare's plays. tions to the Caravan about the selection of The project actually began three years plays, particularly for the junior high level. ago when Richard Knaub, then director of “I'm not interested in having a diversion the University of Colorado Department of for the day,” she says. “I want the children Theater and Dance, suggested a joint to learn something while they're having effort of the University and the Northern fun.”

Colorado Educational Board of CooperaA

tive Services (BOCS), an agency with six s examples, she points to the 1973-74 production-a play about the assassin member school districts. Funded under

Title III of the Elementary and Secondary ation of President Lincoln- and this year's play about the Louisiana Purchase, Education Act, the project was to last for performances, she says, that help history

one semester, but the schools liked it so seem “real” to the students and tie together Buckner, director of planning for BOCS,

much that Professor Knaub and Al things they've learned in many classes.

scraped up more money through the UniEach year, before the Caravan appears, versity and through the six member disDr. Hellebust sends a five or six page tricts to operate the second semester. The memo to all of the junior high teachers second and third year Title III funding suggesting activities for social studies and carried the Caravan along and now, with literature classes that have some relation- the program well established, the Colorado ship to the Caravan's visit. She lists back. University Theater Department is preground materials and library books that pared to continue it after the OE grant should be made available to students.

Dr. Hellebust is also interested in the im- Professor Knaub nursed the project pact the plays can have on interpretive through its first year, then went to Wales reading. “I suggest that teachers have their on a year-long fellowship. At that point classes do some oral interpretation or Martin Cobin took over as director and has poetry reading before the Caravan comes, stayed on. “I was just going to fill in,” says she says,

"and again after their per- Dr. Cobin, a small, wiry man with bushy formance, when the students have seen white sideburns and snowy white hair

Page 19

More and more students

scenes from “The Taming of the Shrew,”

“Midsummer Night's Dream,” and others. discover that Shakespeare

“Often students ask, “What translation

did you use?' ” says Mrs. Wilcox. “They are makes sense

surprised when we tell them that we don't

change the words at all.” when it is spoken with

More and more students discover that

Shakespeare makes sense when it is spoken the right inflection

with the right inflection and gestures. “I'd

never taken a real interest in Shakespeare and gestures.

before,” says a high school boy from the mountain town of Gypsum, “because it was

always so hard for me to understand the "Out here on the plains we have little point he was trying to get across in his opportunity for outside entertainment,” plays. Through these actors putting on says LeRoy M. Reams, principal of the their performance, I felt I could become Arickaree Schools (236 students in grades interested. The acting was what impressed kindergarten through 12). “Our school is me the most. located

miles from the nearest Another high school student said the town - Anton, which has a population of workshop afterward was particularly use50.” Mr. Reams arranged with the Cara- ful: “The group really gave us an insight van for a community showing. The regular into what acting is all about. They showed charges: $75 for a half-day performance that to be a good actor, you must be reand workshop, and $100 for a full-day laxed and know the person you are reprevisit - reasonable rates by any standards, senting not only in words, but in feelings but still a lot for some of the small schools. and movements. I don't think any of us

“We bend the rules when we can,” students realized that you could put so plains the Caravan's coordinator, Lola many things into theater." Wilcox, who does the scheduling from her or the roll-up-your-sleeves-and-getoffice on the Colorado University campus in Boulder. “If there are two schools that Colorado Caravan, the work has just becan go together, we charge only $50 for a gun. Giving Colorado school children a half day. But even that's expensive for a "taste" of theater isn't enough. They want school that can't afford new books this

to return year after year to enrich the lives year.”

of the people of the State, to draw out the Mrs. Wilcox and her husband came to shy children, sensitize the bold children, Colorado from Wyoming where they had and help each of them appreciate the some experience with touring theater in others. They want to help teachers bring similar-size towns. Their belief in bringing more openness and creativity to their classtheater to the people made them firm sup

rooms. porters of the Caravan, doing behind-the- After seeing a performance and workscenes work, writing, and acting.

shop, one teacher said, “I saw children who “We don't know after only three years desperately needed to be good at somehow much impact the Caravan has had," thing respond to the actors and the acting. she says. “When it's been around for ten or And they did exceptionally well. Through twelve years and children have had differ- the performance I learned a new apent theater experiences each year, then proach- a more physical, more dramatic we'll know.” She adds, “But, there are approach-for teaching these children. indications that we're on the right track. For this, I thank the Caravan." The principal of one school wasn't sure he Another teacher mentioned that she had wanted us to come. He told us, “This is a been bogged down in rules of grammar sports-oriented school, and I'm not sure

and spelling. “I needed your reminder to there will be much interest in the theater.'

