by Oveta Culp Hobby*
Secretary of Health, Education, and Welfare

BROTHERHOOD doesn't come in a package. It is not a commodity to be taken down from the shelf with one hand-it is an accomplishment of soul-searching, prayer, and perseverance.

Brotherhood takes self-aware practice.

The rule of thumb is a simple one: Regard each man and woman as an individual. Not as a Catholic, a Protestant or a Jew. Not as a Negro, Anglo-Saxon, or Asiatic.

Look at the person at the character and personality of this human being. Like or dislike that person for his own intrinsic qualities, and refuse to tinge that judgment by the irrelevant fact that he belongs to a different race or religion from your own.

The spontaneous feeling of brotherhood is a mark of human maturity. Many illiterate people have an instinctive recognition of brotherhood which is a thing of the spirit. The American Indians, when they found a white man worthy, could take him into the tribe as a blood brother. The child, left free to appreciate kindness and generosity, sets no artificial boundaries on his love for people.

Others more highly educated, more aware of self— find the concept of brotherhood as an intellectual process. Unfortunate are those who, in their limitations, can never sense the brotherhood of man.

Brotherhood realized is the ultimate objective of dea free, just, and harmonious civilization.

mocracy

* Excerpt from a statement prepared for Brotherhood Week.

Guatemalan Educators Visit the United States,

Published each month of the school year, October through June To order SCHOOL LIFE send your check or money order (no stamps) with your subscription request to the Superintendent of Documents, Government Printing Office, Washington 25, D. C. SCHOOL LIFE service comes to you at a subscription price of $1.25. Yearly fee to countries in which the frank of the U. S. Government is not recognized is $1.75. A discount of 25 percent is allowed on orders for 100 copies or more sent to one address within the United States. Printing of SCHOOL LIFE has been approved by the Director of the Bureau of the Budget. (September 19, 1952.)

U. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE OVETA CULP HOBBY.. SAMUEL MILLER BROWNELL.

WARD STEWART....

JOHN H. LLOYD...

ARVILLA H. SINGER..

...Secretary

Commissioner of Education Assistant Commissioner for Program Development and Coordination

JActing Chief, Reports and Technical Services land Managing Editor of SCHOOL LIFE .Art Editor

Address all SCHOOL LIFE inquiries to the Chief, Reports and Technical Services, Office of Education U. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE

Contents of this publication are not copyrighted, and items contained herein may be reprinted "to promote the cause of education.' Citation of SCHOOL LIFE, official periodical of the U. S. Office of Education, as the source, will be appreciated.

The opinions and points of view expressed in articles by guest authors do not necessarily reflect the official policies of the Office of Education.

THE OFFICE OF EDUCATION was established in 1867 "for the purpose of collecting such statistics and facts as shall show the condition and progress of education in the several States and Territories, and of diffusing such information respecting the organization and management of schools and school systems and methods of teaching, as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education throughout the country."

SCHOOL LIFE is indexed in Reader's Guide to Periodical Literature, and in Education Index.. . (Single copy price of SCHOOL LIFE-15 cents)

"Today, we face grave educational problems. Up-todate analyses of these problems and their solutions are being carried forward through the individual state conferences and the White House conferences to be completed this year.

"However, such factors as population growth, additional responsibilities of schools, and increased and longer school attendance have produced an unprecedented classroom shortage. This shortage is of immediate concern to all of our people. Affirmative action must be taken now.

"Without impairing in any way the responsibilities of our States, our localities, communities, or families, the Federal Government should serve as an effective agent in dealing with this problem. I shall forward a special message to the Congress on February 15* presenting a program dealing with this shortage."

Volume 37, Number 5

1954

"Youth our greatest resource-is being seriously neglected in a vital respect. The Nation as a whole is not preparing teachers or building schools fast enough to keep up with the increase in our population.

"The preparation of teachers as, indeed, the control and direction of public education policy, is a state and local responsibility. However, the Federal Government should stand ready to assist States which demonstrably cannot provide sufficient school buildings.

