ED 125 458

AUTHOR

TITLE

INSTITUTION

PUB DATE

NOTE

AVAILABLE FROM

DOCUMENT RESUME

HE 008 031

Lykes, Richard Wayne

Higher Education and the United States Office of

Education (1867-1953).

Bureau of Postsecondary Education (DHEW /OE),

Washington, D.C.

75

303p.

Superintendent of Documents, U.S. Government Printing

Office, Washington, D.C. 20402 (Stock No.

117-080-01427-1; $2.85)

EDRS PRICE MF-$0.83 HC-$16.73 Plus Postage.

DESCRIPTORS *Agency Role; Bibliographies; Directories; . *Educational History; Educational Legislation;

*Federal Government; *Federal Programs; *Higher

Education; Program Descriptions

IDENTIFIERS OE; *Office of Education

irABSTRACT

4 This history of the higher education activities of

the Office of Education falls into seven clearly defined periods

discussed in five chapters as follows: pre-1911; 1911 to World War I;

World War I and the 1920's; the Cepression years and World War II;

and the.post-Wcrld War II years. Various names and assignments of the

Office of Education, names and dates of the Commissioners of

Education, the chiefs of the Division of Higher Education, and

various locations of the 04ice of Education from 1867 to the present

are all listed. (Authcr/KE)

***********************************************************************

* Documents acquired by ERIC include many informal unpublished * * materials not available from other sources. ERIC makes every effort'*

* to obtain the'best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * * responsible for the quality of the original document. Reproductions *

* supplied by EDRS are the best that can be made from the original. * ***********************************************************************
Higher Education

and the

United States Office of Education

(1867-1953)

by

RICHARD WAYNE LYKES

U S DEPARTMENT OF HEALTH

EDUCATION &WELFARE

NATIONAL INSTITUTE OP EOUCATION

1.-4S DOCUMENT HAS DEEN REPRODUCED EXACTLY AS RECEIVED FROM

THE PERSON OR ORDANIZATiONORICINAr,Nc, IT POINTS OF VIEW OR OPINIONS

STATED 00 NOT NECESSARILY REPRE- SENT OF F 'CIAL NATIONAL INSTITUTE OF

I DuC A nON POSITION OR POLICY

'WHEW OF 11()STSEMN VARY FOUCATION

UNITED STATES OFFICE OF EDUCATION

ASIIINGTON,

1975
The author gratefully acknowledges the invaluable assistance of

the following faculty member, of The American University:

1)R. ERNEST POSNER I)R. ARTHUR EKIRCH

DR. 10IIN DEVOR DR. STANLEY SMITH

I)R. WARD STEWART

I :}0.i11 aid V) 75-1,14",21

I ()I, -.11 I iti I HI, ;,1,11 \ \I of DO(

- (),),. I I;' MI '4 I PIN \ II \ (, 41 1' 1-411I \ (,10N Ift 41))41! I `.1()( I NI 17 1.71 1

3
Preface

It was my original intention to confine this history to the

activities of the Di ision of Higher Education. This has been done

as far as possible but in several respects I could not separate the

nett\ ities of the division from the rest of the Office of Education.

Therefore, Hu: is not so much a history of the Division of Higher

Education as it i an account of some of the contributions of the

Office of Edoc,it um to the colleges and universities of the United

States pro»r to the creation of the Department of Health, Education, and Welfare in 195:3.

The arrangement of the material is chronological since this

seemed the most logical method to follow. The history of the higher

education activities of the Office of Education falls into seven

cle:u defined periods which I have chosen to divide into five

chapters: activities prior to 1911; 1911 to World War I; World

War I and the 1920's; the depression years and World War II;

and the post-World War II years.

In one eases it seemed desirable 1u \ iolate the strict chronological sequence in order to take a topic beyond the time limits of

the chapter This I ha\ e not hesitated to do if the story gained

cogency and lucidity by the procedui.e. As an example, in Chapter

II I carried my account of the college accreditation movement and

sue\ ey ement ()mew hat past the year 1916 when the chapter

ends. I ha\ e tried to keep this procedure to a minimum. When it

ha;., 1)0(.11 done it was only because I felt there \vie- no better waN

to handle the material.

There are three sets of facts \dna belong to the story yet

should not he brought directly into the narrative. One is the

various name, and assignments of the Office of Education through

the rears. :\ ,(.t and is the names and dates of the Commissioners

of Education and the chiefs of the Di\ ision of Higher Education.

Finally, Oleic is a list of the carious locations of the Office of

Education front 181;7 to the present. I decided that these should
IV ED( ION AND TI1E .8, oFTIci.:

be made a pail of heface and they N% ill be found immediately

following.

A few Norris about the mechanits of the study should he mde.

I ha\ e used the term "Otlite of Education" throughout except

when quoting fi mil various sour( es which use the term "Bureau of

Education" fir, infiequently "Department of Education." Even

though the Office wa, a Bureau fin 59 years, from 1870 to 1929,

have preferred the present name for the sake of consistency.

In foitnoting I have taken full advantage of such scholarly

shortcuts ie. op. cif, and r/m/. whereNer possible. But I have not

carried them beyond the limits of each chapter. In other words I

TABLE I. --.Vfoar.i, 110(1 Adno tost ?of .1.,,N;wone Os, Offirt of

Efit(('otion

\ 1,4t,rt

I'11tI I ()I

EDI ( AID) \

()H Ill. Or 1.1)1 ( \110\ 11,,naltInent of the

Intel tot

Bi to xi (4' +.71(0,. I). a' t noint of !ht

Intl.] lot'

(It1-11 I or I.U1 ( \110\ I). pat went (it the

Intft ntr

(II II I EDI I \ I 11)\

()III( I 1.10 \ I 11,N

1.1 Secot

!Jai! Al, Il of Health,

Eilio.ition, and NV.ii,11,

! fT,,

,tt.,I ,tutus r 1)s

N1arch 2, 1867

1.1 Stat. L.,

Chap .131, 1867.

.1d1, 1, 1869

'3 `tat L,

Chap 176, 1868

dui} 12, 187(1

16 Stat I.,

Chap 251, 1870

Oetoloil :1, 1929

Department of tho

Intel on (lrilr 379,

1929

July I, 1939

Stat I. pt. 2,

Rorganizatom Plan

No 1 of Reorganization

Aet of 19:19, apio1)%

Apt 11 3, 1039

Apill 11, 1953 67 Sidi I

I'L, 13, 4111 1,

Fit t III m \ 1.0,1 1+7 Hr I 1 1,71

i( I I o,11 n.. , - nri.l I I , ho h. 1, .to o

11. 1 . 1 \\ I 0,11, 41).1 161,,, I r I 1411' ' I Ti. ; o r I

)
PREFACE vii

Miss Rebecca Fowler, Department of the Interior Library.;

Mr. Boise Bristol., Statistician, District of Columbia Public

Schools; . Slis Lee Canales, Office of Education Services, International

Cooperation Administration;

Miss Elizabeth Bethel, Mr. Joseph B. Howerton, and Mr. Leo

Pascal, National Archives;

Mr. Ilenry-C. Badger, Mrs. Edna Cave, Mrs. Genevieve Dane,

Mr. Emery M. Foster, Dr. Walter Gaunmitz, Mr, Carroll Hanson,

Mr. Charles T. Harris, Mr. Lester Herlihy, Dr. Martin Mayes,

Mr. Glenn Northup, Mr. Joseph Shea, and Mrs. Patricia Topp of

the Office of Education, United States Department of Health, Education, and Welfare;

Dr. Lloyd C. Blauvh, Assistant Director, Register of Retired

Professors; and

Miss Susan Futterer and Mrs. Claire Tedesco, Department of

Health, Education, and Welfare Library.

My very special thanks go to these peopte:

Miss Lora Brookley and Mr. Charles Gately, Educational Reference Lan anions, DepartMent of Health, Education, and Welfare

Library, for patience combined with knowledge, and lastly

Mr. John II. Lloyd, former Chief, Reports Section, Publications

Service, Office of Education, for combining an encyclopedic knowledge of the Office of Education with understanding and good-will,

RICHARD WAYNE LYKES

8
Content ti

PREFACE

HIGHER 14',111'CATION AND THE UNITED S'L'ATES OFFICE OF

EDUC ATION 1 Chapk r I: HIGHER EDUCATIONAL ACIIViTIES PRIOR TO

1911 __ 3

(Establishment of the Office of Education Commissioners Ba)nard, Eaton, and Dawson Herbert

Baxter Adam,. and the historical program Cominksioner Harris Second 'Morrill Act and landgrant college specialist Commissioner Brim n

Need for speclilINt grotc.

Choph r IC: THE FORMATIVE YEARS (1911-1916) 29

TUE DIVISION IS ESTABLISHED 99

College growth Need for specialist Selection

of Babcock Divh.ion of Higher Education created.)

THE (O ENT OV,AN ACTIVE 1'1{0GL:A M 38

(ro1111111s:-.1o/IP1' Claxton Higher educational needs

Routine opel at ions det eloped Stat istics

Publications Land-grant colleges Field W ork

The "suppres,ed report" and accreditation De- ee mills Babcock replaced by ('alien The

survey movenn.nt including de% elopments to 1936

"Dollar-a-V" .tr-men.")

riutri( FltOM WoRLD WAR I THRoi Gil 'PILE YEARS OF

PROSPERITY ( 1917-19281 65

THE FIRST WoRI.D NYAR - - 65
V

x [UGLIER EDUCATION AND THE U.S. OFFICE

(General achy hies Contact. wall institutions

PlanprOprograms of the Di\ Ishii) Committee On

Science, Engineer mg, and Education of the Colincil of

National Defense Committee on the Relation of

Engineering Schools to the Government Committee on Education and Special Training National Army Training Detachments Students'

Army Training Corps American Cotincil on Education Summary.)

"NORMALCY," 1919-1928

(Movement to establish a Dypartment Capon replaced by Zook Educational research Junior

college movement Evaluation of foreign student

credentials Commissioner Tigert Office reorganized National stir% eys Zook replaced by

Klein Annual inspections of Howard Unix ersity

('leafing -house of research studies Formation of

National Committee on Standard Reports for Institutions of Higher Education.)

Clurpto r 11.: FROM TIIE DEPRESSIoN THROUGH 'HIE SECOND

WORLD WAR (1929-191)

1'a ryr

79

99

THE DEPRESSION YEARS 99

(Commissioner Tigert replaced by Cooper Extenshe reorganization of the Office Division of Higher

Education pmanted Research acth Ries strengthened 1:lein replaced by Kelly

tions Report of National Advis

1931 Depression Growth of

Commissione) Cooper replaced by

contribuwy C'omm tt ee,

nancial studies

.00h Zook's

contributions Commissioner Stu lebaker The

National Youth Administration T w Cniltan Conservation Corps University emeigency research

protect Bankhead-Jones Act, 1935 Report. of

Ad% isory Committee on Education, 1938 Routine

activities Accreditation studies Interdepartmental Committee on Cooperation with the American

Republics Study of graduate schools in American

democracy Activities in 1939.)

THE SECOND WORLD WAR _ _ ( Impribvpment o'er Woi ld War I Defense training

in 191 Studebaker lists Office activities Na0

1°2
coNTENTs xi

Prr O

tional conference of College and Irniversity Presidents,

19 12 (Mice of Education Wartime Commission

Conference at American Vim ersity. 19 12 List of

Office essential wartime programs Engineering.

Science. and Management War Training Student

War Loans ?cograin Ediication fop Victory

Wartime publications Acceleration of curriculum

stud Plans for teacher training program Reorganizati)n in 19 13 Start of Hic)h(t Education

magazine hist- ar planning begins.)

Chaid.; ; V: THE POST-WAR YEARS (19 16-1953 ) _ . _ _ _ _ 111

I Post-war planning Studebaker's reorganization

plan Outside opinion of plan Kelly replaced by

Russell Report of President's Commission on

Higher Education. 1917 Fragmented Federal

program, Surplus Property Act Veteran's

Educational Facilities Program Growth of special-

' z tion Routine operations Commissioner Stude 1mker replaced by McGrath Reorganization

Conference on preparation of college teachers

Korean War etterts Controlled Materials Plan

College Housing Loan Program Russell replaced

by Gallagher Organization and fuictions in 1953.)

Chaph l'/: CoNcl,usioN 163

..ipputdo /: BloGRAPHICAL SKETcHES OF PROFESSIONAL

STAFF MEMBERS OF THE DIVISION of HIGHER

EDUCATION 175

A pp nil rd II: THE SUPPRESSED BAIIC0CE REPORT AND Comm isstoNER CLAXToN'S EXPLANATION 21:1

App( ///: A LIST of Pt RLICATIoNS OF THE OFFICE OF

EDUCATION RELATING To THE FIELD OF

HIGHER EDt cATioN 93.9

_ 281

Tubtes

Ta hi; I. NAMES AND ADMINISTRATIVE ASSIGNMENTS, OFFicE of EDUCATION

I i

iv
Xii HIGHER EDITATIoN AND THE U.S, oFFICE

.,,, ves. Tubb 2, ---COMNIISSIoNERS of' EDI CATION AND CIIIIIFS OF

DIVISION OF II MEIER EDUCkTION V T(fhtf ., PHysicm, LoCATIoNS OF ADMINISTRATIVE OFFICES, OFFICE OF EDUCATIoN, WASHIN0ToN,D.C. VI

To// 4. IIISTDRICAL STATISTICS SlIoWING GRoWl'Il OF

IIIGHER EDUCATION '10 1950 . . . _ .- 32

7'abb i. --FuNDs APPROPRIATED TO THE OFFICE oF EDUCATION FoR COLLECES AND AGRICULTURE AT

TILE MECHANICS ARTS

Tobb 6. APpRoPRIATIoNS MADE AVAILABLE FOR NATioNAL DEEENsE, (WERT DE Km cTioN, FY

1911-1916 121

Tubb 7. --SUMMARY OF EDT, EsmDT. Esmwr-I,

Esmwr-hl, NND ESMWT--111 (OCTOBER 9,

19'10--JENE 30, 1915)

I nthic s. --APPRopRIATIoNs AND OvERATING CosTs, OFFICE

OF EDUCATION 165

Ta()/( o. --Ni.' NIIIER OF EMpLoYEES, OFFICE oF EDUCATION

T(//)/( /O. tCl. NIBER OF ERk)FESSIoN.kl. EMPLol'EES IN THE

DivIsioN ()E IlIGLIER EDucATI()N 166

Tubb ii --St Di E("r MATTER OF PUBLICATIoNS RELATING To

HIGHER EIWCATD)N PREPARED AND ISSUED BY

THE OFFICE OF Kin CATD)N, 1S67- 197)3 11;8
IA"

Higher Education

and the

United States Office of Education

(1867-14)&3)
( II 11'1 I I; I Higher Educalional Activities

Prior to 1911

(in 1,11.(11 2. 1867. esident Andrew Johnson signed a bill

which cleated a "Department of Education." This incident, accomplished without fanfare :111(1 almost without notice in the press

of the da.c hi ought to a close years of ceaseless agitation by many

leading educatoi s for a owe in the Nation's Capital.

In 1838 llemy Barnardt prominent Connecticut educator and

political leader, had proposed that the 1810 National Census takers

gather ditt.i on illiteracy and Oil educational nstitutions.' Ile was

serving as an unofficial spokesman for a large number of others

ho desired this information to promote education throughout the

Nation. There was a feeling that a central agency to collect and

disseminate information on education was badly needed.

Throughout the 18 lirs and 1850's proposals for some sort of

national education,i1 office w (IP introduced before the Congress.

Hut the toubled decades that preceded the Civil War were not

conducive to the passage of legislation of :in ethic ational nature.

Also, the suggestion for educational activity at the Federal level

\vas opposed by 1/1.111 sincere Americans, as both unconstitutional

and an inn mgement of States rights. This is not the pla( e to recount the story of the fight for

National Otlid e of Education. it has been told by other scholars.

L, 1; 111.111, E(1,t( .1 iPt Htshnu

0- 7 0,1,1,1 vth, , Edo, ti , p 2 se,

w it% I ti of h:ol ul min Ow flit yea/

W,t-hington. i "1

Ff.t -Limn( t account- -4 Mauch, op pp 1- 8; .J Tigert, "An

v,tip/...it not ht tilt It.uht I unl to; the Tnachey," hurl idf,. IX. No 9.

Niti 1921, pp 19- 141i, Ind II- iI Judd, /1,1 Staff ()Mr(' or 1W1-11114'101,, 1'1141, 1111 I 7 Mot,. tit tailiql net iiunt. are in

II P. EV.11; .1111I E '1 hi. S.tati. Office of EducatIon"

%% pwa t 014'm and 1 N Jr.

it intim, of tit, win 01 to 1 ix (Cambt idge.

, 1'61, t t. pp 18 (.1,

i 4
HIGHER CATIoN AND THE U.S. OFFICE

But cutting acro,. the years of proposal, counter-proposal, and

debate, we find that in February 1866 the National Association of

School Superintendents held their annual meeting in Washington,

D.C. During that meeting they appointed a committee of three

to prepare a memorial to Twigless asking for the creation of a

"National Bureau of Education." memorial, and a bill

xvInch \could emilde the Bureau to 1w established, xi ere both given

to a staunch supporter of education, Representative James A,

Garfield of 0M0.1

Garfield presented a bill to the House of Representatives on

February 11, 1866. Debate and discussion continued for more than

a year in the House of Rein esentatives and Senate. Finally, suitable legislation N'as presented t9 the Congress and was passed on

March 1. 1867. The following day the President signed the organic

act of establishment and a "Department of Education" was an

accomplished fact.'

The text of the organic t as follows:

An Act To Establish a Department of Education (Approved March 2, 1867.