get back to freer teaching,” she told the We put on a show anyway and thought it actors. went well. He did too, and he invited us "Each of us needs to know how to take back the second year. By then that 'sports- off in flights of fantasy,” says Dr. Cobin. oriented' school had hired drama “For adults, it's highly beneficial to be able teacher. Was that our influence? We don't to do some role playing, to see how things know.”

look to other people. It helps the teacher, The junior and senior high plays, done the salesman, the political leader, the by the same six actors who do elementary lawyer. I think we can make a very real plays, have likewise been warmly received contribution to personal development. each year. At the senior high level, ex- That's why I call this developmental cerpts from Shakespeare's plays have been theater.' used to give students a one-hour sampling Dr. Cobin is using his enthusiasm to of his work. Popular was one the Caravan spread the word to others and to keep called, “The Battle of the Sexes,” with Colorado Caravan going at the same time.

Page 20

y 1821, men of any which our public schools can now It was with that determination in mind

commerce in this B

furnish.

that he replied to an advertisement in the country and

The committee therefore recommended Boston Sentinel and was elected the abroad recognized

“the founding of a seminary to be called English Classical School's first headthe superior dockthe English Classical School,” and at a

master. Emerson regarded the opporing facilities of the

town meeting held in Faneuil Hall on tunity as an experiment, and on the port of Boston,

January 15, 1821, the citizens of Boston opening day of classes shared his educaand to many of the voted for its establishment. Thus was

tional credo with a sub-master, two town's 50,000 in- created the Nation's first public high

ushers (assistant teachers), and an orihabitants the names of its wharfs

school in the sense that we now use that ginal student body numbering 102, all “Rowe's,” for example, and “Lewis" and term. (Its name, incidentally, was soon

boys: “T” and “Long” – were synonymous with changed, the word "high" being substi

I intend to have perfect order. earning a livelihood. For with them came tuted for “classical” and it was as English a demand for skills of a more sophis

I never intend to strike a blow. High School that it attracted national ticated character than the simple require emulation.)

I shall never doubt a boy's word until he ments of Colonial life. Competent chand- Now it happened at that time that a proves himself a liar. lers, map makers, bookkeepers, and the 23-year-old mathematics instructor from I shall never listen to one boy's word like were hard to come by, however, for Harvard had reached a major decision in against another. several generations of the town's youth his career. George Barrell Emerson had had been left inadequately prepared to

I shall not urge boys to surpass each suffered from failing eyesight for some enter the vibrant life of the community in time and his nature had taken a more

other but every one of them to surpass

himself; to be a better scholar and a which they lived.

contemplative turn than that of his more The system of public instruction at the

truer gentleman today than he had been didactic fellows at the University. His

yesterday time consisted of several primary schools providing rudimentary instruction for

Fifty years later a member of that first children from four to seven years of age

class, the Honorable J. Wiley Edmands, and a few English grammar schools offer

compared his experiences in other Boston ing elemental studies for pupils up to age

schools with his days at English High: 14. And there was, of course, the re

"In the former, the boys studied by nowned Public Latin School, founded in 1635. But the Latin School (long regard

compulsion; in the other, they were

actuated by ambition to learn. In the ed as the preparatory school for Harvard)

one, the perfect recitation, word for word was essentially conducted for the “haves'

from the book, was the task; in the of the town – the sons of the clergy and

other, a full understanding of the subject the bankers and the physicians. For the children of the artisans, the small mer

was the principal object. The one cultichants, the seamen, there remained only

vated the memory; the other, the think

ing and reasoning faculties. In the one, the school of life.

fear was the compelling motive of obediThese were the circumstances that in

ence to austere rule, in the other was 1820 led the Boston School Committee to

mutual good will and mutual respect form a subcommittee to consider the English High School as it appears today.

between teacher and pupil. In the one town's educational needs. Said its subse

favorite pastime consisted of engaging in was the discipline of the ferule; in the quent report:

conversations and reflections on the art of other, that of reproof and advice.” The mode of instruction now adopted teaching with gentlemen of like tempera- The site of this enlightened approach and the branches of knowledge that are ment. As a consequence young Emerson to learning was a three-story brick schooltaught at our English grammar schools formed the opinion that most of those house located on Derne Street in a spot are not sufficiently extensive, nor other- practicing this art were at best ham- now occupied by the Massachusetts State wise calculated to bring powers of the handed.