"In order to appraise the needs, I hope that this year a conference on education will be held in each State, culminating in a national conference. From these conferences on education, every level of government-from the Federal Government to each local school boardshould gain the information with which to attack this serious problem."

*The President forwarded his message to the Congress on February 8 instead.

65

M

ORE than ninety percent of the 53

States and Territories scheduled to participate in the White House Conference on Education have taken some definite action in planning local conferences on educational problems.

The 49 States and Territories which have taken action are:

Alaska, Hawaii, the Virgin Islands, and the District of Columbia (under Public Law 530 the term "State" includes the District of Columbia, Alaska, Hawaii, Puerto Rico, and the Virgin Islands), Alabama, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, New Hampshire, Nevada, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Vermont, Virginia, Washington, West Virginia, Wisconsin, and Wyoming.

The 83rd Congress authorized the White House Conference on Education in response to President Eisenhower's appeal in his State-of-the-Union Message January 7, 1954. The President expressed his concern over mounting educational problems. He said he hoped the States would hold conferences on these problems which would culminate in a White House Conference on Education. Congress appropriated $900,000 to carry out the program. Of this sum, $700,000 has been allocated to the States to help defray the costs of their conferences. The minimum allotment to a State is $5,000. Allocations are made on a population basis.

President Eisenhower appointed a 32member Committee for the White House Conference on Education under the Chairmanship of Neil H. McElroy, President of Procter and Gamble Company, Cincinnati, Ohio.

The Presidential Committee is made up of representatives from many segments of American life. Public Law 530 stipulates the WHCE shall be "broadly representative of educators and other interested citizens from all parts of the Nation . . . to consider and report to the President on significant and pressing problems in the field of education."

The Committee is responsible for conducting the National Conference set for Nov. 28-Dec. 1, 1955. It also will assist the States when requested in planning and holding State conferences on education, and will prepare the report to the President.

Four States and Territories in which no official action has been reported are Arizona, Georgia, Utah, and Puerto Rico.

Six States held conferences in 1954. They are Connecticut (Nov. 30-Dec. 1), Washington (Nov. 22-23), Wyoming (Nov. 19-20), Nebraska (Nov. 22), Iowa (Dec. 9-10), and Kansas (Dec. 9). Four States, Connecticut, Wyoming, Nebraska, and Kansas, are planning followup activities.

Thirty-four States and Territories already have applied to the U. S. Commissioner of Education, Department of Health, Education, and Welfare, for financial assistance. pursuant to Public Law 530.

They are: Arkansas, California, Colorado,

Connecticut, Delaware, Florida, Idaho, Iowa, Kansas, Massachusetts, Michigan, Minnesota, Mississippi, Montana, Nevada, Nebraska, New Hampshire, New Jersey, New Mexico, Ohio, Oklahoma, Oregon, Pennsylvania, South Carolina, South Dakota, Tennessee, Vermont, Washington, West Virginia, Wisconsin, Wyoming, Alaska, Hawaii, and the Virgin Islands.

Reports of developments in other States show that 38 States have appointed conference chairmen and 22 States have set conference dates.

The White House Conference on Education has been notified of the appointments

of the following State conference chairmen: Arkansas

ARCHIE W. FORD, State Commissioner of Education

California

TOM BRIGHT, Secretary of Planning Committee

Colorado

FRANCIS M. DAY, President, Colorado Citizens Council for the Public Schools Connecticut

ROBERT W. HOSKINS, Chairman, President, Connecticut Council on Education; William H. Flaherty, Cochairman, Deputy State Commissioner of Education

Delaware

GEORGE R. MILLER, JR., State Superintend ent of Public Instruction

Florida

THOMAS D. BAILEY, State Superintendent of Public Instruction

Illinois

B. L. DODDS, Vice-chairman, Dean, College of Education, University of Illinois; Vernon L. Nickell, Co-vice-chairman, State Superintendent of Public Instruction.

Indiana

Dr. RUSSELL J. HUMBERT, President, DePauw University.

lowa

ARTHUR CARPENTER, Assistant State Superintendent of Public Instruction.

Kansas

MRS. NELL RENN, President, American Association of University Women, Arkansas City.