Be it enacted by the Senate and House of Representatives of

the United States of America in Congress assembled, That there

shall be established at the cit of Washington, a department of education, for the purpose of collecting such statistics and facts as shall show the condition and progress of education in the

several States an,c1 Territm ies, and of diffusing such information

respecting. the org-anrzation and management of schools and

school systems, and methods of teaching, as shall aid the people of the Unqed States in the establishment and maintenance of efficient school systems, and other ise promote the cause of education throughout the country, Sec, 2, And be it further enacted. That there shall be ap- pointed by the President, by and with the advice and consent of

the Senate, a commissioner of Education. \clic) shall be intrusted

1:,),10ht :IN /qr. -01--;-)S

Ab).1111 (2 al 118:i1 iSSI had h«'11 eng,U4)'41 III educational Work

must 01 hi, lif t. Ines t.. the ('i%11 Wat 11, h.pi 1:tuLtht ,ph,p1 m Ohl, in 1849

Iii graduated floor William, College, :Nla,,achu,ett,, III 18:16,

and ws it of Milian gc, 1 1 1 am, Ohio. from 1 8 1 7 to 1861, prole

ald ww of the ter\ few 111111 TO III II .ident of IT) Pthleatioral

In'tinal"n 1'11 aft, r re)) nine h1, 1,.1( hobo', detzlee. Follett ng service In

the ('nil War from 181,1 to dut lint- 14 tone he io,c from thp rank

of I.t Colon, I to Maio! GI petal. ( :.11 11,.1,1 .,'hell 0, 0 memb4 T' of the House

of IZeple,111.01%)., I low ()lo. 11, wa, 111 Congle,, from 186:1 to 1880 In the

LON I 4 , a l h . I r . . 1 V 1 0 d :.1g. h i , f nloH t ' I'te.i lend Of the linite(1

Stat,- Bee/ow/44,0 4,4 0,Va,11-

:111.1(111, 'Cif) PH;

Snoth, TT. 1, um/

1;:ijr p 2
ACTIVITIES 11;1,0:t 'ro 1911 3

with the numagement of thy department herein established, and wtho shall receive a salary of $1,000 per annum, and who shall hive authority to appoint 1 chief clerk of his department, who

shall receive a salary of $2,00 per annum, 1 clerk who shall receive a salary of $1,80 pet annum, and 1 clerk who shall

receive a -.zilar of $1,600 her annum, winch said clerks shall be

subject to the appointing and removing powers of the Commis-

-s-foner of Education.

Sec. 3. And be it further enacted, That it shall be the duty of the Commissioner of Education to present annually to ('on- gress a report embodying the results of his investigations and

labors, together with a statement of such facts and recom- mendations as will, in his judgment, subsene the purpose for which this department is established. In the first report made

by the Commissioner of Education under this act, there shall be presented a statement of the several grants of land made

by Congress to promote education. and the manner in which

these several trusts have been managed, the amount of funds arising therefrom, and the annual proCeeds of the same, as far

as the same can he determined.

Sec. 1. And be it further enacted, That the Commissioner of

Public Buildings is hereby authorized and directed to furnish

proper office' for the use of the department herein established,'

It is significant that this Act mentions "chools and school

systems" but makes no specific mention of higher education. As

conceived and planped by its major supporters the Department

of Education was to be a research and tabulation agency con-

«.ined basically with public school education. There were only two

,cays In w hick higher education was involved. One was in the

vague, broad terms of the clause to "otherwise promote the cause'

of education." The second w as in the requirement that the first

llepoit of the Commissioner should contain so ne statement of the

sc'\era! grants of land made by the Congress to promote education.

This statement would largely be concerned with the Morrill Act of

1862, or the "Land-Grant College Act," w pith Called for the donation of "public lands to the several states and territories which,

may provide colleges for the benefit of agriculture and mechanics

all ts."

Other than these oblique refel'ences there was nothing to indicate the relationship of the new DepArtment of Education to the

colleges and universities of the Nation, It had been established

as an organization devoted to the diffusion of information on

"pqmlar education." It NV;1, t11 he .1 federally financed clearing

house of statistics, reports, and papers concerned essentially with

I I Sat I.., I.; I. Match 2, 1867

s at L, :to 2. 180;2
6 HIGHER EDUCATION AND THE U.S. OFFICE

education on the primary and secondary levels. In short, it was a

common school 1110N ement:'

The activities of the Office of Education prior to the appointment of the first specialist in higher education may best be told

by a reN iew of the accomplishments of each Commissioner. A

student of the Office of Education wrote nearly forty years ago

that "to a degree equalled. perhaps, by few other government

organizations the work of the Bureau of Education has been a

reflection of the personality of the commissioners."

March 11, 1867. Henry Barnard of Connecticut was appointed the first ComMissioner of Education. He took his office

three days later. It was an appointment richly deserved and applauded by educators throughout the United States. Henry Barnard (1811 - 1900) was cievoted to the cause of public education.

Born in Hartford, Connecticut. on January 24, 1811, Barnard had

spent itearly all his life in educational work. He graduated from

Yale University in 1830 and immZtdiately took a position as head

of an academy in Pennsylvania. By 1835 he was back in Connecticut as a practicing member of the bar. He served as a member

of the Connecticut Legislature from 1837 to 1840 whre he

maintained a keen and lively interest in free public education. He

was the first Secretary of the Board of Commissioners of Common

Schools from 1839 to 1812. This position corresponds to a State

Superintendent of Schools today. In 1813 he became Superintendent of Education m Rhode Island and the same year organized

the Rhode Island Institute of Instruction, the oldest State teacher's association in the United States. Barnard remained in the

Rhode Island office until 1819 when he returned to Connecticut

as principal of the Connecticut Normal School and Superintendent

of Common Schools.

When Barnard resigned from the latter two positions in 1855

because of poor health he started an educational periodical, Americoo boil Hof of Edircatioo, \\ich continued publication, except

for .hart breaks unt4-1-18441. to 18-5-9 he became Chancellor of the

1Thivei say of Wisconsin, remaining in Milwaukee until 1861

when again his health forced him to retire In 1866 he was well

enough to return to an active position and accepted the presidency of St. John's College. Annapolis. Maryland. This was his

position when he was appointed first Commissioner of Education

by President .Johnson.'''

"Eam, and right, op eio , pp 10 11

vq), cif p

' Evans and WI !gilt, op 00., pp S Harris. "Henry Barnard,''

Thrtmo?9 nl A(001/1(1(1 BaHoopby INc York, 192S ct ,11/ ), I. pp. 621-624;

17
ACTIVITIES PRIOR TO 1911

Barnard's most serious problem stemmed from the deplorable

condition of common school systems throughout the country. "The

elementary schools of the North had suffered severely during the

war, while those of the South were demoralized. The new West,

then in the making, also needed aid in shaping its school policies." " So the Commissioner and his "force" of four employees

(including himself), reinforced with appropriations of a little

more than $21,000 for two years, would be forced to devote their

efforts to this most urgent problem.

But even if there had been no such need, it is unlikely that

Barnard would have devoted much attention to education beyond

the secondary school level. His basic interest seemed to be the

public school system ih which he had done most of his work. Even

while associated with the University of Wisconsin he had spent

a great deal of his time in the supervision of higher and normal

departments of education in the public school systems of the

State. His primary attention at that time was directed at teacher

training and preparation.'2

Although Barnard, by necessity as well as desire, inclined toward giving most of his attention to the public elementary school

system, he'iealized the need for statistical information on higher

education. When he became Coinmissioner there was no accurate

or complete list of colleges and universities in the Nation. There

was no way to tell how many students were granted degrees each

year, what the degrees were, or whether an institution was qualified to grant degrees at all. Indeed, it was not possible for any

person in the'' nited States to tell the exact number of such institutions of higher education that existed!

An educator of Barnard's stature could not ignore this situation. In his Fits, Report, actually the only general report he was

to prepare and submit as Commissioner, he stated that he planned

to gather the following information on higher education:

1. The number of colleges in eaclr:State ;

2. The circumstances of origin of each;

3. The conditions of the admission of students;

4. The courses of study ;

B. C. Steiner, Life of Kerry Barnard, the Firtit Comity loner of Education, 1867-1,170 (Washington, 1919) ; T. B. Ford, "The Educational Contri

butions of the U.S. Commissioners of Education, 1867-1928" (Washington,

1933, typewritten ms.), pp. 14-26; L. E. Hartley, "A Critical Study of the

United States Office of Education Since, 1933" (Boulder, Colorado, 1941,

typewritten ms.), pp. 18-23; and I M. Wright, "History of the United States

Bureau of Education" (New York, 1916, types i then ins.), pp. 18-21.

" Smith, op. cit., p. 9.

Li Wright, "History of the Bureau," p 21

13
8 fuCIIER EDUCATION AND THE U.S. OFFICE

5. The equipment of libraries and material aids to instruction;

6. Students, professors, and graduates;

7. Endowments;

8. What the colleges profess and what they really accomplish,

as well 4s their relations with "professional and special" schools;

9. Information on foreign higher education; and

10. Information on "professional and special schools," such as

schools of theolog,y, law, medicine, teaching, agriculture, manufactures, engineering. and mining.'''

In addition to this schedule of information, he outlined a simple

plan for reporting on the land-grant colleges as the Congress had

required in the Act of ,1867."

This was a worthy, but ambitious, program for so small a w

staff. If it could have been clone, the Nation would have been presented with a comprehensive catalogue of institutions which

would have clone much to eliminate fraudulent and bogus "colleges," and would have fored borderline institutions either to

impro\ e or close their doors; In fact, if Barnard could have assembled, prepared, and published this information it would have

been an important step forward for American higher education.

Barnard had a plan for collecting information. His main reliance was to be placed upon annual reports and special replies

from administrative officials, supplemented by personal visitation

and conferences of the Commissioner and official inspectors. He

also proposed to use information gathered at annual conferences,

and to maintain an extensive correspondence with the active

schoolmen of the day. Finally, he would consult the educational

library which he was starting to assemble, and the daily and

weekly press of the country, "both secular and religious." 15 Barnard's First lIrport, accompanied by circulars and documents, was submitted to the Congress on June 2, 1868.1" Along

with it he submitted a special report on the condition of public

schools in the District of Columbia. Barnard embarked upon

what promised to be an ambitious and comprehensive publication

program which would include monthly circulars, quarterly publications, and educational documents and tracts."

" tiemy mod. ri,o l,,pni ot flit rotntol,:tont fit Education (1867

(Pi) Ith Cirt Outs and Thu ono nt. cow panyoto the SII . . (Washington, 186S), pp xm,

" Mil , Pp. xx% I-XV% III

''AO, 1/1) XXII-XXIII

' RodeheaNer, op. er'., p

p GS, Barnard, pp Nxul X\ \ I This rPPOrt on SChOOIS is

tho First Mice of Educatpn survey. Survey work IS diSCUSS( d in

Chapters. Il and III, tot, a

19
ACTIVITIES PRIOR TO 1911 9

This First Report included three supplements relating to higher

education which were later published as "Official Circulars."

These were the initial higher education publications of the Office

of Education. The first was a document of approximately 180

pages which summarized the history and development of landgrant institutions up to 1868. It was compiled largely by the Chief

Clerk under Barnad's supervision." Thus, in a sense, the Chief

Clerk, a gentleman left unnamed by Barnard, was the first "specialist in higher education." The other publications which related

to higher education were a brief summary report on "female

education" and a longer study of normal schools." Although these

studies were largely compilations of reports submitted by those

institutions willing to participate, and although they made no

pretense of being definitive, they showed some interest in higher

education at the national level.

Before Barnard could begin to realize his comprehensive plan

of publication which would chronicle education at all levels, he

found his position so unpleasant that he resigned. It was effective

on March 15, 1870. The causes of this course of action were,

apparently, a lack of confidence on the part of several members

of the Congress and some opposition among educational administrators about cooperating in supplying, information and data

to Washington. The opposition of the Congress was shown by

the action it took on July 20, 1868. At that time the "Department"

was reduced to an "Office" and placed in the Department of the

Interior effective at the start of the following fiscal year. Furthermore, as though to give further offense, the Commissioner's salary

was reduced from $4,000 per year to $3,000. A later statute,

effective on the same date, reduced the number of clerks from

three to two.2°

Barnard's brief tenure had been a mixed success. He had begun

the publication of materials on higher education and he had given

"to the schools of the country, more than any other man of his

time, a conception of education as a national force." 21 Writing

years later, John Eaton, his successor, emphasized Barnard's

"Ibid., pp. xxvi.

I' Ibid., pp. 129-310, 369-400, 649-820. Pertinent data on all publications

relating to higher education which were prepared and published by the Office

of Education is given in Appendix III, infra. This compilation of publications should be consulted since it would be undesirable to list the nearly 800

titles in the body of the text.

" Smith, op. cit., p. 10; Rodeheaver, op. cit., pp. 69-72; 15 Stat L, 176,

1868; 15 Stat. L., 291, 1869. The "Office" became a "Bureau" ;., 1870. See

Table 1, Preface, Supra.

"Hartley, op. czt., p. 23.

4; 0
10 HIGHER EDIVATIoN AND THE U.S. OFFICE

contribution in ;mai:ening national interest in education and

establishing a publication program which covered a wide field of

educational interests.2=

Yet, Barnard was not too well suited for the problems he had

to face as the first Commissioner. His administrative policies

often were vague and indefinite and his publications were, in

the words of one student, "more descriptive than analytical

and superficial." Furthermore, he was somewhat lacking in the

tact and political acumen necessary to get what he wanted from

the Congress::: Believing he lacked support, a supposition not

altogether groundless, Commissioner Barnard resigned. He returned to Hartford, Connecticut, where he continued publication

of the Aim icait Journal of Education. He died in the town of

his birth on July 5, 1900.

The second Commissioner of Education took office on March

16, 1870, the day following the resignation of Barnard. This

gentlemen was John Eaton (1829-1906) of Tennessee. Eaton was

horn on December 5, 1829, in Sutton, New Hampshire. He graduated from Dartmouth College in 1851. For the next five years

Eaton was in educational work, first as a school principal in

Cleveland. Ohio, and later as Superintendent of Schools in Toledo,

Ohio. Ile had long cherished a desire to enter the ministry and

in 1859 matriculated at Andover Theological Seminary, Massachusetts. Ile was ordained in September, 1861, after having accepted a commission as Chaplain of the 27th Ohio Volunteers.

Eaton served in various capacities during the Civil War and

had reached the grade of Brigadier General by March of 1865.

He served as Assistant Commissioner of the Freedmen's Bureau

from the end of the war in April until December 1865. From

1867 to 1870, General Eaton served as State Superintendent of

Public Instruction in Tennessee. This was the position he was

holding when President Grant appointed him Commissioner?'

Eaton had even less of a background in higher education than

Barnard. In fact, it was not until after leaving the Office of

Education that he held his first position in higher education. This

" Harris. Wpm t . . I, pp 901-906 (Letter from John Eaton to

William T. Hams on Henn Barnard's connections vith the Bureau of

Education, May 29, 1901).

Hartle}, op. ed., p 19; RoiloheaNfr, op. cit.. p. 69. %V Alexander, John Eaton, .14.. Preacher, Soldier, and Educator

(Nashville, Tenn., 1940, al,P.traet of Ph.D, Dt,,seitation); Donald L. McMurray, "John Eaton,- in Moamar,/ of American Biography, V, pp. 608 -

G09; Who',; II 1,0 rn Ano ma, IV, p 528; Evans and Wright, op. cit., pp.

12-43; E. 0. Mason, "John Eaton, a Biographical Sketch" in John Eaton,

Grant, 1.+aeoln, and the Fr( cilman (Now York, 1907), pp. ix-xxxiv; Ford,

op. cat., pp, 36-10; Hartley. op cit., pp. 23-25; and Wright, op. cit., pp. 27-28.

21
ACTIVITIES PRIOR TO 1911 11

was the presidency of Marietta College to which he had been

elected during the latter part of his term as Commissioner. Eaton,

furthermore, had no wide circle of educational friends and acquaintances like Barnard had in 1867.

The new Commissioner had several qualities that were to serve

him well in his sixteen years in office. One was the administrative

ability he had demonstrated in work with the freedmen during the

Civil War. He also had a warm, fliendly personality and understood the technique of dealing with people. He enjoyed better

health than Barnard. Finally, although comparatively unknown

in the educational world, he was respected and liked by President

Grant.25

When Egon entered his office on a March morning in 1870 he

was not encouraged by the physical size of the organization that

awaited him. He "found that the entire working force of this

Bureau at that time consisted of two clerks, at a salary of $1,200

each, and that the rooms assigned to its use were so crowded

with books, pamphlets, and desks as to be wholly unfit for successful clerical work."'"

The fifteen annual reports of Eaton contain enough information

on education in the United States to delight the heart of insatiable

Henry Barnard but they did not come close to the goal which the

latter had set for higher education. For example, Eaton's Report

far 1870 records the following items of interest about higher

education: a statement of need for more documentary information

on teacher preparation; a study supporting an American University to be established in the District of Columbia; a location

by State of 369 colleges; a listing of several theological seminaries; and several remarks on medical, law, agricultural, scientific, and commercial colleges, and military academies.27

This seems impressive and considering the facilities and personnel which were available it is an excellent accomplishment.

But Eaiton, himself, admitted that mere information on higher

education was badly needed. lie pointed out that the report which

had been prepared in Massachusetts for the use of the Office of

Education almost completely ignored institutions of higher learning such as Amherst, Williams, and Tufts. What was needed, he

stressed, was a "harmonious" study of education in which the

whole system would be considered,28 Statistics on colleges and

"Rodeheaver, op. cit., pp. 86-87; c.f. Mason, op. cit.