House. The third floor was fitted with mind into operation, nor to qualify youth “I came to the conclusion," he wrote crude desks and benches of bare pine for to fill usefully and respectably many of later, "that my former course as a

the boys, while the master's desk of the those stations, both public and private, in teacher had been more savage and same material was strategically located which he may be placed. A parent who heathenish than Christian, and that if I near the only source of warmth in the wishes to give his child an education that should ever have another opportunity of school, an open fireplace. The second shall fit him for active life, and shall teaching and governing boys, I would try story was occupied by grammar and serve as a foundation for eminence in his whether they could not be managed by reading schools. And on the ground floor profession, whether mercantile or

appealing to the highest motives by which (marvelous to behold) were stationed the mechanical, is under the necessity of human beings can be moved and to them Town Watch and Hero Fire Engine No. giving him a different education from alone.”

6. It is recorded that occasionally the stu

Page 21

of

separate instructional products -something over 300,000, according to reliable estimates — from which the teacher can now select. New dimensions have been brought to the classroom by such advances as films and videotapes, and the computer has led to the concept of the learning “system.” With the textbook as the core, a system may include integrated supplementary films, activity books, programed texts, manipulative devices, workbooks, and simulation kits. “Feedback” - another computer borrowing – is built into the system in the form of tests which the pupil scores to discover almost immediately if learning has occurred or whether “recycling” is required. Diagnosis and progress checks at frequent intervals help both teacher and pupil identify areas where further study or instruction is needed.

“Supplementary” is the key word. Supplementary to what? Why, to the basic (or basal) textbook. Studies in child development have documented the fact of individual differences: In any group of individuals, whatever their age, there will be a range of abilities, aptitudes, in

, terests, and experience. The textbook may be designed for an “average” fifth grade, with content scientifically selected to interest youngsters in the 9-to-11 age range. But the reality is that for some of

Fingers firmly gripping the thin shaft of a quill pen, many a student in an early American school labored over his copy book, tracing the elaborate dips and swirls of the ABCs and struggling with the accompanying writing exercises.

Each page of the large, clothbound text contained examples of the exacting script of the teacher. On blank lines below the teacher's writing, the students meticulously sought to achieve the same effect, repeatedly tracing garnished letters of the alphabet and copying sentences of a relentlessly uplifting tone. Hour after hour they toiled, and some of the more gifted among them ultimately went on to achieve calligraphy so ornate as to be virtually unreadable.

The reward for this drudgery was the book itself, page upon page of the most elegant penmanship, often cherished for years by such scholars as Timothy Orne, D D D D D D 999 Grace and truth came by Sena Chrid

To go 66 & & & & & & CE E E

Grace and truth came by Jesus Christ E CEE

Grace and truth came by Tarw Chrird

Jesus hi

F Grace and truth came by Jesus Chriil G & II G G G GG Grace and cruth 4

came by Jesus Chrird
AHHHHHHHHK Grace and truth came by Sesus Christ
IS I I III
Grace and truth came by

Jesus Christ
KKKK KKK KK Grace and truth K

by Jesus Christ LL LL LLL LLL

Grace and truth

by Jesus Christ M M M M M M M M M

Grace and truth came by Jesus Chril

Grace and truth came by Jesus Chris innnnnnnn Grace and truth came by Jesus Chrill 000000000 Timothy Crne: Book 1933

co o those fifth-grade pupils the content will sidered necessary for their pupils; such be overly simple, while for others it will phenomena as the industrial revolution, be much too challenging. Enter, then, the

age of technology, and the “knowlthe supplements, which widen the range edge explosion” lay far in the future. and increase the depth to an extent be- Today's fourth- or fifth-grade pupil, howyond the capacity of any single textbook. ever, may spend an entire school year

Meanwhile the preparation and con- studying the history of one State or extent of instructional materials have be- ploring a single aspect of mathematics or come far more complex than in the for- literature. Similarly, the teacher will mative years of our Nation's life. Where probably use completely separate textas the early authors wrote or assembled books for arithmetic, reading, science, the entire content of their works, today's and health. The spellers and readers of text is the end product of a team of re

the 18th and 19th centuries made a Nasearchers, curriculum specialists, subject tion literate through a smattering of matter specialists, and editors. Webster reading selections, arithmetic, and history and McGuffey could hope to include in a that theoretically summed up all that few small volumes all the knowledge con

mankind had learned. Today's primary school child may be grappling with the

basic concepts of our economic system. In

In any case, despite television, despite the proliferation of films and filmstrips and magazines and paperbacks, the textbook itself remains the basic instrument of how and what Americans learn. It is worth noting that during the past 20 years the number of textbooks has more

than tripled. Scientifically planned as to JICKA

grade level, copiously illustrated, built on researched formulas, they continue to serve the basic unifying and organizing functions established by Webster and McGuffey and the others – the fundamental introduction to the American way of life.