Louisiana

SHELBY M. JACKSON, State Superintendent of Public Education. Maine

HERBERT G. ESPY, State Commissioner of Education.

(Continued on page 78)

S

TAND BY FOR ACTION! The nation

anxiously awaits results of the 1954 poliomyelitis vaccine field trials. If evaluation justifies licensure of the vaccine, we must be ready to apply this new-found knowledge promptly in order to protect many children against possible suffering, crippling, and death during the oncoming polio season. Consequently, plans are being made and vaccine is being produced NOW to enable prompt and effective action on the word, "Go!"

School administrators, teachers, and parents are being asked to cooperate in planning for and, possibly, once again, in carrying out a tremendous and significant polio vaccine program. The program calls for immunization this spring of all first and second grade children in public, private and parochial schools as well as some of last year's "polio pioneers"-children who were among the group studied in 1954 but not vaccinated.

Here are a few answers to some obvious questions.

When will we know?

The evaluative study is now being conducted at the University of Michigan under the direction of Dr. Thomas Francis, Jr. The first report is expected to be issued not earlier than April 1, 1955. It may be delayed due to the tremendous complexity and extensiveness of the project.

What do you mean by licensure?

The Laboratory of Biologics Control of the National Institutes of Health, United States Public Health Service, has control of biological products including licensing. This control and licensing are for the purpose of insuring safety, purity, and potency. Following Dr. Francis' report, the National Institutes of Health will determine whether the vaccine meets these criteria. The vaccine will be used only if it is licensed.

Answers to the questions in this article are based upon recommendations of health and educational leaders at two recent meetings. One of these meetings, held January 10, 1955, in New York City, brought together representatives of the American Medical Association, American Academy of Pediatrics, National Association of State and Territorial Health Officers, U. S. Department of Health, Education, and Welfare (Public Health Service, Office of Education, Children's Bureau), and the National Foundation for Infantile Paralysis. The other meeting held January 21, 1955, in Washington, D. C., was attended by representatives of the U. S. Office of Education, American Association of School Administrators, Catholic Education Association, and National Foundation for Infantile Paralysis.

Why were first and second graders and "polio pioneers" chosen?

The National Foundation for Infantile Paralysis contracted for 27 million c. c. of vaccine last year. How can this amount best be used? There is a high incidence of paralytic polio within this age group of first and second graders. These children can be reached through the schools. An additional number of children took part in the study last spring as "controls." They did not receive the vaccine. These children contributed as much to the study as those who were vaccinated and, therefore, deserve to be The included in this year's program. amount of vaccine to be made available for this purpose is just sufficient to meet the needs of these children, who number about 9,000,000.

The selection of these children was made by representatives of the medical profession, State health officers, and officials of the National Foundation for Infantile Paralysis. Will there be any vaccine for other children or adults?

The pharmaceutical manufacturers are producing an additional amount of vaccine equal to or greater than that ordered by the National Foundation for Infantile Paralysis. This vaccine will be available commercially for use by private physicians for their patients.

How will the supply of "March of Dimes" vaccine be made available?

The National Foundation for Infantile Paralysis will supply the vaccine to the State health officer in an amount sufficient to vaccinate the first and second graders and the "polio pioneers" in his State. A similar amount will be supplied to the territorial. health officers of Alaska and Hawaii.

The plan of administration of the vaccine within each State or Territory will be worked out by the respective State or territorial health officer in cooperation with the State or territorial medical society and State or territorial education officials.

Will there be sufficient time for this action before school closes?

There will be precious little time between announcement of results of the evaluation and the closing of school in most parts of the country. Vaccine for use in 1955 will be administered on the same dosage schedule as was followed in the 1954 field trial, namely, in three doses given over a period of 5 weeks.

As a consequence, complete planning in advance and smooth functioning of the program seem imperative. More than likely States will need several alternative plans based upon time schedules that anticipate results of the evaluation being announced at (Continued on page 78)

WHA

HAT is good education for children in grades 7 and 8? Should their work be taught by specialists in every field? Are these children grown-up enough to look after themselves? Do they resent adult interference in what they want to do? What kind of sports and games should they play? Should their academic skills be well-mastered before they come to seventh grade? How can you help children who do not read well in these grades?