"John Eaton, Jr., Report of the Commi,Nioncr of EducWion made to the

Secretary of the Interior for the Year 1870, with Accompanying Papers

(Washington, 1870), p. 5.

r Ibid., pp. 62-63, 65-66, 71-76.

p.

2
12 HIGHER EDI`CATIoN AND TIlE U.S. OFFICE

universities were "necessarily imperfect" and little was known

about 80 of the 369 colleges on the list.2" The information he

possessed about higher education was sketchy and incomplete.

Eaton began the classification system of higher educational

institutions which was used, with minor modifications, for approximately forty years. This system consisted of dividing institutions of higher education into seven categories: colleges (i.e.,

liberal arts institutions and those following the "traditional"

curriculum) ; theological seminaries; law schools; medical, dental,

and pharmaceutical institutions; normal schools; agricultural and

scientific schools; and commercial colleges.10

This division of institutions by type was satisfactory until

around the turn of the century when more and more institutions

widened the scope of their activities and increased the complexity

of their functions. The system underwent modification with the

advent of the Edritatmon/ Directory in 1912. Institutions were

then listed by State and territory. The names were followed by

brief descripth v !deli contained facts on accreditation, enrollment, type of s( hool and so forth.

Subsequent reports prepared while Eaton held office included

information on higher education but a study of these reports

makes it apparent that Eaton was far from satisfied with the

information he had been able to obtain. He made several suggestions relative to colleges and universities showing his interest in

the subject. In 1.871 he proposed that colleges require a knowledge

of elementary English studies; a comment, incidentally, that reflects no great credit on the standards of the day. He also urged

, the outlawing of hazing and stressed the need for higher admission requirements and stiffer entrance examinations."

In 1872 the Congress appropriated the sum of $1,800 for the

salary of a statistician. Upon appointment. this man took over

the duties Much the chief clerk had perfinmed under Barnard

when the initial compilation of land-grant information had occurred.'-' This appears to have been the beginning of the practice

of hiring educational specialists, men and women who devote their

professional talents and experience to some special field of education. The practice was slow m catching on and specialists remained few in number until the time of World War I.

The first statistician is not listed in the contemporary .publica-

' thol pp 71-72.

Mil.. pp :loll 52!)

'John Eaton, Jr, le(poo or the Comm/got(e) of Edue(dum (Vol. II,

lecpo, I of Ho' Seri, to) of the ii I (Washington, 187), pp. 28-29.

"South, op. ert., p. 20.

Z3
ACTIVITIES PRIOR TO 1911 13

tions of the Office of Education. However, it appears that Dr.

Charles Warren, who had been appointed from Illinois on October

13, 1870, took over the duties in 1872. In June of 1880 Isaac E.

Clarke of New York was appointed a "collector and compiler of

statistics." Two others joined the Office in the 1880's to help with

statistical work. These were We Ilford Addis, appointed in 1882,

and F.Aerick E. Upton, appointed 1885. Both of these latter

riam.d individuals later served as specialists in land-grant college

star 'sties."

The incumbent of the statistical position found his hands full.

In 1875, Eaton wrote about some of the problems he 'faced:

When the work of collecting educational statistics was begun by the Office, it was found that there was 110 authentic list of

the colleges in the United States, or of academies, or normal schools, or schools of science, law or medicine, or of any other class of educational institutions. The lists of nearly all grades of schools are now nearly complete. Information on all other matters relating to educational systems was equally incomplete

and difficult of access,'1

It is understandable that the first statistical tables on American

education should be incomplete. Gradual improvement was noticable under Eaton. By 1872 there were statistical compilations on

,eight kinds of schools beyond the secondary level and the following year the number increased to ten. From then on, even after

_Eaten- left-Office. statistical information relating to higher education became more accurate, more detailed, and more complete."

In 1871 Eaton made his first request for what can be termed

"specialized assistance." He requested "an increase in the permanent force of this office, so that the different divisions may each

be in charge of a competent chief. Until this is done the Bureau

cannot attain that efficiency which the public expect and have

a right to demand." ".

,The following year he requested "an increase of the permanent

,f6ice of this office commensurate with the increasing amount of

N. H. R. Dawison, Report of the Commi,(Nonei Of MIal'ation fur the Yea(

1887-88 (Washington. 1889), pp. 1117-1120 Dr. Warren died in office on

September 9, 1889. Biographical sketches of Addis and Upton who were

more closely associated with higher educational activities than the others,

may be found in Appendix I, Infra.

"John Eaton, 3i., lb poll of the Com(ms,00nt r of Edurotton for the Year

1875 (Washington, 1870), p. viii

'cf. Eaton, Repot, . . . 1872 (Washington, 1873), ct. seq., for statistical

tables

"Eaton, grpoit ... (Vol. II, Report of the Secretary) . . . (1871), p. 73.
HIGHER EDIVATIoN AND THE U.S. OFFICE

work to be done." Annually, from that time on Eaton repeated

his hope that more money would be appropriated so the staff

could be enlarged. llis request was made almost without a word

change until 1879 when he rewrote the lyrics while retaining the

basic melody.'"

His efforts were partially successful for, while he never got

all the staff lie felt necessary, the Office grew appreciably. When

he took office there were two clerks and the annual appropriation

was $6,000. The "library " exclusive of volumes belonging to

former Commissioner Barnard, contained less than 100 books.

When he left in 1886 the staff had grown to 38, the library contained 18,000 volumes and 17,00(1 pamphlets, and there was

an educational museum. All of these were housed in adequate

qua rte rs. '"

When Eaton left in 1886 to become President of Marietta

College, Marietta, Ohio, the Office of Education had been strengthened in academic stature as well as physical size:" There were

still no specialists in the I resent sense of the word, excepting the

statistician, but more acculate figurc-S-were available than before.

Some 15 publications relating to various problems and topics in

higher education appeared between 1870 and 1886. The leaders.hip

he imparted stimulated education at all levels from kindergarten

through university."

Eaton's successor was Nathaniel II. R. Dawson who was appointed by President Cro% er Cleveland and took office on August

6, 1886. Dawson (1829-1895) was born in Charleston, South

Carolina, on February 11, 1829. In 1812 his family moved to

Alabama where he lived for most of the remainder of his life. lie

received his education at St. Joseph's College (later Spring Hill

College), Alabama, and began practicing law in 1851. lie served

as an officer in an Alabama cavalry battalion during the Civil

War. Follett ing his military service he returned to law practice.

Repot t . . 1572, p.

cf Eaton, no pot l . . s7s ( Washington, 1880). p. en, and Eaton,

!. f,.ut . . . (Washington, 1881), p. ecx

Alexander, np. ,vt , p Rodeheaver, , p 97.

"Eaton had a long and active career in education after leaving office in

1886 Ile remained at Marietta College until 1891. In 1895 he became President

of Westminster College, Salt Lake City, l'tah. He resigned in 1899 to organize the school -;ystem of Pum to Pico along American lines for the Federal

Government. While in Puerto Rico he was stricken with a form of paralysis

and ti,a, forced to retain to the United States. He leniained active in educational writing and advisory work in Washington. I) C . until his death on

February 9. 1906. (See fn, 2 i.)

"cf quotation from resolutions made .it the 1886 meeting of Department

of Superintendence of the National Education Association in Evans and

Wright, op. cit., pp. 45-16; and Fold. op. cit , pp 36-46.

4J
ACTIVITIES PRIOR TO 1911 15

DaWson demonstrated organizational ability and political talent

while serving as President of the State Bar Association of

Alabama, 1884-85, and as Speaker of the State House of Representatives, 1880-81. In 188.1 he was appointed chairman of the

Democratic State Executive Committee where he manAged the

Cleveland campaign in Alabama. He was still a member of that

comtnittee when appointed Commissioner of Education.42

There is little question but that Dawson's appointment was

based primarily on partisan considerations. He had worked hard

for the election of the first Democratic President since Buchanan

and his party was thirsty for the sweet refreshment of patronage.

Moreover, Dawson was a lawyer by profession and inclination. He

had no practical experience as an educator except through his

service as Trustee of two universities: the Uni 'ersity af_the_South,

Sewanee, Tennessee; and the University of Alabama, University

(Tuscaloosa), Alabama. This was the full extent of his association

with the profession which he was now to head on the Federal

level. His qualifications were virtually pil when compared with

those preceding and following him. It was not stirprising that

his appoliittnent brought protests from educators throughout the

land:4

It is somewhat ironic that Dawson's brief tenure of office,

lasting just over three years, should have been marked by achievements comparable to those of Eaton. and filled with a harmony of

effort that was greater than existed in the administration of

Barnard. Dawson had administrative ability and his training, as

a lawyer doubtless contributed to his aptitude for clear and logical

,thinking, Ile was helped by the fact that he took over the Office

when it had a stability and prestige not previously known, There

were some experienced people in the Office, such as Charles

Warren, and Dawson had the wisdom to rely upon them.

Dawson continued the policy of publishing educational statistics

as supplements to the annual reports. His statistical compilations

are as complete as those of Laton during the latter's final yeats

in office. But of at least equal, if not greater, importance were

the historical studies which he sponsored and Professor Herbert

Baxter Adams of Johns Hopkins University supervised, and to

which he made substantial contributions."

'Evans and Wright, op. cit., pp. 46-47; Ford, op. cit., pp. 47-48; Wright,

op. rd., pp. 36-38; Hartley, op. rd., pp. 28-29; and Rodeheaver, op. cit., pp.

97-98.

"ef. Wright, op. cit., pp. 36-38; Rodeheaver, op. cit., p. 103; and Smith,

op. cit., p. 13.

" Smith, up. cit., p. 28. Smith says that "Commissioner Dawson in 1886 -87

put under way a valuable series of monographs on the history of higher
Iti 111(,1[Ejt 1)1 ( C\ AND .s. )1..1-'1('i

Dining hrs first moid h- ill otliip, kik% un Ihs'ame eons inced

that statistii al studies, supplemented by occa,ional monograi.hs

prpated x%ithout vlei on«. to any puhhcainin pattern, '%vere not

sunlit lent it the Federal Go% et mnent orike any lasting

rout, liap ion to finational dt ehipment. Ile idieyed that

the study of higher education be ;11,1)1'o:oiled ,,yst.matically

thiough "Akrie, of histmic,d mon igraph,.

The histoty of the Ingher tluc,ition in 'he United States

de,ei %es organir.ed :oat ,iational attention. The origin. de% elopment, tcadenn( taius. and plat tical usefulness, of many of out older and better institutions of learning are scarcely

know 11 hVVOMI their it(( ,Chtd,tIC eIt Irimment Documentary

and nianu,kiipt material I'm such educational history and

,tati-dii, ,iliundant, Athough often wP'el scattered, as will he seen by an e\anfination of the inhhography appended to the present sket( h

Tim. in !minim. ISs7, 1);,.\\ -,on wrote to Secretary of the Intenor Lutu, Q C. Lamar, another ex-Confederate officer now

,iaing tit.. Croon httle late! D.1%,son stated that the material

on higher cilia at ton \ Inch had been collected %% as sufficient for

making an analysis and ,tudv of higher e,' Killion. "In order.

}iota evei, that definite conclusion: should he rea.hed, more time

must lie giN en to the ime-digation than is :ifforded in a single year.

and in the rase of niany t ()liege, ,peril inquirle:, instituted." 4"

Even before he had ,o expressed his ideas, Dawson acted to

hate monographic studies picpared lie enlisted the services of

oun Ilelhett Adams of neaili John, Hopkins to piepare the

kind of -tivlx he li,id in mind, one «nhining sound historical

0,111.11:1401, I :I,/ tt14.Q 11 th, Vniro .1 Stati Tilt4 feature, other

tl,.in Atiourt-t),110., lte, t01) lft rt tt ii.tttt t \ dam, ( Pot') ) ).t 11.1 1.1,;:t 1,0 i, 1 t tL( Amertuan hi,-

tii,11 ,.f ti. N0't et 'oh ('.) tots, NH. 1,(1111 in \itrtl Pi, 18)0,

Shut. -1.1: Ht ft- it, otT. it C-11. ft"pri v.111(11 he

)1.1,101,' 1:"1 1', 1'72 -01'1 II. , t*,H%, r \ Int vie he received

Ili- in D to 11,70. I 1,11, tk,n tip 110;1 Ill` 11 Driatti ith

it . , It.t th,tte WI)", Ii, ; feltntlt r ttf the

A"''''"" " :CI .11,d ".." "f oar, He

tht f,t to it ; f tit, tt- I I t 51i - in 11,!Int al and

, t.. A,' to,- ;h., it the; of tt hi mopog.raph,.. and

0 tt ;- t -; ; ft ,tt He ht ,t) Aroht r-t,

t et; 1,11), 10 Pl.', ; t1 i, ch. ef II hiAf t- (F(1:

I 1'1f 1.,t,// If hu.tv.e.

19';; I. T;, 117 11', r It, It I, t, --e I I te .1 if In., net,

I e Ii , it 1i , j ;

'1,1 It:, r I ( II , , II / 11 M. S'"Vi'

.1 .1i 1 1 V% , , I. , , 1 ,prt-t , 1557 ), p xv;

z 7
N ACTIVITIES Ilk101t TO 1911 17

scholarship with, acute educational observation. This study appeared in 1887 identifier: as "Contributions to American educational history, No. 1." It a history of the College of William

and Mary, Williamsburg, nia. Within months Adams followed

this with a monograph on .,c stiidij of historty, in American colleges and Hulce, sitirs, and the following year he, with the assistance of others, finished a secoi1l of the "C4ntributions": Thomas

Jefferson and thi d,'nir t rsit y of Viiginia; with authorized sketches

of Ha inpdrn crrinr y, Randolph-Macon, Emot g-Ittnry, Roanoke,

and Richmond colt, (us, Washington and Lee unireisity, and

Virginia y lUst tate."

These works on Virginia were the start of a series of histories

which would appear at irregular intervals up to 1903 and would

finally number 36 volumes. The first was the only one to be devoted

to a single institution and the second covered most of the institutions in Virginia. The third, which also appeared in 1888. was

concerned with education in North Carolina. It was followed in

succession by studies e. education in the States of South Carolina,

Goorgia, Florida, Wisconsin, and Alabama. Nd. 9 was a history of

Federal and ...State aid to higher education. Then came histories

of education in Indiana, Michigan, Ohio, Massachusetts, Connecticut, Delaware, Tennessee. Iowa, Rhode Island, Maryland, Louisiana', Missouri, New Ilampshire, New Jersey, Mississippi,

Kentucky, Arkansas, -Kansas, New York, Vermont, West Virginia,

. Minnesota, Nebraska, Vennsyk ania, Colorado, Texas, and Maine.'"

Each study was prPpaed by an educational scholar, usually a

faculty member of an institution of higher education in the State

about which he wrote. None of the authors were members of the

Office of Edit ation although they -were apparently given some

payment for their work It is doubtful dthe payment equalled the

effort expended. Thee tta..ome one:entiess, in the standards of

writing and thoioughne.. of research but in general the quality

was Itiith.

1)w,011 %%al plow] of the serie, lw launched. This is obvious

Adams, ai, mad, t%%,0 t 1$:1 \%.)rt',... fir-4 report; Appendix

11: "Th', proin,;tpw .;f huthi poht:( hi, :it Appf flux 12 "Uluvg 'r-11 5''' pp 74'; 749 Title.; are

rapita'a7ed origin:01N 4:1:It...led

"Full pubtuat.n 1,e .Nple n,11 ill. oars, general

plan of prepai,ktwn and piihh won ,,gtiphi( area IN du-emt:10! In

Daw,,on. purr . , Wria,nington, .18S), pp. 14 2'; SPI. also II:. S

Oilier of dtuate 1:11,,,',P 1, Jul 1, 'It %)r Oh; bilf nor,

°!'7: f M-1111117..;t.w. 155 7 ) i))%).-on's "tatt -

1114.11t," 18`R9. pp 1 #1 Tin, up it wain. t (.4;1):,, of ,t 1. it r from Adams

to I)a%..on, 'dated 1 I,ti59, th for tiler 11-t. the pf rsons

helpinit- ith the
18 HIGHER EDATIttN AND TILE U.S. OFFICE

from reading his 1886 Si R( `Ion t.' The volumes do constitute the

single most important series of studies on higher education to

appear prior to the establishment of the Division of Higher Educatioh, and one of -the most important done in the entire history

of the Office. They deserved the praise which Dr. Harris, Dawson's

successor, lavished on them. As late as 193.1 they were serving

as the basis of studies being made in higher education. Even today

the best of them stand as models of educational history writing,

and Adams' history of the University of Virginia is one of the best

histories of that university available!"'

Dawson resigned as Commissioner effective September 5, 1889.

The rqsignation was almost certainly due to the change in the

political situation .and not to any shortcomings on his part as

Commissioner. Benjamin Harrison and the Republicans came into

power as a result of the election of 1888, and Cleveland and the

Democrats went out.'' In the short time he held office, Dawson

showed that he was interested in furthering the aims of Barnard

and Eaton for onimehensive statistical records and reports, and,

even more important, he demonstrated a keener interest in higher

education than either."

The fourth Commissioner of Education was one of the most

celebrated and honored educators of the day. He was perhaps

even better' known than Henry Barnard had been in 1867. This

was William Torrey Harris (1835-1909), Harris had been born in

tiorth Ktlhngly, Connecticut. on September 10, 1835. He studied

at Phillips Academy. Andover, Massachusetts, and Yale Univer4itv. Ile left Yale in 1856 pi for to graduating and became a

teacher in St. Louis. Missouri. Subsequently, Harris became principal, assistant superintendent, and superintendent of schools. He

held the latter position from 1867 to 1880. Ills annual reports as

St. Louis Superintowlent of School' earned him a national reputation a.. an educator and philo,;opf:er.