IN MLAME LE FAMOUS

BISHED

Page 22

More than likely a woman in a wheelchair, "We look at ourselves as communicators. her to use braces and crutches in order to a man with one arm, or a little girl wear- In developing books, cassettes, films, and walk, became a regular member of the ing leg braces will touch off questions from

television programs,

we seek guidance cast. Then Tim Scanlon, an actor with the a small child. In many instances the an- from the experts – parents, special educa- National Theater of the Deaf, and Eric swers will be impatient and incomplete or tors, classroom teachers, and medical Kloss, a blind saxophonist, provided other not given at all. The child will be left to people who live and work with handi- opportunities for Mister Rogers to talk with wonder How did it happen and what capped children day to day.” And since children about handicaps. The addition of caused it? Did it happen because the per

FCI also believes an understanding of indi- Chrissy to the cast represents a significant son was bad? Can I catch it? Will the per- vidual differences is fundamental to under departure from the show's format, it being son ever get better? What should I say to

standing the effect of different handicaps the first time any child has appeared such a person? Should I try to help?

upon individuals, a new “Neighborhood" regularly. There are, however, an estimated seven story line was created to present the con- “The program is built around the notion million children with at least one adult cept in an entertaining fashion.

that Mister Rogers is sharing in a one-tofriend who does not shush their questions. “Planet Purple was designed to be a one relationship with each child who views Fred Rogers, principal character on the springboard, a starting place for discussing the program,” Mr. Head explains. “While award-winning children's television series, all kinds of differences in people - age, sex, Chrissy's regular appearance somewhat “Mister Rogers' Neighborhood,” talks to religion, race. From here, we could move dissipates this illusion, we felt it was vitally his viewers about handicaps, sometimes toward discussing handicaps, a special important to have a real person, not a pupopenly, sometimes indirectly. The pro

kind of difference,” Mr. Head explains. pet, to help us deal with the issue of being gram, which is aired daily over some 250

handicapped.” stations of the Public Broadcasting Service,

On one occasion, the telephone rang at makes the important point that all child

the home of the McFeelys, Chrissy's grandren-those who are handicapped and those

parents, while Mister Rogers was visiting who are not-may benefit in knowing

the family. The point to be made was that something about physical disabilities.

Chrissy likes to do things for herself, so off For the third consecutive year, Family

she went to answer the telephone. While Communications, Inc. (FCI), which pro

Chrissy was out of the room, Mister Rogers duces the program at WQED in Pitts

asked her television grandparents about burgh, is developing handicap-related ed

her condition, inquiring about her braces ucational materials under a contract with

and crutches and the prognosis for her the Office of Education’s Bureau of Educa

future. In a later segment, Mister Rogers tion for the Handicapped (BEH). During

talked with Chrissy herself. the first two years of the project, the pri

“The segment was unscripted,” Mr. mary emphasis was placed on integrating

Head recalls. "It was uncomfortable for handicap-related information into the con

Chrissy, I think, but what came out of it is text of the television series. In the third

the idea that we can discuss these things year, however, there is a shift toward cre

with a person with a handicap if we do it ating nonbroadcast materials specifically

with affection and sensitivity. We hope for and about handicapped children.

that seeing and hearing exchanges like this One purpose of the BEH project is to

will affect the attitudes of children so they bring about changes in attitudes toward

will not be caught in the trap so many handicaps, according to Paul Ackerman,

adults find themselves caught in the Chief of Program Development Branch at

Although many changes have taken mental trap that makes us so intent upon BEH. The ultimate goal is to have a world

place in Planet Purple as its episodes ac- avoiding the handicap that we never give that sees the person first, the handicap

cumulated, it began as a place of almost ourselves the opportunity to know the later- a world that reacts to the needs of

total sameness, where everyone and every person.” the person first, the handicap second. “It

thing was purple. All the boys were named Mr. Head describes Chrissy as a spunky may sound like semantics,” Dr. Ackerman