Questions such as these are constantly raised by teachers and school administrators, most of them interested in really doing a good job of helping children to mature into responsible, contributing citizens.

The Elementary Section of the Office of Education has reported* a study in which research was summarized, schools were visited and teachers, administrators, parents, and children were interviewed to determine what seems to comprise good education for children in these grades.

The characteristic among these children which is most apparent even to the casual observer, it was found, is variety or heterogeneity. This is due to the fact that most children reach puberty during these years (grades 7-8-9), and that changes during this period are rapid and often spectacular. Grade 7, for instance, invariably has within it many children who are preadolescent, who look and act like "older children." In the same group are some (about onethird more girls than boys) who are entering adolescence, and reflecting this state both in physical appearance and in behavior.

Interests of preadolescents are shown to center in "gang" life: desire to be with the gang, to do what they wish to do, to think and feel as the gang does. Boys often withdraw into groups and talk "boy-talk"; girls whisper together and learn to value with the

*Lewis, Gertrude M. Educating Children in Grades Seven and Eight. Washington, D. C. U. S. Department of Health, Education, and Welfare, Office of Education Bulletin 1954, No. 10, 99 pp., 35¢.

gang. Domination by adults and older brothers and sisters is resisted. Heroes in the sports and scientific worlds and in community life are admired. Rugged activity is liked, especially among boys: outdoor activities such as hiking, climbing, and camping; romping and wrestling; active games and stunts which test their strength.

Boys and girls who are entering adolescence, on the other hand, customarily show much more insecurity than do the preadolescents. They are apt to become more absorbed in trying to understand themselves, their changing bodies, unreliable feelings, and vacillating interests. Growth, it is observed, is irregular and body imbalance often results. For a time, interest in activity may wane; fatigue may be unpredictable both in work and play.

Girls, usually more mature at these ages than boys, often seek the company of girls of their own maturity and adopt fads and behaviors which serve to identify them with their friends. Gangs give way to crowds. Boisterousness and show-off-ishness seem to be ways by which they communicate with each other.

Schools which deal constructively with these children find it necessary to take into consideration the great variety among them. On the surface, the implications of these physiological differences may not be apparent. They are, however, highly significant, as any parents of a preadolescent and a child-becoming-adolescent can testify. Both must be approached from their own characteristics and interests; each must be led to accept (or at least to tolerate if not to enjoy) the interests and activities of the other. In large groups (as in school) they must be guided to live in harmony among themselves and with adult leaders while at the same time they are helped to grow in ways which satisfy them, the school, and the society they live in.

To meet physical needs of children, many schools, with the cooperation of the com

munity, take steps to provide for children a safe and healthful environment in every respect; health examinations to detect handicaps or indications of disease; programs of physical education for all children adapted to the characteristics of these age levels; hot nutritious lunches; and experiences to encourage good health habits and a functional backlog of information and understanding about the maintenance of personal and public health. These elements of a good physical health program, it was felt, can in most instances, be made adequate for children. if the school and community leadership work hard to coordinate their ideas and

resources.

With mental health needs, they felt this is not always the case. Good mental health, school leaders recognize, is closely related to the personal-social lives of individuals: to having friends; being well accepted by your family, friends, and others upon whom you are dependent; feeling competent that you can make the contribution they expect you to make. Undesirable attitudes and behaviors can usually be traced to difficulty in some of these basic areas. Schools in the study have attempted to provide for the good personal-social development of seventh and eighth graders in various ways:

--by creating a friendly environment which encourages warm human relations and cooperative planning among children, staff, and parents;

by providing guidance for children which emphasizes the needs of individuals; -by a program of informal and formal social activities.

A Friendly Environment. Many schools in this study radiated the sort of warmth and friendliness in which human personality flourishes. Mutual respect and good faith were usually evident in the relationships among the staff members, administrators, and children. Ideas set forth were greeted with consideration, and constructive staffpupil planning was in process.