In 1880 Harri, i rsigned his position and became connected

yltli the Concord School of Philosophy in 'Massachusetts where

fie was a,sociated r, ith Ralph Waldo 1;merson, Bronson Alcott,

and other di,tingindwd intellectuals and educational philosophers.

/1 1 ,f,---);, pn Po- p tip,rn 11111, ob I (111.'1

Eilltr(,H), 1, I :%:( York, l'r;I), pp -,1-52; Evan-; and

WI !Olt, p IT 1Z,,I,It.tv, ; p iii ; Cul Hol,IN 1:dch a,1 rn hp-; ,cholat ly

111{! it .fflp. that n .nnpl} because the

1:,puh, P.%1 !i VI I 1711 ,nd hi 1), r110( rat. at re tack to

the .,k,

Fan ;on] Wy , r, , p IT 2,9
ACTIVITIES PRIOR TO 1911 19

In addition to his connection with the Concord School. Harris

continued his prolific educational writings. A list of articles,

pamphlets, and books which he authored during his life appeared

in the Commissioner's Repo, t for 1907. It contained 469 titles and

was not considered a complete list. 'i Also while at Concord Harris

played an extremely active role in the National Education Association."

Harris had no direct connection with higher educational institutions prior to becoming Commissioner. His major concern

seemed to have been with the learning process of the child. But he had shown some interest in higher education from time to

time. Possibly the most notable instance came in 1874. On August

5 he spoke before the National Education Association Convention

in Detroit, Michigan, on behalf of it "national university." Harris

said that the entire Nation would benefit from "the connection a

national university would have with the several bureaus" of the

ederal Government.11

Ai Commissioner Harris took office on September 12, 1889. The difference between him and Dawson has been summarized by a

student,writing at a later date:,

The contrast between him and the man he succetded was marked. Dr. -Harris was a practical school man of long ex- perience, and his appointment was hailed with enthusiasm by the educators of the country. Ile brought to the office wide acquaintance in the field of education, the espect of his colleagues, high ideals, and a large grasp of the problems to be met. 5"

Despite the differences, Harris did not '..ary sharply from the policies of Dawson, nor from those of the earlier nwn. He continued publishing as complete statistical summaries as possible. He also continued the promotion and publication of the "Contributions to American educational history" started by Dawson.

fieniy R. Exam-, ".1 1.1,t of Witting, of William Torrey Ilarrist" in

Elmet 1 /,',popt nt tb, Cfmimr,sieon$ )I 1:(10 ritl.)11 re(1.` Enebnq J,, (Wa,hington, 19081. Vol I, pp :17 c.r. Ernest Sutherland liates, Torre3, IIarri,." In )ert tonary of " ilr11(11,bil, VIII, pp :128 ;!:((), 11 /0)'. 11 bee ete Awe e ;I tt, V, p. 828; Evan, and Wright, op elf p 48, lien/ v R Evans, "William l'orry, Harris;

United State, Conune--ioner of Elm at ion, 1889 190(1," Sebo, f,rf(,,XV, No

8, April 19:10, pp 141 117, 1Ialtlo, op ,f pp 29- :it, Ford, rep ref ., pp. 53- and WI ight, op e r1 pp 1 12

Totrcy (*(,11., tem of papers ai*d %%riling, assembled by

Office of Education I ibiar,,," %ohm. I. "On a National tiniveisity," p. 19

p :;:: The ' a.t, the re,olt of 1:1 xr,il honor :u y degree,

hih Compli,,P(to 1, i, ( Po. (1 (1 at , Rro.%ii, Princeton, Penn,ylyzita, and Jena)
20 HIGHER EDUCATION AND THE U.S. OFFICE

Harris expanded the system of "Divisions" which existed when

to became Commissioner. When he took office there had been

three operating divisions: Correspondence and'Records, Statistics,

and Library and Museum. Ile added a fourth: the Division of

International Exchange for the comparative study of national

school systems."'..

There was still nothing resemnling any division of higher

education nor, for that matter, was there any division which

devoted full attention to any other level of the American educational system. Hai ris had retained and broadened operational

activities of a purely administrative nature. He was not interested

in specialization and the Office of Education reflected his personality and interests.

Just prior to the end of his first full year in office, the Congress

passed and the President signed into law a piece of legislation

which related directly to higher education. This was the Second

Morrill Act, dated August 30, 1890.'.m It was actually a supplement

to the original :Morrill Act of 1862, the famous "Land Grant'

College Act." The 1862 legislation granted each State 30,000

acres of land for each Senator and Representative it had in

Congress. This land, or the income therefrom, was to be used to

e-qablish one or more institutions of higher education which

should teach those branches of learning related to agriculture and

the mechanic arts.'"

The origipal Morrill Act seems to have had hut slight influence

on the activities of the Office of Education. This was not true of

the 1890 legislation inch provided for the allotment of funds

to the land -giant college, on an annual, graduated program of

assistance.''" It also laid down restrictions on the use of the funds.

Section I required the Secretai v of the Interior to certify to the

Secretary of the Trea=sury

rit p rU 5 Other. of Ermeatiral), n r of

. .'-1'107. H.trtr Staterieet, " 189(1. p

2.; St.tt I . 117, 119, Aiuzu,a ih90

St'. 1.2 St it i. -01'1, .laly 2, 00.2.

Act appropialted ter ca,.1) State and Toliitiuy the cum of $15,000

tot ri-er,1 :.ear 14010 and as'' of $1,0011 an,ohilly for t.n yeat., untti a

at r's 'mum :union), $25,nno h.1rl 114,..n reachil This \:)..: later supplemented

hy the "Nekon Ann ndownt- t:14 Suit I . 1281, March 1, 19(7) This appcopriatr.r1 to ;1 ,1 rid 1 j! 0J tit, ,Oro of $5,000 for the fiscal year

1905 and an annual at the amount of woh appropriation thereafter

for four :,ear., 1,s an additional :Si,000 until a max MUM LIDIOlint Of

$:-.11,01/0 far rae h State rind cri tory had been rcarbed Table 5, Chapter IV,

-how-, the aroinal appiripriation for Ow prioil from 1890 to 195I, For more

&tailed ,h,cus.uun Grolge A Wor1,.. and Balton Morgan, Thu Land

(;lart (r, (W.1,11ingtan, 19:19), pp 8-la

3i
1- ACTIVITIES PRIOR TO 1911 21

as to each state and territory whether it is entitled to receive

its share of the annual appropriation for colleges, or of institutions for colored students under this act, and the amount which

thereupon each is entitled, respectively, to receive . . . And the

Secretary of the Interior is hereby charged with the proper administration of this law.

(Section 5) . . . the Secretary of the Interior shall annually

report to Congress the disbursements which have been made in

all the states and territories, and also whether the appropriation of any state or territory Chas been withheld, and if so, the

reasons therefor.

The Secretary of the Interior delegated this task to the Commissioner of Education. It was in this way that the Office of

Education found its& involved in the land-grant college program.'" Harris immediately assumed the task Secretary John

IV. Noble had assigned him. He prepared a Urcular in the Secretary's name to the Governors of each State and Territory. This

asked for information on existing schools, if they were segregated,

what payments should be made, and so on. The circular was

mailed on September 22, 1890. Four months later, January 19,

1891, an additional circular was mailed to the college and university presidents of institutions involved. This asked for information on how much money had been received under the Morrill Act

of 1890, how it had been delegated or spent, and for what the

remainder was to be used.°2 In addition to these actions, Harris

caused detailed reports on land-grant colleges to be prepared and

made a part of the annual reports.

As a direct result of the Second Morrill Act the Office of

Education received its first specialist in the field of higher education. The statistician appointed in 1872 had dealt with statistic',

of all types in education but on March 2, 1895, funds were ay -

propriated for the appointment of a clerk who would spend his

full time working with the reports received from land-grant

colleges and universities. The first person appointed to fill this

position was Wellford Addis who was appointed a "Clerk of Class

4" to work in the agricultural college area.'" He was succeeded by

Frederick E. Upton in 1902 who was appointed "Specialist in

Charge of Land-grant College Statistics." From the time of the

"' Hollis P. Allen, The Federal Government and Education (New York,

1950), p 189; Smith, op cit., pp. 4-5.

" (U.S. Office of Education), Commiqsioncr of Education . . . 1887-1907,

Harris, "Statement," 1891, pp. 14 -18.

' 28 Stat. L., 764, 798, March 2, 1895; National Advisory Committee on

Education, Federal Relationl to Education (Washington, 1931), II, p. 404;

Biographical sketches of Addis and Upton in Appendix I, infra.

32
22 HIGHER EDUCATION AND THE U.S. OFFICE

initial appointment there was 'a specialist devoted to work in

land-grant statistics."'

Early in his seventeen-year tenure, Harris expressed his views

on higher education. Ip his first Report he prepared a commentary

on the fact that the colleges stressed the classics while public

secondary schools were emphasizing more and more the "Modern"

subjects such as literature, natural science, geography, and so

forth. Consequently the modern high schools were weaker in

classical studies4han the old type and students were finding the

jump from them to college more difficult to make. As a solution,

prep schools were developed to make the transition easier, Harris

did not find this entirely satisfactory. He hoped that colleges

would swing away from classics into more of the modern subjects.

Thus, he wrote, "an inestimable advantage" would "accrue to tilt

people." "5

In September 1890 he wrote words of praise for the series of

historical studies started by Commissioner Dawson:

National education dos not begin; as is sometimes supposed, with primary education, but with higher education. The first education was that of the princes and the clergy. Finally, the diffusion of the democratic ideas contained in Christianity makes education a gift to all men. The history of higher edu- cation in the several States affords the needed clew [sic] to the

beginning of our present widely extended system of common

schools. The publication of that history by this Bureau is having

an excellent practical effect for good, for it is doing much to

secure the necessary co-operation of the large body of highly

cultured and influential men who hold in their hands the education of colleges and universities, and who are, by the very

nature of the work they have in hand, somewhat skeptical in

regard to the usefulness-of higher institutions or bureaus that

are directly controlled by the State or National- Governments,

it being supposed that party politics makes such governmental

control uncertain in its policy and liable to he influenced by

other than disinterested motives.""

Obviously, the fourth Commissioner was interested in higher

education to some extent, demanding that its curriculum be made

more practical, and that it play a more active role in the demo-

, See (U. S Office of Education), Conontssioner of Education . . . 1887-

1907, Harris and Brown, "Statements," 1895, p. 26; 1896, p, 30; 1897, p. 34;

1598, p. 31; 1899, p 46, 1900, p. 48; 1901, p. 44; 1902, p, 40; 1903, p. 38;

1904, p. 39; and 1906, p. 39.

' William T. Harris, R port of 11,4, Cominisioner of Education for the

Year 188vso (Washington, 1891). 1, pp lir lix (Quotation from p.

"" (1.1S, Office of Education), Cuountqc;ioner of Education . . . 1887-1907,

Harris. "Statement," 1889-90, p.

33
ACTIVITIRS PRIOR TO 1911 23

attic life of the common man. In this Harris was reflecting, or

perhaps helping to formulate, the demands of the closing years of

the Nineteenth Century. It was an age of expansion in higher

education and Harris, as thakchief national spokesman for education, was expressing the view held by many Americans that higher

*education was not something to be confined to the clergy and the

sons of the "well born." Higher education, if it were to serve

democracy well, should provide an opportunity for the competent

..< men and women of all social strata to develop as far as they could.

Although Harris did not introduce any startling innovations

in his official writings, he made certain \fhat the lannual reports

and statements contained full coverage of higher education statistics. Under Dawson the policy of an annual Statement had been

started to serve as a brief pre-Report digest of developments for

the Secretary of the Interior and other interested persons. This

was continued until 1921 when Commissioner Tigert abandoned

the practice. Harris made it }pis practice to include, summary

statistical fables in his statements. Meanwhile, he made the Report

a two-volume affair often running 2,000 or more pages. The first

' volume was devoted largely to articles and essays on education

and educational trends, and the second to statistics. Approximately

half of Volume I consisted of reports of education in foreign lands

but there were several articles and studies on higher edueation.67

At the time Harris came into office it was the practice to supply

figures on seven different topics: colleges and universities (liberal

arts), colleges for women, schools of science, commercial and

business schools, normal schools, professional schools, and the

number of degrees conferred. Harris introduced a new table in

his Report for 1888-89. This was a list of the courses of study

in various institutions. As in the treatment of the other items,

the approach was not interpretive or analytical. It was a purely

statistical summary. However, it did demonstrate a growing interest in curriculum on the part of the Federal Government.68

Also, after the passage of the Second, Morrill Act in 1890, Harris

Made tables on agricultural and mechanical colleges part of his

statements and reports.

Like other Commissioners Harris spent a good deal of time and

effort trying to get college professors and administrators to prepare studies and essays for his reports. In this he was successful.

Studies prepared by college and university officials were respected

by those who would consult them. Of course, the small size of the

67 Rodeheaver, op. cit., p. 105; for titles of appendices see Appendix HI,

infra.

Harris, op. cit., II, pp. 1071-1361, 1368-1378.

34
21 h IGh ER EnticA'N)N AND THE 11.S. OFFICE

Office of Education staff made it impossible for them to prepare

such publications without outside assistance. It would be pointless

to list the large number of contributors but examples picked at

random include in the 1893 -9I Repot t papers by the President of

Rutgers College (University). Nev Brunswick, New Jersey, and

a Professor from Berlin University, Germany, and in 1903 a

chapter written by President Timing of Western Reserve University, Cleveland, Ohio. Whenever possible the Commissioner obtained the assistance of the most widely accepted authority. This

gave weight to the publications they would not otherwise have

had.""

Counting the historical studies and appendices to the reports

some 140 publications relating to higher education appeared from

1890 through 1906. They covered a wide variety of subject matter.

There was a sharp increase in the number of studies relating to

curriculum problem; and developments, and an equally significant

increase in the number of studies relating to special types of

institutions of higher education.'" This is an indication of the

interest in the increasing specialization taking place in institutions of higher education.

Harris resigned as Commissioner effective at the end of fiscal

year 1906. The resignation was probably prompted by failing

health and an offer of the highest possible retiring allowance

($3,000 per year) that the Carnegie Foundation for the Advancement of Teaching could grant." He retired to Providence, Rhode

Island, where he died on November 5, 1909.

A student of administration who later made a careful analysis

of the Office of Education wrote that Harris "displayed a degree

of indifference with regard to administrative detail." Also, "Dr.

Harris takes rank to-day as one of the Nation's great educational

leaders, but his abilities did not extend to the management of

administrative machinery. His successor, therefore, faced the task

of administrative rehabilitation. ""

Although correct to say that Harris did not contribute to the

administrative growth of the organization he headed so long, his

years as Commissioner show achievement in the field of higher

- See wilt, a T. Harris, J? !MI I Of (III CO HIM om of Elio cot ion (01 e

(sir IS 9 ( Washington, 1896) olumw: I II, and William T. Harris,

k,lnnt of he ('OMM'S41011,i Of K(111001011 1M fit, Fen) 190,1 (Washington,

1905), I, pp xxix \\xi, Chap V.

Table 11, Chapter \ the liroak(1,mn by type of publication. Appendix III lists title,: chronology ally and gores publication information.

" Evans and Wright, op. ett., p Smut) , oJ, ert , p. 15.

Smith, op. eit pp 14-15.

3
ACTIVITIES PitIOR TO 1911 25

education. In addition to the appointment of a full-time specialist

in laud -grant statistical work, Harris promoted several publications of value in higher education, nearly two and one-half times

as many as all his predecessors combined. Under his guidance the

historical study series was completed. Standardized statistical

programs for higher education, including land-grant colleges, were

developed and the administration of the 1890 Act successfully

implemented. Harris' showed that he was aware of the current

trends in institutions of higher education and his personal prestige, as well as the prestige of those he induced to write for him,

enhanced the reputation of the Office of Education.

The fifth Commissioner of Education wis Elmer Ellsworth

Brown (1861-1934) who took office on July 1, 1906. Brown

was born in Chatauqua County, New York, on August 28, 1861.

He graduated from Illinois State Normal University in 1881,

received an A.B. from the University of Michigan in 1889, and

a Ph.D. from the University of Halle-Wittenberg, Germany, in

1890. From then on his career was devoted to education as a

profession. After serving as a teacher and principal in schools in

Illinois and Michigan, Brown entered college work in 1892 aS

acting Assistant Professor of the Science and Art of Teaching,

University of Michigan. Following a brief stay in Michigan he

became Associate Professor, later Professor, of the Theory and

Practice of gducation at*the University of California. He was

Still at California when appointed Commissioner by President

Theodore Roosevelt.7'

Commissioner Brown had a more extensive background in

higher education than any of his predecessors and most of those

who were to succeed him. But even though he had been in college

teaching for fourteen years his work had been in the preparation'

of teachers for work in elementary and secondary schools. His

immediate concern was not college curriculums and administration

but education as applied to lower grades. However, Brown had

served in higher education long enough to have an awareness of

the trends and problems faced by colleges and universities on the

threshold of the Twentieth Century.

Brown lacked the international reputation of Harris but he was

" Theodore F. Jones, "Elmer Ellswoith Brown,",an Dictionary of American

Biography, XXI, pp 124-125; Walter Miller, "Elmer Ellsworth Brown, the

New Commissioner of Education," Southern Educational Review, III, No 7,

November 1906. pp. 73-78; Evans and Wright, op. ca., p. 53; Who's Who in

America, XVIII, p. 406; Ford, np. cit.. pp. 69-70; Elmer Ellsworth Brown,

August 28, 1861-November .1, 19.13 (New York, 1935) ; Jacques Cattell and

E. F. Ross (ed). Leaders in Education (Lancaster, Pennsylvania, 1932), pp.

121-122; and Wright, op. cit., pp. 54-65.