Paul, and all the girls, Pauline. When child with a flair for having fun and a pensays, “but I believe it is important to think

Lady Elaine Fairchilde, a puppet charac- chant for theatrics that makes her a nain terms of a person with a handicap, not a

ter from the Neighborhood of Make-Be- tural for the “Neighborhood” role. Howhandicapped person.”

lieve, visited Planet Purple, she was at first ever, in the beginning, he and other memToward explaining this viewpoint to taken with the idea of sameness. Eventually bers of the staff were concerned that FCI young children and getting them to accept she came to realize the complications of might be exploiting Chrissy by using her as t, BEH looks to build on the relationship total sameness, and the purple Pauls, a kind of prop for discussions about handþf trust that Mister Rogers has established Paulines, and pandas - constituting the icaps. “But we soon realized,” Mr. Head with his young viewers. "Fred Rogers' main

entire population of the planet – likewise says, “that it pleases her to help other chilmessage to children is, 'You are very spe- learned the advantages of individual dif- dren understand. On the show she is not fial and I like you just as you are.' His forte ferences. In fact, they even devised a plan portrayed as the handicapped kid, but rawith children is attitudes and values," Dr. to make individuality an important com- ther as a member of a family, a student, a Ackerman says. ponent of life on Planet Purple.

friend, another person in the NeighborBarry Head, Director of Special Projects

With episodes leading to these conclu- hood a child with feelings and ideas and at FCI, holds this trust to be inviolate and sions as a background, more specific in- problems like any other child. Of course, alks about the precautions FCI takes in formation about handicaps was incorp- the handicap is not irrelevant or ignored, þriginating handicap-related materials: orated into the series. First Chrissy Thomp. but neither is it central in most of her

son, a nine-year-old girl with spina bifida, appearances.” Mrs. Wagner, a former teacher, is now a writer in Toledo, Ohio.

a congenital birth condition that required Chrissy is particularly interested in let

Page 23

studies on which to base their recommen- tensive study of the issues involved in credit literate high school student should know, dations, but also developing linkages with transfer. On the basis of this study and in- while trying to improve coordination of public and private organizations outside formation gathered from other sources, a

Federal agency efforts in environmental the Federal Government. conference was held bringing together

education. The simple act of bringing together, representatives of higher educational insti

The FICE Subcommittee on Educaoften for the first time, staffs of agencies tutions, Federal, State and local govern- tional Statistics is being renamed Subcomwith similar concerns is in itself an ac

ments, and other groups for the purpose of mittee on Educational Data Policy to recomplishment, resulting in better under

working out ways to ease credit transfer flect its new focus on data policy issues and standing and increased participation in and reduce other restraints on servicemen,

the coordination of statistical programs. In joint efforts. Most important, however, are veterans, and other students who move addition, two new FICE subcommittees are the studies initiated by FICE working from one higher education institution to being organized. A Subcommittee on Regroups and the resulting recommenda- another. As a followup to this conference, search, Development, Dissemination and tions, including suggestions for legislative proceedings were published and many

proceedings were published and many Evaluation (RDDE) will be charged with change as well as for improved program major academic organizations and profes- identifying

and

reviewing research, coordination, which the Committee directs

sional groups are bringing the subject up development, dissemination and evaluaat the heads of agencies.

for discussion at their annual conferences, tion policy issues and advising the FICE There have been instances in which a and a number of colleges and universities membership, the Assistant Secretary for study in one area points to lacks in other have begun to liberalize their policies Education, the Secretary of HEW, and the areas where the combined efforts of toward transfer students.

heads of agencies, in these matters. The Federal agencies are needed. For example, Improvement of educational opportuni- Subcommittee will address such issues as an investigation by a FICE working group ties for minorities has been a FICE concern development of national RDDE goals in on the scope and impact of the diploma from its beginning. Each year a report is is

education, efforts of Federal agencies in mill problem led to the broader area of im- sued on Federal funding of traditionally RDDE to meet these goals, cooperative asproving protection for the consumer of black colleges, documenting Federal sup- sessment of RDDE priorities in relation to education: A FICE subcommittee on Edu- port going to these institutions. FICE ef- goals, overlaps and gaps, resolution of cational Consumer Protection supported forts are now directed to the study of jurisdictional claims, development of stanthe development of model legislation by higher education opportunities for dards for quality RDDE, joint planning of the Education Commission of the States American Indians and Chicano and Puerto RDDE, and possible cooperative funding (ECS) to regulate operation of proprietary Rican minorities with a view toward of particular projects. The mission statepostsecondary educational institutions. recommending needed improvements in ment of the other new body, Subcommittee FICE also supported two ECS-organized Federal agency programs.