J0 .4.
c,

23 HIGHER EDUCATION AND THE U.S. OFFICE

a more practical administrator. "In the passing of Dr. Harris as

Commissioner, we left behind philosophical speculation and rational psychology, and turned more directly to a scientific method

of fact-gathering by the Bureau." 74 His first task as he saw it was

to increase the size of the Office so that it could widen and deepen

the scope of its activities. In seventeen years under Harris the

total appropriation for salaries had risen less than $9,000. Largely

through his efforts, Brown saw them increase $12,000 in five years

and a growth of approximately $7,000 for 1912 was largely due

to his efforts although he was no longer in office." Appropriations

for 1905 totaled $99,941; in 1940 they were $122,200." His own

salary was increased from $4,900 to $4,500 and later to $5,000."

Larger appropriations made it possible to raise salaries, increase

the staff, and improve on the publications program.

When Brown took office the staff of 51 persons were organized

into five divisions: Statistics, Correspondence and Records, Editorial, Library, and Alaska. The latter had been added by Harris

to deal with the growing complexity of supervision and operation

of Education in Alaska, a responsibility of the Interior Department since 1884. The Division of International Exchange had

ceased to exist under Harris. probably around 1903 when its

functions had been absorbed by other divisions."

There were three activities in higher education of particular

interest to Brown. One was the establishment and operation of a

national university. Another was the promotion of agricultural

and technical subjects in colleges and universities, similar to the

ideas Harris had advocated concerning a more practical curricula.

Finally, Brown wanted an expansion of the research and dissemination activity."

The five annual reports and statements prepared while Brown

was in office (fiscal years 1906 through 1910) show, on one hand,

a tendency to follow patterns established by his predecessors and,

on the other, a more acute awareness of the problems of higher

" Ford, op. cit., p 69

-a Rodeheaver, op. cit., pp. 116-117; Evans and Wright, op. crt., p. 53.

"' Figures supplied by Mrs Genevieve Dane, Assistant Budget Management Officer, Office of Education, from material in Budget Management

Office files.

" Evans and Wright, op. cit., p, 53.

" Elmer E. Brown, Report of the Co»iinignioner of Education for the Year

Ending June .10,1907 (Washington, 1908), I, p. 2; Smith, op. cit., pp. 5-7;

(U. S. Office of Education), rommiRsioner of Education . . . 1887-1907,

Harris. "Statements," 1902, rp. 40-41; 1903, pp 38-39.

Elmer E. Brown. "Euucational Interests at Washington," Science,

XXXIX, No. 998, February 13, 19/4, pp. 239-246.

37
ACTIVITIES PRIOR TO 1911 27

education in a fast-moving modern world. For example, his 1906

Statement contains the usual statistical tables and reports of

agricultural and mechanical colleges. But in that same paper he

issued what may be termed the first call for a specialist in higher

education. In speaking of "lines of advance" to be followed in

the future:

Particularly in its relations with the agricultural and me- chanical colleges subsidized by the National Government under

the provisions of the act of Congress do August 30, 1890, this

.Bureau should render available to each of these institutions such

information relating to the best methods of organization, ex- periment, and instruction as may be gathered from the ex- perience of other institutions of similar character either at home or abroad."

In order to accomplish this objective, an objective which fitted

in with his desire to promote agricultural and technical subjects

and take a more active role in research and dissemination of

information, a full-time specialist would be required.

In the 1909 Statement Brown noted there was a need for "the

addition of competent experts in higher education . . . with a

sufficient force of clerical assistants," 8' There were, he observed

elsewhere, three specialists already at work in the Office of Education: one was in land-grant college statistics; another in foreign

educational systems; and a third in (American) educational systems.82

In 1910 he wrote: ". .. More and more it becomes clear that the

activity of such specialists [as already existed in the Office], both

in the collection and in the diffusion of information, can best be

accomplished through visits to educational institutions, offices, and

conventions in different parts of the country." 8

By the time he wrote these words Brown had already obtained

approval for a specialist in higher education. This approval and

tho selection of the specialist will be treated more fully in Chapter

IL But the comments he made show his continuing concern over

the need for specialized help. More and more specialization was

required if the Office of Education was to "promote the cause of

education throughout the country." It was this perception, coupled

S Office of Education), rommi,ston;,,, of Eduerdwit . 1887-1907,

Brown, "Statement," 190o;, p. 42.

"Elmer.E. Brown, Statemeof nt Clo Commrs,;ient r of Education . . 1909

(Washington. 1909), p. 14. , Elmer E Brown, Report of the Commrs,00ntr of &drfeation for the Year

Ended Jun(' 10, 1909 (Washtngtiin, 1909), I, pp 248-249.

Elmer E. Brown, Report of tto Commissioner of Educatron for the Fiscal

Fear Ended June .10, 1910 (Washington, 1910), I, p. 3.

3 3
28 HIGHER EDUCATION AND THE U.S. OFFICE

with his constructive innovations, that 'wide him one of the most

capable of our educational administrators."

Among the most important of his constructive innovations was

obtaining authority for, and appointing, the first specialist in

higher education. With this appointment the story of the Division

of Higher Education properly begins.

" For concise and highly laudatory commentary on Brown's administrative

ability see "A Minute of the Meeting of the Council of New York University,

January 28, 1935" in Elm( r Ell,rteurth Armen. p 32.

3 9
CH A PTER II

The Formative Years

(1911-1916)

The Division is Established

Beginnings are often elusive. It is hard to locate a point in

history and say "here' this movement began." This is certainly

the case with the Division of Higher Education.

The movement for a specialist started long before 1910. It has

been noted that there was a specialist working in land-grant

college statistics as early as 1895. This was a forerunner, a portent

of what was to come ; but IA as not the type needed in the Twentieth

Century. The land-grant specialist often had to be a jack-of-alltrades. As late as the middle of 1909 the Commissioner confessed

to a candidate for this office: "It is possible that at times it may

be necessary to ask you to assist in some of the work of the

Bureau."'

This position necessitated by the Second Morrill Act was a

far cry from what many educators felt was needed for any positive higher educational program within the Office of Education.

In 1901, for example, Nicholas Murray Butler called for an expansion of activity which envisioned more analytical and interpretive work than heretofore.2 Commissioner Brown held to

substantially the same belief and repeatedly requested a specialist

who would contribute something other than statistical tables and

reports.' In 1907, he wrote :

' Ltr., Clerk to the Commissioner of Education to Mr lames E McClintock.

University of Maine, June 24, 1909 (McClintock's Personnel Folder, St. Louis

Retards Center, St. Lows, Missouri).

Nicholas M. Butler, The Future of the Bureau of Education," Educational Review. XXI, No. 5, May 1901, pp. 526-529.

' This has been noted in Chapter I, quiff°. See also Elmer E. Brown,

Report of the Comini,mone+ of Eduratron tie Ye r Ended June 30, 1908

(Washington, 1908). I, pp 2-3.

29

4 J
311 Ii!(; FR rrATI4 :N!1 1 III.: t S oFFIE

A specialist in higher educ.itio needed 1,, deal Nvith certain

special relations- of the Bureau with um\ ersines and profei

sional schools . . The Puv,iu of Education was established

expressly "for the purpose of " diffusing such information

* * as shall promote the i,aise of education throughout

the country In put,uancv 'if this I-impose, one of the things urgently needed at thi- time is that it should fat ihtate the co- operation of these higher institution:. And to that end it requires the spotlit! set-% ice-. 'if a ni.in of unistetsitY standing in

the portion that 1 have proposed.'

Bruwn was in close touch it ith college unrt ersity problems

under.to al, probably better than any of his predecessors. the

efforts being made to -.tantlarilize American higher degrees and

therefore he urged the e-itaithshment of d 1,1;, in to act as a

clearing, house for thil; coliectIon and disseminittitin of information

that would further this obiective The lonf..,,ei ht- AA as in office, the

more t kat h he ,,as the in gent necessity for positive. active

tole in higher +-dtication

Other, ,11;i1(4; opuoons Zit 11 P.. Linville made a

strong rase for a Dep.irtment of Educatv,n in 1909 thereby

rowing the opinion of many that 1,Vashingtot, take a more active

1Tile in education on all levels:. (In the other hand, the Office of

Education ,A,is by forty, that stood agamst any expansion

Id :tett% it as ,,n ener(),idirnent I'D state, and 1 at rights. These

force; proNed. the more nov.erftil until 1910

In th( analesi- it v. a- the changing college .,tuition. more

than an\ thug t lse, ghat ni. it the appointment of a specialist

inei,Witi!e It 1,.1- been estin, .tod th.tt in 1870 there v.-ere slightly

more than 7t.2.ono Arnei!k_a- lolled in 743:1 institutions of higher

education 11:ist1 opcil total popul_itiiit 1:1 of (.very 10,00 were

college student, fj,w; Kuno 'bachelor degrees were granted

;111,1 old% -ne e.oned ,it,' in resean h field was reported.

It. off, ,f ;a o 17.4, potkii,nt

howto, 18S7 .t q.,

:, t) 17

1 M 1 I -t, r, t!, 1 , E

`o. Yolks, 1.411) i 17 IF, Firm I

I. 111 " F r. ;' ,,t? . r' tar,/ t

f; .ti t,n, ('.rct 1.% lulu),

ttt,rt. 1: 1 t I -1,1, XXX,

E Wain h I'rof 1 Stat. , iff, ,1 1;.!,). -, i r S Minro

1,11 . 014 - 41, I`i ") p 149C

(;!,,r) I tzIo !t, Jmooa: ,f

XK1`f \ 1 \tar, I- 2' pp .'11 IX right, op

11
THE FORMATIVE YEARS 31

Thirty years later there were nearly a quarter of a milliqn college

students, 31 of every 10,000, and in 1910 there Neere 355,000

college students, 39 per 10,000. The number of bacheloi: degrees

was increasing at a corresponding rate and in 191.0, 443 doctorates

were awarded in research areas."

Thoughtful educators studied the move to college campuses,

the swelling enrollments. and the healthy increase in the number

of degrees granted on all levels. They realized that more attention

must be paid to this phenomenon. Brown, drawing on his own

observations and those of President Lowell of Harvard University,

succinctly stated the case for a careful study of a stripling grown

to giant size:

President Lowell recently remarked that "the fact is we know

very little about higher education. The whole subject is one that needs to he scientifically studied, and as yet it has received very

little attention of that kind." But while this discussion has

thrown much of our scholastic tradition into the melting pot, the process of remolding is going on. It lacks as yet in clear convication as to the changes which should be made. It can hardly be said that the assured and convincing leadership which is called for has yet appeared. There is need of more

analytic study of the facts concerning our higher institutions, their endeavors and their performance, and still more need of constructive interpretation of those facts."

Dr. John Dale Russell, who served as Director of the Division

of Higher Education years later, listed three factors which were

involved in the appointment of the specialist and the subsequent

development of the division:

First. there was the increase in the number of colleges and

universities and the growing number of students.

Second. colleges and universities were becoming increasingly

complex and varied in their offerings. New courses were opening

at < fast and furious rate and entire new programs of study were

lima, developed. Students entering college were faced with a

hewileering number of courses."' The days of the rigid classical

"Se. 1, /110 Stata,tical data are Truro sources listed beneath that

table

' Elmer t. Brown. R,p,,rt of tit, r of I.:dr.-abort for tilt Year

Ended bine fo. (fI+/ (Washington. 17101. I. p

Roge-s spoke to an alumni group of Columbia University in 1924.

In his speech h- made some remarks about the number of courses available

to undergraduat, and, as: wit contained considerable wisdom and

truth. "There or, thirty -two hundred courses You spend your first two

years in deciding '.hat course to take, the next two years in finding the

building that these iorsc, are given in, and the rest of your life in wishing

you had taken anothe- course " Lewis Copeland. and Lawrence Lamm (ed),

The World% Great Spe rbr,: (New York, 1958), p 730,

42
32 HIGHER EDUCATIoN AND THE U.S. OFFICE

TABLE f,---flistm wat Stotisties Showing Glowth of Higifi r

Edneation to 1950

Number of institutions

reporting

Faculty (f ull-tane &

part-time) _ Total enrollment I dent student student., i egulaiSeSSIon)

Total bachebir and tir,i

professional degree.,

awarded

11,h'1 1,71/

,111t11111 1111

11111 1 .1. 1 12'1 1.1111 i 11,11,1,

977 9.1 1,109 1,851

23,868 :0,180 82,386 246,722

1:; 1,100,737 2,659,021

'1,:171 27,410 37,199 122,48t 432,058

Total requlent

to 100 of total popul.i

tom o o 1 79

Int.tituttons T.( pm hog

ei roed docto ate

grees 1 .;7 74 130

Total numhei of earn, .1

doctorate,. 1870, 1900,

1930, 19.30 ( Not including profenaI

non-reseal eh degree,

such as M 1) 1) , and 3 11 I; 2,2o9 6,621

rumulato., total of

earned bit. r.

through :1 adenthshown 'F'1 89,883

F

.41 ,,JttIr f. If II ',F.. 1 1.7 to I !holier VI , Xi 1 ; I . li, If 11. it al ,Nlat,t,

11,1h,, 14 "11 I o, , ,f,,,f,r V h.., tI 1,1 r 1- or,o,1 t.,/ ;Fes r. t 1, 11,010 X11 , V M ..,h 1 Fir, 1.1 1.. 1.: .

, aulh..1. cumeulum wet o g(me horn man in-ditution,. and numbeied in

nearly all the re,,t ..ing out Variety I eurric alum offering \vas.

one thing; quite another Stud St u w neees,ary to prevent the

former from blurring into the latter.

Third, thole NN-a, need fop a national ads, isory group and a

reseal di body of some sort to help iptitut low make the optimum

use of their facilities and lo develop new programs of lasting

I 3
THE FORMATIVE YEARS 33

value. There were no State hodws to deal with problems in higher

education. Even if they had existed on a State or regional basis

they would not have been able to cope \vith problems that were

increasingl: national in scope."

The turning point in the effort of the Commissioner to get

a higher education specialist came during the 1910 fiscal year.

A small increase in the appropriation for the preceding year made

it possible to pay traveling expenses for a "field force" to collect

statistical informations. This field fence consisted of two men: the

specialist in land-grant college statistics, and a newly appointed

specialist in school administration. The efforts of these men were

not sufficient to obtain all the information desired nor to prepare

it in a useable format': So in June 1910 the Congress approved

Brown's request for a specialist to work in higher education

thereby increasing the field force a full 50 per cent and, at the

same time, obtaining the expert advice so badly needed in Office

of Education higher education activities." 0/11 July 1, 1910, President William Howard Taft signed) Execlitive Order No. 1218

appointing "One specnili.-zt in higher education in the Bureau of

Education " "

In his Stet( 1p( nt for 1910 Brown :,,howed his delight over the

addition to his staff. At the same time he set forth a brief exposition of the duties he thought th/ new man should perform :1

The Congress at its recent session provided for the employ- ment in this office of a specialist in higher education at an

annual salary of $3,000. Such a specialist has become an im- perative need of the office because of the growing demand for

information relating to standards of collegiate and professional education, the statistics and accounting systems of colleges and universities, cooperation in graduate studies, the opportunities afforded in this country for students from foreign countries, and many related questions. The new specialist will, moreover, visit colleges and universities in different parts of the country, confer' ing ith their officers of administration and instruction, and will accordingly he a third member of the field force now

in process of organization.'"'

John li Ru,,,e11, "The Role of the Dmotn of Hight t Education of HI*,

l'utted St.ttt Off..' of Eut ation," I on /oar I, ornet,oh of Unever:,+10

Prot tr,1, XXXIII, do 3. Autumn 1917. pp 432 433

'' Harlan UpdegTaff. "The lmt,,i Stale,. Bureau of Education." The American .tirimot Thm( Jorytol XLIV. No 5. Ma), 197'2, pp 13- 15; Brown. .,tatimnt . p

"32 Act of ngict. ,ipprol.ed June I 7, 1910 See Walt. r Fells, Sul rip

of 4rocrproo Hullo r Edo, ahoy I Nev. orl, ITT p 33

'' A copy of the- Exe; uttve Order Baltt,10,',. Pert-,-,nnt 1 Fold, r. St

1.out,; Records Ceotr. '.t I out,

Brown, Sort, tt, o V1/). p 4
34 HIGHER EDUCATION AND THE U.S. OFFICE

A' more detailed description of the duties the :,pecialist would

be called on to perform is given in Brown's liqrcrt for the same

year. There were six different types of dutieF:

-1. ColleCt and give out information conceining matters of

common interest to our colleges and universities;

2. Improve the statistical and accounting procedures of those

institutions;

3. Improve administration "to which statistics and accounting

are tributary:"

4. Report and record information concerning academic and

professional standards which may be required to answer inquiries

from home and abroad;

5. Index current graduate studies in the United States to help

further cooperation among graduate schools; and

6. Prepare suclispetial studies-and publications, and perform

such other ,services as "May be found useful and practicable." 16

While the new position repr6sented a triumph of sorts for the

Office of Education, it was not without some aspects that chilled

the warm glow of victory)7 Brown had requested ten specialists

in a plan he had submitted to the Congress through the Secretary

of the Interior. Congress had specifically granted only the one

although providing funds for three others)" Also, the salary of

$3,000 which the specialist was to receive annually did -not represent any gain in appropriation. In 1909 the Office was moved

froM quarters it had been renting in the Wright-Building, 8th and

G Streets, Northwest, to a Federal building o: the corner of 12th

Street and Penn,,ylvania Avenue, Northwest)" This resulted in

the saving of.$1,000 in annual rent So the CAgress.shifted the

money to pay for the ,,pecialist and hit.e an additional clerk at

$1.000.,0

Permission granted and duties determined, the next step was

to find a man suitable for the lob. Brow n set about this by writing

to college and uniNerstty officials asking for recommendations.

Among those to whom he addressed inquiries were Dean James E.

Russell, Teachers College, Columbia University; President Jacob

" Brown, R# t . . 1910, I. pp 9-14

'' In a letter to Dean Janie; E Teti fler.i College, Columbia Umveisity. June 13, 1910, Brown %%rote "It 1, no% piactically certain that we

shbill get our $3,000 Specia104 in Higher Education This modest event marks

an epoch, in the histor of the Bateau" (Babcock's Personnel Folder, St

Louis Recolds,Centei, St lour, Mis,oul

`t D. H Smith, Di* Fiurf iu <<I E,110'01,0n. It, Nwtnry, ,tie; and Organization (Ba!timore, Md 1923), p It;

'" See Table 3, Preface, suria

1°'F,dwardq, ,op ett p 31'1
THE FORMATIVE YEARS 35

Could Schurman, Cornell University; President Charles. R. Van

Hise, University of Wisconsin; President Benjamin Wheeler,

University of California; President A. Lawrence Lowell, Harvard

Univei sity ; President Arthur Hadley, Yale University; and

President (lark Sanford, Clark College.-''

A large number of names were suggested by this distinguished

group. Brown- narrowed the possibilities to twelve: Professor

James Angell, University of Chicago; Dr. George Fellows, exPresident of the University of Maine; President .James McLean,

University of Idaho; Dr. Frank Giaves, Ohio State University;

President Kendric C. Babcock, University of Arizona; and seven

others,-

Wheeler studied the list of finPlists and opined that "of all

those mentioned probably President Babcock is the one who

would gRe you the most real assistance. He is a very satisfactory

man; I have seen him lately and recognize that he has grown. He

was however, satisfactory in carrying out details of work

he h: d undertaken.".'. Hadley was in substantial agreement:

"Babcock I know but slightly. but my impressions of him are

very tri% oiable indeed. All things considered, he seems to me the

best man on your list."

Agreement was not tin:minions. Lowell favored a man from an

Eastein umersit v. His choice was President Sanford of Clark,''.

On October 191, Brown offered Sanford his nomination for

the po,ition, explaining that the Commissioner could only nominati :cid the Secretary of the Interior would make the appointment. ,-;:inford had almost ovrtainly made up his mind to reject

the position before the offer had been made. His letter declining

it was dated october 7 and the following day Commissioner Brown

offered the nomination to Babcock. -'

Deal Dortm Babei*wk:

.11 its .-seion of this year Congress has provided for the

empli ment in the But eau of Education of a, Specialist in Hight r Edi( at ion at an annual salary of three thousand dollar, This is a notable step in more wa\ s than one. The salary,

fr,m1 fitm%0 at.- front 11atteoch'.-, l'prconn..1 Folder, St Louis

Record-, Comer, St I .11, 1Z0,-.11Tun., 1:1, 1910; Schuman,

8.,10,6)1).1 1), 1910; Lot Il, S. Wernher 14, 1911x, 11:11..y, St.pttmber 15,

1910, and Sanford, October 1, 1910,

/bid, littb....h I., Schuran, S. nth, r 15, 1410

/h.,/ I tr het ler to Iir.,%%11, Srpt,trl.. r 29, 1910

-t I,tr , 11.1.11,5' to litc,%%o, S. pt. t1111, r 16, 1910

'Poo', i tr I.mcl!. to litmrt, Si itttanhor 20, 1916

1)p., firotien Sanfor, Ci.tol,..1 1,, 1910, Sanford to Btov,n,

Octol,t,r 7, 1910.
36 HIGHER EDUCATION AND THE U.S. OFFICE

while modest enough, is higher than has ever before been pro- vided for any member of the staff of this Office excepting the Commissioner. It marks, moreover, the beginning of the new movement for building up in the Bureau a corps of competent experts in different Branches of American education. It will enable the Office to take up the rather fragmentary and

amateurish information service which it has been rendering to

institutions of higher education, and put it upon something like a scientific basis. I am now looking for a man for the place. The $3,00() salary calls imperatively for a $10,000 man. My

only hope of success in such a venture lies in the fact that the position offers something more than a salary. It presents an

oppo tunity of doing work of national importance. The position is to be filled irrespective of civil service regulations, by appointment of the Secretary of the Interior on the nomination of the Commissioner of Education. I am writing

now to ask you directly if I may nominate you for the position. My reasons for offering the place to you, aside from our warm

personal relations, are, first, that. I believe you are especially well fitted by training and experience to fill it creditably and

usefully; secondly, that although the salary is relatively small I believe the position would afford you an opportunity for doing

such work as you might like to do next in the making of your career in life; and, thirdly, that some of my advisers have also

spoken of you warmly in connection with the position, particularly Presidents Hadley and Wheeler. ... If you are disposed to consider it, I should be glad to know

how soon your definite answer might reasonably be expected. With cordial greeting, I am, believe me,

Very sincerely yours, (signed) Elmer E. Brown 27

A week later Babcock accepted and' announced he would leave

Arizona in December. e spoke of the "very high honor" the

Commissioner had conf Ted on him and said the "chance to

justify your judgment of me, your coOdenee in me, will be a real

and abiding inspiration.'

Babcock was able t get away from Arizona earlier than

planned and was sworn in as the first specialist in higher education on November 9, Mu.'" This completed "a definite step toward

organization of the, Bureau on a professional basis." 3°

" Ltr , Brown to Babcock, October 8, 1910.

"Mid, I.tr , Babcock to Brovkn, October 15, 1910; Telegram, Chief Clerk

Kalbach to Brown, October 15, 1910 Quotation from letter

"ibid., Oath of Office, N.:Amber 9, 1910, sworn November 12, 1910.

'Charles H Judd, Resf arch !rt tin' lintterl State Offire of Education

(Washington, 1939), p, 47. A biographical sketch of Babcock will be found

in Appendix I, infra. At this point It hhould be observed that brief biographi17
THE FORMATIVE YEARS 37

A second step came within three months. On February 3, 1911,

the Division of Higher Education_ was creafM by an Office order.

The specialist was made chief of the division. The role, that the

division wits to play was briefly described by Dr. Philander P.

Claxton who succeeded Brown as Commissioner in the summer

of 1911.

This division was created by an order of February 3, 1911, and the specialist in higher education who entered upon duty in

November, 1910, was appointed chief of the division which has "charge of all matters. including statistit.al work; relating to

higher education, agricultural and mechanical colleges, professional schools, and normal schools, and such other duties as

may be formally assigned to it from time to time. or which would naturally fall to it in the ordinary course of the work of

this office." To this division were assigned those persons who

have hitherto had charge of the routine work upon the reports, catalogues, and publications ,of these institutions. and also the

specialist in charge of land-grant college statistics"

Numerically. the new division was not impressive. It consisted

of but two professionals, the specialist in higher education, and

the specialist in land-grant college statistics, with such clerical

assistance as they required.'2

The appointment of the specialist in higher education and the

establishment of the division may well have been Brown's en- ping achievement. Certainly, these events were among the last to

occur in his administration. 111 early 1911 he received an offer to

become Chancellor of New York University. He resigned the

Washington position effective June 30, The new career was to

he longer and even more successful for he was to serve as Chancellor of New York University for 2 years during which time that

institution grew In phy-acai and aradeniic stature. He retired in

1933 and died on November 3, 1931.-

cal sketches of all piofes,donal personnel ali i La i 144 n determined to have

had iii significant a:,sociatpm a th thc In%I.Ion of Higher Education front

1911 to 19:53, and sketches of other, %ho plop-,1 a part in higher education

acto.itie, prim to pH in, to this appendix Tin an,ingement of names is

alphabeh al 'xccpt for those .N.'n inn ah9 .,zet,.ed a., thief of the division

during the ppliod tinder cnn,idcra, on and ,A ho ate 1,,ted first phda,Ider P chow,n rrt ut lot, tb,

SI etol)y of th, Into rim f,n U, 1,a) End, ,1 jam :I), 1911 (Washington, 1911), p '3; and Smith. 10, 4 it , p

('laxton. op. ert, p

'Et7)0 M ' lb III Impt,t 2,, 1,0, I ;; (N,%,

1935); The0,1,ne F Jone, -Elmet Ell orth 1314m fl," in of .1 nit 1 t

ran fitogophit New York, I928 ,t q, XXI, pp 1:l1 on,' IT 1). Evot.:,

and E A. Wilght, t.I1 It 4'd St di 0, Ofni I of Education" ( Washington,

1939, typeA) itten p. 55.

os
38 HIGHER EDUCATION AND THE U.S. OFFICE

The Dere !opulent of an Active Program

During the years from 1911 to 1916 the pattern of divisional

activities was determined. This six ye* span saw the development

of nearly all the important functions it was eventually to perform.

This was Tossible because of the vigorous support given by

the Commiss,koner of Education, the hard work of the professional

staff, and the\demand for help and advice in many institutions of

higher education across the Nation.

-The sixth Commissioner of Education was Philander Priestley

Claxton (1862-1957). He was born in Bedford County, Tennessee,

on September 28, 1862, and received his B.A. degree from the

University of Tennessee in 1882. This period of formal education

was followed by two years of teaching and school administrative

work in North Carolina.

In 1881 Claxton entered John Hopkins Graduate School. His

intention had been to study electrical engineering but he abandoned this to study education under Dr. G. Stanley Hall. In 1885,

and again in 1896. he went abroad to study foreign educational

systems. From 1881; to 1893 he served as a school superintendent

in North Carolina and in the latter year was appointed professor

of pedagogy at the newly established State Normal and Industrial

College, Greensboro, North Carolina. In 1902 Claxton was made

professor of education, and head of the Department of Education,

it the University of Tennessee, Knoxville. Honorary degrees of

I,itt. D. and LL. D. were conferred on him by Bates College and

Western Reserve University in 1906 and 1912. Claxton was at

Tennessee when President Taft appointed him Commissioner. He

entered on duty July 8, OM.'

The new Commissioner was primarily interested in the promotion of elementary and secondary school education, particularly

in rural (ommunities, when he took office. But he did not let this

interest divert his attention from the need for expanded activity

in many areas, He planned a reorganization for the improvement

of all services of the Office.

It was . . . during the Arninistration of Dr. P. P. Claxton

(1911-21) that real pxpan on took place, resulting in a perma- nent pi ofe,sional staff attached to the NVashington office which

r. 1, 1,v.e. l'rif 01( I/ Clo., ton, 071,1(1er tor Public Education

, 144k) ; Evan," and Wright, op ed., pp. 58-66; Wright,

rt,, pp, 70-72, II ho', 11/.o bre-tett, XVI. p. 528; T B Ford, "The

Educational ontrtbiltion, of the U S oniniu,bionors of Education, 1867

1928" (Washingtop, 1933, tten MK.), pp 77-78, and "Office of

Education and tho Conitniaboitib, of Education File of material. in Educatioib library. Donal ttnont of Health, I.:ducat:on, and Welfare ',library.

4a
THE FORMATIVE YEARS 39

represented education in its varied fields, Dr. Claxton con- ceived of the Bureau of Education as a center of educational

leadership, Nation-wide in extent, and encompassing all of the varied aspects which make up a comprehensive program of education."

During the time Dr. Claxton was in office the number of professional staff members of the Division of Higher Education

increased to three. This does not constitute a crowd but the growth

was significant of Claxton's interest in higher educatio al studies

and work." One student who made a study of the admi strative

development of the Office of Education said of Claxton: " ith the

possible exception of Studebaker, no commissioner since John

Eaton has tried so hard to build up the Office of EdueatiOn, t`' om

the beginning to the end of his ten-yea term he worked to enla ge

and expand the Bureau. ""

Claxton repeatedly made requests for additional specialists o nearly all kinds and requested higher salaries for his people."

Appropriations for the operation of the Office rose from $122,200

in 1910 to $307,629 in 1920," Although the First World War

stimulated appropriations, Claxton's efforts were an important

contribution to the struggle for funds. Larger appropriations

made possible better salaries, more travel, a richer publications

program, and a larger staff.

In his first Report Claxton showed his awareness of the need

for increased activity in higher education.

Much remains to be done in higher education also. Of the four or five millions of young men and *omen of college age in the country, only about 200,000, or about 5 per cent, are doing

college work in standard institutions. Less than 2 per cent do

the full four years' work and take It degree. The best interests of the civic and industrial life of the country demand that a

'cf. Lewis, dp. sit., p 172; Evans and Wright op. cit., p. 65; and Judd,

op rd., pp 47-48 Quotation from Judd, p. 47.

'Table 10, Chapter VI, infra., shows the number of professional employees

the Division of Hight,' Education for the period from fiscal year 191,1 to

fiscal year 1953.

N. Rodeheaver, Jr., "The Relation of the Federal Government to Civic

Edmation" (Cambridge, Maas, 1951, t,,pouritten ms ), p. 119.

'See, for example, Philander P. Claxton, Statement of the Cornatigsioncr

of Education to the Secretary of the Infirm,. for the Fiscal Year Ended June

JO, 1912 (Washington, 1912), pp. 17-18; and Philander P Claxton, Statement

of the Cominmsioner of Education to the Secretary of the Interior for the

Fiscal Year Ended June w, 1911 (Washington, 1913), p. 19,

"Appropriation hgures supplied by Mrs. Genevieve Dane, Assistant Budget

Management Officer, Office of Education, from material in Budget Management Office files, Office of Education. See Table 8, Chapter VI, infra.. for

other appropriation figures.
to . EDIVATIoN AND THE 1'.5. oFF1cE

larger per c(a)t of its citizens should have the preparation for

leadership ;111,1 (locution of atlairs which the colleges are supposed to give.'"

\Sat, specifically, remained to be done? In 191 1 he pubished

an arocle in the Cido, S('Iod ifoo 11(11 \\udi listed the things

the (Mice of Education was to do to further educational progress.

Among them \\ ere the following:: serve as a clearing house of

information on educat am; make careful studies of educational

systems; g, I \ e expel t advice and opinion on education at all levels;

serve as a meeting ground for all educationid agencies; serve as a

point of contact beNeen the United States and other countries;

and cooperate \\ ith other educational groups in working out better

and higher ideals of education. The most immediate demand in

higher educatnm was to work out "a more effective correlation

betWeen the units of the stems of higher education in the several t " This \\ as to be accomplished in a variety of ways;

through reports, studies, surveys, statistical publications, meetings, and conultatne visit

During the toinnitive ears the Division of Higher Education

began the performance of those duties \\ Inch were to be the heart

of its Ioutlne operations throughout the ne\t four decades. Since

these duties set the pattein for, or developed into, recurring

operation, a (IN( thlon of them at this place \\ ill tie\ ent needless

repetition. They may be classified in four categories much as

(1,o, ton at ranged them in his 1912 Stub ao

First \\ ete the routine statistical opei ;anon, The Division of

Ilezher Education \\ &vole in\ ()hod ( ollection of statistical

lamination. The compilatiOn Of re< to ring statistical information

was the responsibility of the Statistical D1\ ision but special

statistical studies, and the utilization of statistics for special repots and studies, IA as the tad: of the Division of Higher Education It helped the Statistical Di\ ision gather data relating to

«dleges. tome, theological schools, pi ofessional schools, and

nonn., Hook, These data \\ ere used for the annual reports and

statement-. and after 1917 they became chapters in the Bienaia/ Eilir, crt r H. The 1. l` also utilized by the Division of

Ilieher Education In preparing' special studies.