on Population Education, is now in þational conferences on educational con

Along with an acute awareness of the in- preparation. sumer protection at which students and creasing role of educational technology in Other FICE working groups are seeking representatives of consumer organizations,

all aspects of education and training, FICE to establish agreement among Federal higher education institutions, and State

was keenly cognizant of a fragmented agencies on postsecondary definitions and and Federal agencies were invited to ex

Federal effort in this direction. Conse- classifications, and to bring together in a change views and make recommendations.

quently a standing subcommittee was set working relationship agencies concerned On the basis of these actions and a study

up and assigned the job of bringing about with the arts and humanities in education. conducted by the subcommittee, a report,

improved coordination in the efforts of Unanswered or inadequately answered "Towards a Federal Strategy for Protection

various Federal agencies concerned with questions reflect many more FICE activibf the Consumer of Education,” was pre

educational technology. Adequacy of ties in the planning stage. For instance, in þared and recommendations for action teacher preparation in the use of instruc- international education a major question is conveyed to the Secretary of HEW and to

tional television, potential uses of experi- What can we learn from other countries? he heads of other Federal agencies.

mental communication satellites and of In non-traditional education there are The subcommittee's report proposes a

home delivery of educational services, and many questions: What is it? How are ac

getting the full benefit of the latest techno- complishments measured? What Federal strategy for consumer protection in

do education that is designed to work in con

logical innovations are among issues now credentials mean? What are the implicajunction with efforts of the States, local being studied. A review of the varied tions of the movement for Federal agen

cies? ities, consumer groups, and other private agency programs, ranging from television þrganizations. There are specific recom

to computers, is also currently under way. Coordinating agency interest and efforts mendations for handling student com

There are many other FICE activities toward providing opportunities for recurplaints, for better informing the student moving forward: FICE recently endorsed ring education, or lifelong learning for about the services he or she will be pur- the report and recommendations of the all citizens, particularly persons isolated chasing, for protecting students against Subcommittee on Graduate Education, by geography or circumstance, including false claims by the educational institution, dealing with the role of the Federal

dealing with the role of the Federal rural populations, housewives raising famiand for assisting States in improving Government in support of Graduate lies, persons in institutions, the elderly,

and servicemen and women - will also be Licensure and otherwise regulating training Education. The Subcommittee on Educainstitutions.

tion and Work is addressing the problem of addressed by FICE in the near future. Responding to concerns expressed by the providing

providing more

more nonpaid experiential There are enough questions to keep the Department of Defense and the Veterans learning opportunities for students in FICE agenda crowded for a long time. Administration, another FICE work group

Federal agencies throughout the country. attacked the problem of transfer of credit A Subcommittee on Reading and Literacy from one college or university to another,

FOR MORE INFORMATION is working on a design for a proposed Nahus stimulating the American Council on tional Technical Assistance Laboratory. Additional information may be had by Education to take action on this problem. The newly formed Subcommittee on En writing to Mr. Bernard Michael, Executive A committee organized by the Council vironmental Education is now attempting Director, FICE, 400 Maryland Avenue with FICE participation conducted an in- to determine what an environmentally S. W., Washington, DC 20202.

Page 24

As the cover design whimsically suggests, October gives a nod to some of education's statistics, a subject not without its ups and downs. And a good thing too, for without them the science of statistics could become as routine as putting on your socks each morning. The implications, in fact are chilling. Averages could be expected to go the way of the dodo. Graphs might all look like Venetian blinds, and charts might take on the appearance of a block of two-story row houses in a shabby neighborhood. Of course, such speculation will forever remain hypothetical; statisticians will never give up their ups and downs and particularly their averages.

There is a little story statisticians tell among themselves-spurious, one would suspect-that illustrates their devotion to the average. It happened that two statisticians out on safari came upon an enormous lion in a clearing. Simultaneously both raised their rifles and fired, one bullet passing one inch to the right of the lion's head, the other one inch to the left. The statisticians threw down their guns, slapped each other on the back and complimented themselves that, on the average, they had killed the lion. Meanwhile, the lion, knowing nothing at all about statistics, charged, approaching the two men at 20 miles per hour. The statisticians turned and fled, one running at a rate of 22 miles per hour, the other at 19 miles per hour. Thus, by averaging 0.5 miles per hour faster than the lion, they escaped. The story never explains why one of the statisticians was never seen or heard from again.