Gathet me thus lnfolmlttion presented problems to both divisions

throughout the thirty \ ear period following 91 (I These problems

( \ tiql, / '! 0, h:(110 I11 tar tbr

(:ml, I \V .1,1111P1,P 1912) I, p

r 1' (.11\iP, "111, \,011,11.1i i)f Educat Colmari,

X \ IX, .Ni 7, \Ian h 11111, 1)1) 18 20

( c:ftrt, 1912. pp '1-1

5 i
FOR m.vrivE vEmts

were largel, the result of a lack of cooperation by many college

administrators in supplying data. This lack of cooperation existed

On other educational levels as well but to a lesser degree. It was

not until the latter part of the 1930's that this resistance disappeared in higher education. long after it had completely disappeared from the ranks of elementary and secondar educators.4'

Lester B. Her lihy, "Vol Mr I 14,es' Use in i',Innection ith the Ilistoi teal

Record . 1 hait,N ,t ten 1101111111Q 011 :tItitleal lie.. 1011111ent ), December

1959. Mr Het Irhy ha. pi. pii!( (I a capsule history of the pioldt in of 'statistical

compilatipii and ha: also iaptured a story in his paper, j.:111 of WhIr11 is leproduced here

". Under 1./r. (John Cooper, U S Commissioner of Education

from 1929 to Prlit, the hrst. step \\ as talsen to al luee a practical working

bai-,is for implementing the etTorts thus tal made b the Office in «miunction

\kith other outside national olganizations, e g such as the U. S Census

Bureau the National Education .1,s wiation, tin National Association of

Public S(11001 Business Otluials. and Coininitti es composed of Professional

Personnel from State Di pal tinents of Valli( \\ lien this U S Commis.

sionel of Edin 41 upon Com...iv-- to grant fund:, specifically, for

this promotional field ii(irk

".X a result of the giant fig of tlo fund- pt r-minl nth \ntgit'lley In

educational tea( lung and adinutistition and sp,i i illy qualified in financial

a''')""tIng. and "dne."'llal `tatl-t d trloug-h Svn ice

('om'n ExamitLiti.qi. r.,t this t p. plomotninal ort. nil a, to prepare

the data collected fol pullIn atom as I haptets in the Bit nntal Sit.iey of

Education, and 1,(4 spei la! (II lent data studies " In( se p1,...n. net part

of 1)i I-Pal, not of Oa r "The \\ rite! :1111.1)111,..1 i i I h ( 10 thy p .1c,+1.,tallt Ed

(Slatltll.l11 In 1..11)0,111.1111 in M of Prat The Of promoting unifor nit th, i.. it .1111g. ',polling, and .t( minting. 11111.,010/1,11

11,1,1 1111'11 111I1.1t, 101. t, tt .,.tli,r and he t.i. the suctesscr to

Pl1111,1ou-, personnel v 6o i, id fill( ,I the posit on ft f )),1

"The \\ titer \\ alio( .0, ,1 as his 101 t,14,1 :4t.11e. of Nett Etigl_111.1 the

North At !. ittu ti,tn, 11.11 1"! Columbia

The dut toil eaik I)i 1..101, 1W121.11.1 0\1011110.1 to

./1111, 1(1:1.1 Iii' .1110,11..1111.3.11. V.11,c1) ei pt. 1. I 1..1 for 111. 11,44 hV ..ch014

In It via oh (II I, ls , (.0., led 'he 19 haol :,ca/

Hie data u, n f .1 P, d l it, W IP', 1, 01 t /;,, filt1 I/ nt E,Int if

11,?1,

IM, 4110111..1 11h III., I. tilt 1. ,t1 h, .1 Bst ,n, ..1:1 .

the .1.ti Inv; p..11.1 flew 1.. riL.r. th. nniltliOn Ity of

..zell.)1, in and ;Win. .1, 'h.- to l i N% 1A11s a lie

ventur tt rite!, In tt it ow on Ow and admittedly

lit impoitant inst,toti ..1 1.114'11,1 I. tennis; m th noted States, if not

1101 1:111Vel,e, %I/ , 11.itl111 1 ii'. 1 il Ili, :01.1 ui low ..,th standar,l

,11.1.11.ii 1 1,, the 1' (o1,,, l'Thleat en, :t post card signed by

the U. S 14., rig ru. flan, .111.1 the I1111,' 1 V.,,L11.1 111...it the

Ch.)1,1 :1.1111.,.1 1.) the s, nt Iii, (ard of (ours also ,tati.(1

lit 1)114 the plurp,,,,, tin o tit, It qu, ,1 that as a repre5 2
12 EINATIoN AND THE tl.S. OFFICE

Second of the recurring- operations was the preparation and

publication of special bulletins. circulars, and other materials.

Claxton planned an annual bulletin giving segregated statistics

of State universities and other institutions of higher education

partially supported by the State. Work on this bulletin was begun

.4entato,e of the U S (ace, I should he accoided the rooperation necessary

to till my mission

"I presented myself at the Administrative Ot lice, of Harvard University

according to schedule, and the Assistant to the President, Mr Honeywell to

\honi I submitted credentials. told me that I was expected and that the

President, Di I ,iA reme Lowell, had insti tutted him to have me wait until he

(Dr I o111 ended his meeting ith the Deans of Colleges. He wished to

speak to rim persnnaII regarcling the requested Harvard report. In fact, the

instructions left by Dr I ow ell for Mr Honeywell precluded any other course

than my remaining on the campus until the Doctor had spoken with me. My

schedule for 1,iting the Boston :ilea schools was a tight one since the

schools eit many, the allotted tune short. the terrain strange, and the

transportation facilities tot too good

"So ,t, 10 15 20 urinate, t keit away while I cooled 'my heels in Mr.

Honey ithce I hecame impatient and expres,cd the .ante` Ill explaining

that I was On a tune sc hedule, and .lecoontabhr to the rede)al Gov't for all

tone con,inned on my trip, etc I mild I return for the intervie at the President', pleasuil.? No! I ttas to wnit, if you please,

"So another 2(1 minute, elapsed when I rose and stated I would 1* back

and take niN, illative, in meeting the President later in the day. for I was

scheduled at anuthi r school as of that moment There wits general consternation among the President's Personnel, partirularly Mr Honeywell. who in

much stress appeal,' to owell', personal secretary, an elderly peppering

lady, to take him 'off the hook' try communicating to the Doctor my intention

to lea\ , unless seen it once 'I he good lady went into the faculty hall where

sir LotAell was t Ilg his nieetuig with than, of (',alleges, and immediatel thereafter these dignitaries came tiling cut of the hall Thereupon I

\ma. conducted into 'I he Plesem,

"Dr. I oiAeli, a rather ,uperannuatvd physical ,peciinen (he was I believe,

in his eighties then t immediate ly launched into a lengthy lecture on the

11.ele,,,,ht:. of (b Fvdial Bureaucracy, the tra :Wane(' of government,

the Illt III IVIICV Of its operation, the ptTrontety of an :4; ey lite the U S

Other requesting stn institution such as Hanard to prepare

1 report for sulitniss,o for .tilt purpose whatever

"During till, ,chard.. I stood at respectful attention. although for the

greater pal t c.f th, time of this lecture. I heliee the old man ./k as oblivious

of tom pte,n(e I represented, if anything at ail, an object to which he could

ditict his indignation, scorn, sad the iesntinent he so keenly felt and expreso.,1 tim aid the polo t of ail\ Federal agency in demanding and requesting

his mope. at tun

"Finally aftei some Oho% n Imo( s of this puipateto .rolling---fo he

strutted (nut too igorously I hat(. .ind both while /Hi\ (Ting his hatrangue

he stopped f,ropftt, f;.4,1 Arid almost shout-- Om' it was a feeble,

pthyt,, ordered that I go h u k to Washington and tell the U. S Office

of Edm alum adrinistiator, and professional personnel to park up their

tret-, atid go hack to ,Aheie..er they originated for the country dal not need

3
THE FORMATIVE Y RS .13

and it became an annual affair. Claxton also planned several other

publications, among them a pamphlet on "Federal laws, regulations, and rulings affecting the land-grant colleges of agrict.1,ure

and mechanic arts," and a circular classifying universities and

colleges with reference to the bachelor's degree. The former was

greeted with approbation when it appeared; but the latter had a

mixed reception as will be shown later."

The publication program in higher education upon which the

Office of Education embarked was more varied and more comprehensive than that of the previous years. This reflects no discredit

on the accomplishments of the staff prior to 1911 but it does

clearly show that with full-time professional personnel available

to prepare and edit studies of higher education a better program

became possible. In the forty-four years from 1867 through 1910,

218 publications appeared relating to higher education; during

the forty-three years from 1911 through 1953 there were 576.

This represonts an increase of more than 160 per cent. The

changes which occurred in the publication program after the

establi.,Imient of the Division of Higher Education will he noted

in Chapter V1.15 Not all were the work of members of the division

but most of them owe something to the professional staff in the

way of stimulation, editing. or general supervision.

Third recurring activity was the supervision of finances and

administration of land-grant colleges as they related to Federal

funds, i. e. the acts of 1862, 1890 and 1907 (and the later

Bankhead-Jones Act of 1935). During fiscal year 1912 forty institutions were visited. Some of them were inspected for the first

time. A few irregularities in the application of Federal grants

were discovered and steps taken to correct them. This procedure

nor desire what they were offering as a service to higher education He then

extended his hand, thanked me for waiting, and very graciously dismissed me

from his presence. His personal secretary subsequently was most profuse in

her thanks to me for listening so patiently and courteously while her 'Boss'

blasted the U. S. Government and its Agencies. I told her it was an experience

to be.treasured and cherished; one I'd he proud to relate to whomever of my

children and grandchildren would he willing to listen.

"The above incident while an extreme example of the resistance to the

efforts of the Office program in promoting the acceptance of a system of compatible reporting among institutions of higher ediration, was in a way quite

typical of the attitude either latent, or openly expressed with which field men

such as ourselves . . . had t1 contend as the reaction from an older generation of schoolrnen such as Or. I.owell "

"Claxton, op. crt., pp :1-1 The Babcock report, /1 Clos,iticatum of Universities and Colleges with Reference to Bachelor's on, is discussed under

the accreditation movement, infra.

'See also Table 11, Chapter VI, infra.
,1,, ,I , e 1.11,11.1 mt,t 1 tt 1,

It, Ott! ..

t ,.ti, tr ". 1 t1i 1,11',11 11,4 ft1 'Et;11.11/ ;teed

'.t.te; "1 ,r, ,13,11:0 h 113, !Wen t)ttrf,ot., t.; "

I itt.,!i 4,1k 4,1 110 (lit.),,wn

pit 1 e: .11 11111. 'r1:11t1 t be}))'' At

s . 1111)11 tiaveled as

T.. t :I V) ,111' "n4ht:ifit 11rt2kalie(i

," ,'1'1 ,1.1t1 ,I1.11 in( l e;C4 (1 adnumtttraof to eurt;t11 travel

t

I t, II

,11%

iti 011 pO..,11,It' C111,0101 the

t'' .t,11 1.1: i Y.Y.1 Alt! ,1141( 1..111,) lt.ltl V1:-.1ted

1: t. 1' ;,1 hill tippottnillittla of a

,; I- a -1,;tunt.nt head of the

t,F 11:1", 4,1 thtt spectak:ts

I it tot "t ti ttl }to ttntk liltbcock

1 t

,',4 ta a inn ft,cal year

,t,!? ot t:tattli.tt loll and actIvitiet,

1 1 1..11011 tin h Nine !,rtately

t,.1 , ,n.titt,(tel at their request

,mm,ts,,noqo in land-

, , ',It 4c0,1 made teports

Yqr !, ,1 14 .1 'Tee la! 1St

I !, , I ),II t!t 111.01)110 of t he

' ' I1 1 Htt1.1 ft.!! 1:1tir41, a for ail Ills

,t t I pteheted the prott it it Ittt'tt mitt 1 It Nti, and.

t, raita,dma )hold

and chctrurut-

;,,,t, `,f, Arid .1t-stroitttosti of

.0. .o -111w1% ittittil of land-

' tt 4.`, ntfl.tiit list Mite)) the

; - - it 1111)f-,Itmal

!tt1 1,' .1;1).011111 1110.1t11-

,t, 111 !It'd 11, 1t it nol

I I t 11 to f11101'. t

I 1' .:rat.t
16 if ((HIER ED(VAT11 N AND THE 1 .5 DEER.:

institution should hate befoie calling itself a 'college'." First

Barnard, and later Eaton, ffarrs, and Brown wrote of the need

for some sort of procedure to be developed."

Claxton and Babcock shared this interest in the accreditation

movement, In his ohapter m the 1911 nt pun f a chapter entitled

"nigher Education in the tnitt States," Babcock spoke out for

standards of classification.-- The following year he wrote, "Notwithstanding innumerable efforts to give a definition of a college,

the word still remains almost as hard to define as 'gentleman'." 54

Claxton in the same publication observed that "We are beginning

to look with suspicion on colleges winch. with very small incomes,

attempt to support large numbers of professional schools or departments; and professional schools established and maintained

for personal profit do not flourish as they once did." There were

561 professional schools reporting in fiscal year 1912 but many of

this impressive number were operating on an inadequate foundation. "It is not so important that we have a large number of

professional schools as it is that those we do have shall be adequately supported itnd do genuine work."

It teems quite natural that, soon after taking office, Babcock

should turn los attention to the problem of classification. One of

, his first official functions was to attend,the meeting of the Assoelation of American Universities in Charlottesville, Virginia,

in Novcmher. 1910. At the suggestion of the deans of graduate

schools attending, Babcock undertook a preliminary classification

of colleges and uniersities according to the manner of acceptance

of their bachelor's degrees by graduate schools and the amount

of NS orkliolder, of these degrees would ii,ed to advance to the

next higher degree.

For the next ten months Babcock spent as much time as he

could spae from other duties studying catalogues, registers, reports, and' statistical statements of nearly '350 institutions. During

part of this period he traeled to graduate schools to study adLIod h. i. ll. oar in flach.l Education (Washington,

p. 15

nth Barnat!, Fit 4' k port of t (.1111111101,111)111 r of Education

( 1 4 r, u of rub,' ao,l 00'11,111111g r)//l//0 //WWI ti, Saner

I Wa4ungtori, 1868), pp xt in, John Eaton, .Jr, R1 pt,}t of the cianiniq30,h, r of Eth(ation ,i, 40 Ph, ei, tory of ti, Int, ila for the Y car 1870,

i4 .iti (111111(1111111111 P11111 1 g (a,hingtim, 15701. pp )17. and Lloyd E.

Blum+ (id), op. ,t pp i5 17

' l'hilandor ('htxton. le, poi t 1,! 1, pi) 50

Philander ClaNtoti, le. t of ,?1,11, of El111111110n for the

1-1 r Ended J00, fn, 1'12 (1A ashIngt.m. 191,' , 1, p

'Mid., I, p x%11

5'
P

.18 HIGHER EDUCATION AND THE U.S. OFFICE

Syracuse University, and I am told that the same was true of Boston University, New York University. the University of North Carolina and many other prominent universities, received no notice of this standardizing proposition and had no opportunity to defend itself against this one-sided procedure. We knew nothing iktiout what had been done until a secret circular

that had been sent confidentially to a few favored colleges was handed to us by a friend. No man had come here from the Department at Washington, no questions had been asked by letter or circular, no hint had been received that our work was not satisfactory. Our own State department of education was ranking us in the first class. No university where our students had. gone for graduate work had ever intimated that their preparation was not satisfactory: The scholars and teachers of our city had given us their con- fidence. Of 131 students of our central high school going to

college this year, 119 came to us. Vte had placed three times more teachers in th public schools of New York State than

any other univer of the State and they had passed rigid

examinations. ( r Law and Medicine schools had passed a

larger per cent of graduates through State examinations than

any other such schools in the State. In the face of these facts, without a question being raised by

any man from Washington. we learn that an obscure man by

the name of Babcock had sent out a tentative, confidential circular, placing us with 160 other universities and colleges which he had assumed to rank in the second class, as he called

it.

By what authority? Not by law, for no such authority is given

the Department at Washington. Not by justice. for we had been

granted no hearing. Not by competency of the classifier for he is unknown to the educational world and is without experience or expert ability and knowledge. Ile had been president for a

short time of the little State University. of Arizona, where he was catalogued as filling at the same time the presidency and

two professorships! After I had made a vigoOtus protest to Commissioner Claxton against this rating on us. Dr. Babcock. the specialist in

higher education came to look into our standards! Ile came after he rated us! Ile was here three days. He came in an

offensive manner evidently to make out a case. But after he had made an examination of the college in which our students are preparing for graduate work, he declared himself satisfied. Ile asserted his regret at what had been done. He even comule- mented us in comparison with the best colleges . . . * * * * * "The whole thing is a farce and no institution should be disturbed by it. Nothing could be more preposterous than the

assumption of this man Babcock. Can anyone imagine anything more ridiculous than for one man to set himself up as the Aandardizer of American colleges and universities and to make himself the arbitrary dictator of these institutions, over-riding
THE FORMATIVE YEARS 49

State departments of education and declaring that he "may

change his views and decisions," perhaps; that it is for him

to say what is first and second and third and fourth. * * Because of the harm that will he done to colleges that will have to defend themselves and that cannot afford to be held up

in their communities as third and fourth rate, we protest that standardizing should not he done by faddists or by incompetent tools of "other men." Such a work if it could be done helpfully

at all, which we doubt, should be performed by a committee of eminent and indisputably fair men of the largest educational' ability and experience, who would carry the confidence of the

institutions standardized and of the public.

James R. Day 59

In part this indictment was unjust. Aside from calling the

Office of Education, then a Bureau, a "Department," Chancellor

Day appeared to have misunderstood the purpose of the classificatif in and he cast some unreasoned doubts oil the motives and

abilities of Dr.Babcock. But the anger he expressed was, in large

measure, justified. Babcock had "led with his chin" by acting

hastily and alone. His action could do great harm to institutions

placed in the lower classes.

In the Boston Ereniny Tntnsetipt of September 21, 1912, there

appeared a long article by Mr. Harry T. Claus. It ;vas entitled

"Judgment Dad fm. Our Colleges: A Startling Government Classification." Claus contended that the document should be given wide

distribution if of any value. or suppre,sed:

And now word or two regarding the dissemination of all the

information heretofore given. It would seem on the face of

things that the classification of American colleges was important business. It certainly is important to a good many people. If

fifty-nine colleges are maintaining higher standards than all others, the country ought to know about it:' if 285 other colleges are not quite "up to snuff" that fact ought to be proclaimed. And vet the Government has printed only two hundred of the

reports containing the results of Dr. Babcock's investigations. Indeed it is not even certain that all of the institutions investigated were favored with copies. A survey -of this sort, if it is worth anything at all or even semi-authoritative, deserves the very widest public notice. If it isn't sufficiently accurate or good

enough to receive the Federal indorsement, it should be shelved

entirely. Why two hundred .copies should be settled upon as the

size is surely a mystery. What good is it to Harvard or Yale

to be quietly informed in a Government paper that they are

standard colleges. They have always known it. The ones to be

told of this fact are the laymen, the persons who are not in

"Archives File 204-a.

u
50 HIGHER EDUCATION AND THE U.S. OFFICE

intimate touch with educational affairs, but who are, nevertheless, interested to know how their favorite college stands in

relation to other institutions . . . Then why all this secrecy

about the public's business? There may be a suitable explanation and if there is many of us would be more than pleased to

hear it.""