This in no way is to imply that all statisticians do is to average everything and get themselves into trouble. The science of statistics is much more than figuring averages. There are some arcane and mind-numbing computations involved in projecting data into the future U.S. DEPARTMENT OF HEALTH, EDUCATION, to inform educators about where they have been, where AND WELFARE

Office of Education they are, and where they are going. For instance, Vance Grant in his article on page 6 mentions that high school David Mathews, Secretary enrollment will peak in 1976 and then enter a period of Virginia Y. Trotter, Assistant Secretary for slow decline. Administrators can adjust their planning for Education space, curriculums and for reducing staff accordingly. T.H. Bell, Commissioner of Education The article also predicts a relative increase in the number Jack L. Billings, Acting Assistant Commissioner

a of teachers in the years ahead and that they will be for Public Affairs getting higher salaries-information that helps planners William A. Horn, Editor keep the education system running more evenly and with Mark Travaglini, Assistant Editor less stress. To turn a table on a statistician, here are some data that

Page 25

he school year that began last month By W. VANCE GRANT
promises, to be an eventful one in which numerous records will be

broken. There will, for example, be more high school and college students and teachers, more persons receiving diplomas and other awards, and more dollars ex

Total enrollment in regular educational pended for education in the United States

programs from kindergarten through the Bachelor's degree as well as those attending than ever before. After 30 years of virtually graduate school increased for 27 consecu- other types of postsecondary educational uninterrupted growth, Americans have

tive years before reaching an all-time high institutions. come to expect our educational system to

of 59.7 million in the fall of 1971. The Enrollment in public and nonpublic get bigger and, it is hoped, better each

small decreases that subsequently have oc- schools at the secondary level (grades 9 year. In many respects the school year

curred at the elementary school level re- through 12) is expected to total about 15.6 1975-76 will be no exception to this fa

flect the fact that there are now fewer chil- million students this fall. This is a rise of miliar pattern. What makes the new year dren 5 to 13 years of age than in the recent 200,000, or more than one percent, over particularly interesting, however, is that

past. Enrollment has continued to rise at the 15.4 million students enrolled a year demographic trends are at work that will the high school and college levels.

ago. Enrollment in nonpublic schools held make educational growth much more

The following percentages of the school- steady at about 1.2 million, while the numselective than usual.

age population are estimated to be en- ber of public high school students rose Education in the fall of 1975 is the pri

rolled in school in the fall of 1975: of the from 14.2 million last fall to an estimated mary occupation of approximately 62.3 five-year-olds (the usual kindergarten age), 14.4 million in 1975. million Americans. Included in that total

86 percent; 6- to 13-year-olds (grades 1 Enrollment at the elementary school are 58.9 million students enrolled in our

through 8), 99 percent; 14- to 17-year-olds level (kindergarten through the eighth schools and colleges, 3.1 million teachers,

(grades 9 through 12), 93 percent; and 18- grade) apparently has declined by about and about 300,000 superintendents, prin- to 24-year-olds (college age), 25 percent. two percent - from 34.6 million last year to cipals, supervisors, and other instructional

These estimates are derived from data ob- a current level of about 34.0 million. Nonstaff members. Thus, in a Nation with a

tained in the annual fall surveys of the U.S. public school enrollment is estimated at population of nearly 214 million, about

Department of Commerce, Bureau of the 3.4 million compared with 3.5 million a three out of every ten persons are direct

Census, and reported in Current Popula- year ago, while public school enrollment is participants in the educational process. It tion Reports, Series P-20.

now about 30.6 million as against 31.1 milis not surprising, therefore, that so much

Enrollment in degree-credit programs in lion pupils last fall. attention is being focused upon our schools

colleges and universities is estimated at 9.3 School enrollment in the future will be and colleges and that support of educa

million this fall. This represents an in- significantly influenced by trends in the tional activities commands a substantial

crease of more than three percent over the birth rate. Data from the National Center portion of our resources.

9.0 million students enrolled one year for Health Statistics, U.S. Public Health

earlier. The figures for both years exclude Service, show that the number of live rths Dr. Grant is a specialist in the National Center for Education Statistics and a frequent contributor to

undergraduate students in occupational in this country attained an all-time high of American Education.

programs not creditable toward a 4.3 million in 1961. They then declined

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he Institute for Educational Leader- exist, the whole education system will be in Thus was launched in 1969 the Educaship, a small, non-Federal, nonprofit jeopardy.”

tional Staff Seminar, a mechanism for oforganization based in the Nation's The Institute for Educational Leader- fering Congressional staff and committee capital, has taken on one of the ship was founded in 1971 under a Ford

ship was founded in 1971 under a Ford aides the opportunity to make fact-finding toughest jobs in education: getting the Foundation grant. The Ford Foundation is trips into education's physical environment people who make school policy and those still its principal sponsor, with additional and to probe firsthand its problem world. who administer it to talk to one another. funding from the Rockefeller Foundation Soon Dr. Halperin was asked by the Con

Institute director Samuel Halperin, a and the Department of Health, Education, gressional aides to invite executive branch former Deputy Assistant Secretary for and Welfare, including the Office of Edu- officials to participate,

officials to participate, people who plan, Legislation in the Department of Health, cation. Administratively, the Institute is administer, and budget for Federal educaEducation, and Welfare, is concerned with

part

of The George Washington tion programs. He obliged and officials the lack of understanding and communica. University.

from HEW, Office of Education, National tion between government officialdom and Essentially, the Institute is an umbrella Institute of Education, Office of Managethe education hierarchy, two distinct agency, coordinating policy, budget, and and Budget, National Science worlds that turn according to different planning for six separate and distinct pro Foundation, Office of Child Development, laws of motion. From his long association grams and projects. Though differing in Smithsonian Institution, and other agenwith the populations of both these worlds, method and the people they reach, all pro- cies began peppering their thoughts, viewDr. Halperin concludes that lawmakers, grams have a common goal: encouraging points, and interpretations onto the fact whether in Congress, State legislatures, or legislators and educators to broaden their and data sheets. city halls, tend to view educators as an ar- dialog, look at issues from more than one Seminar activities include lunch or rogant lot, given to fuzzy generalities ex- perspective, and, in the process, improve

perspective, and, in the process, improve dinner meetings with prominent national pressed in lofty jargon, and unsympathetic education's decisionmaking and admini. speakers, one-day site visits, multiday field to the give-and-take of the political stration.

trips in the United States, and an occasionprocess. Educators in turn, says Dr.

al two-week overseas mission. Last year the Halperin, think those in the political

Seminar conducted 70 programs for more sphere consider their own constituents be

than 2,100 Federal decisionmakers. fore the national welfare, seldom take the

The lunch and dinner meetings, held in trouble to master complex issues, and are EDUCATIONAL STAFF SEMINAR convenient Washington locations, bring in too quick to compromise.

speakers like the Rand Corporation's The Institute's approach is to get the

Roger Levien to talk about research and combatants together on neutral ground for Two years before the Institute itself was development needs, or Robert Goldwin, a realistic, if sometimes heated, exchange established, Dr. Halperin urged the Ford

established, Dr. Halperin urged the Ford President Ford's education advisor. Such of ideas. The discussions embrace all the Foundation to support a new kind of train- men as Albert Shanker, President of the critical issues in education, ranging from ing program for the men and women who American Federation of Teachers; David school finance and accountability to stu

design, authorize, fund, and implement Reisman, noted Harvard sociologist; dent unrest and how to negotiate with in- Federal education programs. He had in Daniel P. Moynihan, educator, advisor to creasingly assertive teacher organizations. mind an arrangement by means of which presidents, and now U.S. ambassador to The Institute serves only as facilitator. It educators and lawmakers could exchange the United Nations; and Willard Wirtz, takes no side on issues being debated in the information and viewpoints. “Members of former Secretary of Labor, have addressed political process.

Congress must often, however reluctantly, Staff Seminars. Frank B. Brouillet, Washington State's make decisions about multibillion dollar The short field trips - sometimes resuperintendent of public instruction, is one aid-to-education bills without firsthand quested by Congressional committees of many educators who believe the air knowledge of education's real needs and knowledge of education's real needs and working on related legislation

are declearing approach of the Institute has options,” Dr. Halperin said. “Reading signed to give participants a brief but income along just in time. Says Dr. Brouillet, someone else's 500-page report

tensive exposure to needs or promising pro“Unless educators and politicians under- enough. They want to get out there and see grams in a specific aspect of education. stand each other and learn to mutually co- for themselves. Yet nowhere in Federal law Says Christopher Cross, professional staff are funds available to put Congress or its