Another clipping from an unidentified source, probably a Cincinnati paper, expressed the resentment of Dean Joseph Harry,

Graduate School of the University of Cincinnati, over the "Class

II" rating of his school."'

President J. M. C. Hardy, Mississippi Agricultural and Mechanical College,'acted as spokesman for his own and nine other

agricultural and mechanical institutions in a letter to Claxton:

We are thoroughly in sympathy with the great work of the U. S. Department of Education, but we enter our earnest protest against publications of the kind under discussion as being only harmful and undesirable, and earnestly Vequest that our

institutions be omitted from any similar publications in the

future."2

These are only a sampling of the protests. On the other hand,

there were several letters received from graduate institutions

praising the document for its pioneering spirit and usefulness.

Among those commenting favorably were Dean Haskins of Harvard University, Dean Angell of the University of Chicago, Associate Dean William Carpenter of Columbia -University, Dean

David Kinley of the University of Illinois, and Dean Thomas

Holgate of Northwestern University. Most of them agreed that

this yas, one of the more valuable publications ever prepared by

the Mice of Education and hoped the work would continue °n

But the voices of protest were too strong. Even an apologetic

paper prepared by Claxton in 1912, An krplanatot y Statement,

failed to stop protests from the injured de' ns and other educators.'" The immediate problem .the Comm ssioner faced was

whether to make broad distribution of the document or to withlyild it from further distribution. If the latter )urse were folIhid. "

Ibid., 1.tr, .1 C. !lardy to Ciarton, December 13, 1911. Si' 0 f.t.S) Ltrs. from

President Chart...4 Dabney, 1:railer-My of Cincinnati, to Claxton7January 30,

1912, F'eln wiry 4, 1912, .ind Sepeimber 12, 1912.

Ur;, IlaQkins to Clacton, November 1, 1911; Angell ft) Claxton,

January 8, 1912; Carpenter to Claxton, October 2, 1911; Kinley to Claxton,

Sept* mber 27,, 1911; and Vulgate to Claxton. October 10, 1911.

**This document k reproduced in full in Appendix II; infra.

6
HE FORMATIVE YEARS 51

lowed it would mean the temporary, and possibly permanent, end

of this classification type of activity in the Office.

No decision was masde until the problem had reached the highest

desk in the government, that of President Taft. On February 19,

1913, the publication and distribution of the list was stopped by

Executive..Order." Perhaps because of the fact that this was

Taft's last month in office, Secretary of the Interior Warren

Fisher left the door ajar: "It -is his [Taft's] opinion that this

matter should be permitted to go over to the next administration,

when it can be discussed with the new President, who is especially

qualified to determine a matter of this sort." "

The incoming President, Woodrow Wilson, had been a college

resident and professor for many years, far more in point of fact

t an he had been in politics. But he was no more amenable to

ermitting the report to go out than Taft had been."

ended the attempt of the Office of Education to classify

install ii, ons of higher education. It became Office policy to avoid

such activity from that time on."

The is no record of Babcock's feelings. No account of his

°pink?, seems to exist for he apparently make no written justification or defense against the attacks made on him. It is reason -

able to assume that he resented remarks such as those Written

by Chantellor Day. It is also fairly safe to assume that the furor

helped stimulate his early resignation from the position as head

of the division and specialist in May 1913.

Although the Office of, Education made no further attempts to

classify institutions in the manner used by Babcock, this groundbreaking report had a considerable influence. In 1914-15 the

Office of Education organized a committee of the prinCipal associations dealing with higher education to discuss the advisability

of preparing a classification. If found desirable, methods of procedure would be discussed. Included on the committee were representatives of the Association of American Universities, the

National Association of State Universities, the American Medical

Association, the Society for the Promotion of Engineering Education, The Association of American Colleges, and the Office of

Education.

Zook, op. cit., p. 199; and Rlauch, op. cit., pp. 17-18.

Archives File 204-a, Ltr., Secretary Fisher to Claxton, February 19,

1913.

Kelly ct al., op. cit., pp. 16-18; George F. Zook and M. E. Haggerty,

Principles of Accrediting Higher Institutions (Chicago, 1936), p. 19.

J. Harold Goldthorpe, "Office of Education Relationships to Educational

Accreditation," Higher Education, XI, No. 4, December 1954, pp. 51-54.

62
5.) it um F:DUCATIoN AN1) THE U.S. OFFICE

On May 3, 1915, the Committee reported that it was not

desii..ble to classify colleges although the status of institutions

might be indicated by statistical comparisons of resources, equipment, and other items. Then universities could make their own

evaluation. The coinmittee organized itself into a permanent

committee on higher education statistics to coopcerate with the

Office of Education in studying standards. Babcock's successor,

Dr. Samuel Paul ('open, acting as the committee's secretary prepared a report using material collected by it. This report, Resources awl Stonde?ds of Colleges of :tits owl Sciences, listed ten

categories of collegiate standards and set up thirteen "suggested

requirements for a successful college of arts an'd sciences." The

First World War ended further study by the Office and the independent committee and the Office did not return to it after

hostilities had ceased."

In 1913. after leaving Washington, Babcock served as chairman

of a committee appointed by the Association of American Universities to grade institutions whose graduates apply for admission to graduate schools, Ile, and his two co-committeemen,

prepared such a chissitication)rising his 1911 report as the basis.'"

Babcock's work also influenced the classification system adopted

by,the Ame, in Association of University Women.n Even though

it injured feelings and forced the Office of Education away from

the classification field, the suppressed report was an important,

perhaps essential, step in overcoming a perplexing problem. It

was a contribution to the accreditation movement."2

A problem dearly as serious as classification and accreditation

was that of "degree mills." Degree mills are institutions working

under legally granted charters authorizing them to award degrees

of various sorts for "academic achievement" which in no way

approximates the requirements of regular academic institutions.

Several of these unscrupulous institutions were flourishing at the

time time Division was established. They were nurtured by lax

""Sre Samuel P. Capen, A' onr, i ,; and Standards of ('ollears of Arts and

,z INN :tOunvton, 1918), pp 7 8, 1.-,17. Kelly rt al., op. cit., pp. 18-

1:x; Mauch, op. ert.. pp. 18-19; .Ind School Lrff, II, No. 6, March 16, 1919,

pp 3-4.

Capon nting in Phdandel P Claxton, Report of the Commissroner of

uiitIon tot ti, End«j JOno 191,; (Washington, 1915), I, pp.

151- 1:)2.

Lew, is, ''p cri., p 173.

" Fled J Kelly, writing in Jour nal of Pro« «digs and Addresses of the

Forty -firs! An naal Con', ), ire Hiii of the I'mvisity of 31,,Nourt, October

;0 -;1 and No rnm 1, 19;9 (Chicago, 1939), p 95. See also Blanch, op, cit.,

pp 18 -19; and Zook; "The But eau of Education,- pp. 199-200.

63

-44

tE
THE FORMATIVE YEARS 53

incorporation laws in several States and,the District of Columbia.

Their tills were filled by a large number of men and women who

wanted to buy college degrees for prestige and career advancement. Nearly all of the "work" of the students was by correspondence.

Babcock was bombarded with letters requesting information on

several institu9ions. Some of them were legitimate residence or

correspondence schools, while others were degree mills. He had

to sift the good from the bad. This was no easy matter in a day

when there was no accreditation system. Then, upon making a

determination, he had to prepare a reply which would make his

position clear without opening the Office of Education to indefensible attack.

One of the most active and prolonged examples of he degree

mills operated in the District of Coumbia almost directly under

the noses of the Office of Education staff which was forced to

sit and watch with pained frustration. This institution was "Potomac University." It had been incorporated on August 1, 1904,

for the purpose of granting "all such degrees as are customary

in -other colleges and universities, and to give diplomas or certificates of the same . . . in the following branches or departments

of knowledge: Liberal Arts, Fine Arts, Sciences, Literature,

Philosophy, Mathematics, Pedagogy, Commerce,, Theology, and

Law."

The certificate was signed by five "trustees" and attested by a

Notary Public. Potomac University was then in business ready

to grant degrees of virtually any sort to anyone 'who had sufficient

funds to finance his "education." 73 This organization was to

operate until 1930 and was not formally dissolvpd until April 11,

1958." During the 26 active years it awarded an unknown number

of degrees, probably. numbering in the thousands. Among the

degrees it is known to have granted were Bachelor of Arts, Bachelor of Science, Bachelor of Philosophy, Bachelor of Laws, Bachelor

of Divinity, Master of Arts, Doctor of Philosophy, Doctor of Letters, Doctor of Law, and Doctor of Sacred Theology."

""Bogus Institutions," Acc. No. 57A-681, RG 12, Federal Records Center,

Alexandria, Virginia, "Certificate of 'Inspection."

"Information supplied by Boise L. Bristor, Statistician, D. C. Public

Schools, and James Sherier, Lawyer, Washington, D. C. U. S. District Court

Order No. 3265-57, filed April 11, 1958. Operation of the institution stopped

in 1930 as a result of 45 Stat 1604, Ch. 523, March 2, 1929, which amended

subchapter 1 of Chapter 18 of the Code of Laws for the District of Columbia

relating to degree-conferring institutions.

""Bogus Institutions," Ltr., President E. W. Porter, Potomac University,

to Rev. Kayhoe, Nashville, Tennessee, August 4, 1910. See also Claxton,

Report of the Commissioner . . . 1911, I, pp. 50-54.

64
54 HIGHER EDUCATION AND THE U.S. OFFICE

The Division of Higher Education was powerless to suppress

Potomac University or any other degree mill. All it could do was

warn those requesting information that degrees from the institution would not be recognized by standard established colleges and

universities. '''' Replies to requests for information varied but two samples

extracted from Office correspondence show the general type of

reply issued in the 1910's and 1920's:

Your statement regarding recognition of degrees granted by

these institilUons, especially Potomac University, led me to

re-read a letter received from Reverend F. J. Barwell-Walker

under date of July 12th, which contained some four or five questions from letters from State universities and others, not one of which offered any positive assurance of recognition of

the degrees in question. Since Columbia is one of those which

you have been told recognizes the Potomac degrees, I am glad

to be Able to quote to you from an official letter from the acting dean of the faculties of Political Science. Philosophy, and Pure Science of Columbia University, under date of July 30, 1911: "The present list of 'approved institutions' upon the basis of which we accept graduates of acceptable colleges and universities as candidates for our higher degrees does not contain the name of Potomac University, or do I find upon investigation

that Coumbia ever has recognized the degrees of this institution." , The Bureau of Education has not yet been able to obtain

any positive information indicating that any standard univer- sity has given recognition to the degrees of either Potomac or

Oriental University.'"

* * I quote from the last official communication sent from this Office regarding Potomac University: "Potomac University ... is legally chartered under the liberal incorporation laws of the District of Columbia and authorized to grant degrees. Its

principal course is in law, though other degree courses are offered. Most of its work is done by the correspondence method. It is doubtful whether its degrees would be recognized-by any of the standard institutions of the country."

In addition I might say that the sole requirement for becoming a college or university in the District of Columbia is that any five persons sign a document stating it to he their intention

so to incorporate. In 1912 the Carnegie Foundation for the Advancement of Teaching reported on the Potomac University

as follows: "The Potomac University, which is established in a dwelling-house in Washington, certified in 1908 that its assets,

including hills receivable, amounted to $450. It also had a

"Mid., Ltr., Babcock to Thomas Walker, Ontonagon, Michigan, September

23, 1911.
THE FORMATIVE YEARS 55

library of 5,000 books, office furnituredesks, chairs, and typewriters." 77

Since positive action could not be taken against degree mills,

they continued to thrive. Especially throughout the 1910's and

1920's the Office of Education was plagued by their activities. In

addition to Potomac University there were an unknown number

of others, perhaps as many as a hundred operating in the first

half of the 20th Century at various times. Among some of those

with whom the Office of Education encountered difficulties were

Teacher's Professional College, Washington, D.C.; The International University of Illinois (which specialized in granting

degrees in Asian countries) ; Oriental University, Washington,

D.C.; The Odessa University, Odessa, Washington; Oskaloosa

College, Oskaloosa, Iowa; Research University, Washington, D:C.;

Lincoln-Jefferson University, Chicago, Illinois; and Peoples National University, Atlanta, Georgia."

The 1930's and 1940's witnessed a decline in the number of

requests for information about degree mills. This was possibly due

to the diverting of attention to other matters by the depression

and the Second World War. Another factor was a more stringent

regulation for the licensing of degree-granting institutions in

the District of Columbia. This was accomplished in 1929 largely

through the activity of the District of Columbia Board of Education with the cooperation of the Office of Education."

Babcock found other things to do which occupied what little

time he had left from his daily routine. In 1912 the Educational

Directory first appeared as a separate document. About one-third

was devoted to higher educational information compiled and

checked by the Division of Higher Education." Originally one

volume in size the Eduyational Directoiy later became a three-part

"Aid , 1.tr Capen to Elliot Mayhew, Chilmark, Massachusetts, September

3, 1914

"Ibid., This file contains informatton -nn a large number of institutions. In

addition see Claxton, Report to the (omintsstoner . . . 1911, pp. 50-54; and

Robert H. Reid, Ante) wan Degree Mills (Washington, 1959), The activities

of some of these institutions were audacious if not impertinent. In the

Complete Register of Oriental University, January 1, 1920, Dr. William T.

Harris, ex-Commissioner of Education, was listed as a "patron." Dr. Harris

had died in 1909. Ina later Bulletin, dated November 1921, the President of

the University, Helmuth P. Holler, (Ph.D., S.T.D., D. Ps. T ), stated that he

had not been appointed Commissioner of Education in 1921 by President

Harding because he had voted for Eugene Debs!

" William J. Cooper, Annual Report of the Comntissioner of Education for

the Year Ended June 30, 1929 (Washington, 1929), p. 30.

'Henry G. Badger, "Higher Education Directory for 1947-48." Higher

Education, IV, No. 9, January 1, 1948, pp. 105-106.

6
HIGHER EDUCATION AND THE U.S. OFFICE

and then four -pact annual publication. Babcock also prepared

the first list of accredited high schools which was published at a

bulletin in 1913. This list WilS, revised regularly and rcpublishtd

from time to time."' In addition, there were letters to answer,

special studies to prepare or edit, and several routine functions

to perform.'2

The specialist in higher education and his land-grant specialist

assistant had more thing,- to do than time to do them. Claxton held

to the belief that a larger staff was needed. In 1911 he recommended the addition to the di. ',ion of a specialist in normal school

education, a specialist in agricultural education to work with

Negro land-grant colleges in the South, and an additional specialist in agricultural education to supervise expenditure of landgrant funds. Ile further recommended an increase in salary for

the chief of the division and three clerks to help with .office

routine."'

In 1913 Claxton noted the work of the Office had increased

more than three-fold over a three year period. Meanwhile the

appropmition 11;1(1 increased only 20 per cent. More money was

needed in order to ;um ide additional services, including help in

higher education ()the/ recommendations were made for an

increased staff hut' it was not until 1927 that the Division of

Higher Education could boast of four profesi:ional employees.

Early in 1913 Babcock was offered the deanship of the College

of Literature, Arts, and Science of the University of Illinois.

resignation from the Office of Education was accepted effective

May 2, 1913.' lie did not completely sever his connection with

the Office of Education at that time. The next day he was appointed a -Spe(1.11 Collaborator" at $1 no per annum and continued to set ve, tt ithout a pay inci ease, until the end of fiscal

year 1921."

From 1913. WO 11 Fel» wily. 1911, the Office Wa's without

Ken,it fie I. 11.11,, 0, is. 1, , t, d S, molar!, .L,elt,ol, in lb, United ,hits

(Vt'a,hington, 1'113) I tr, , C1.1. ton to S.,ert.t.trt of the Intrio K Lane,

11;i 1, Pita, p S.Intind I' capon, 1, I lb/ y Si if tmig the' .~toes rri p

Si f. (.1.000/1%ita,t 1,/t nt , ;, pp 1, 17-20

'Claxton, '00,ot, nl , 1911, p 1 i f 1' 1' Cl.txton. ~lute rn, nt . . 1911.

p. 17"'Claxtol ;to, 1o1;, pp 15_19

rvis,aa.,1 1,411, flier. Si Louis, Miscourt 1,tr, Bah, (Ink to Bret, tat \ of Ow Int, nor I K I ant, April 21, 1913,

lane to Balm..., k..Npril l'il't

For addIttonal inform:01,m on 11.11coLk ,t' Appendix I, 1,1,1)(1,

6/
THE FORMATIVE MRS 57

a permanent specialist or division head. Dr. George E. MacLean,

former President of the State University of Iowa, was given a

temporary appointment as a specialist to make a study of hi her

education in England, Scotland, and Ireland. He was abroad

working on this study from 1913 to 1916. Also in 1913, Dr.

Charles Judd of the School of Education. University of Chicago,

was given a temporary appointment. He made a study of the

preparation of secondary school teachers in Germany, France, and .

England. The following year Another temporary appointment was

given to Dr. Otis' Caldwell, also of the University of Chicago, to

make an inspection of the teachirlg of science in several Southern

States."

The search for a permanent successor to Babcock went on

through the simmer and fall of 1913. It. was not until January

of the next year that Dr. Samuel Paul Capen, Professor of German

and foreign languages in Clark University, was appointed. Interestingly enough, Capen's name first appeared in October, 191e,

when Brown was seeking his first specialist in higher education,

President Sanford, himself a leading candidate, proposed Cape

as""the man . most likely to do that sort of work with interest

and succes4." Several' others recommended Capen highly to Claxton. Professor Capen was possibly his own most enthusiastic promoter, actively campaigning for the position. His campaign was

successful and he began service as chief of the Division of Higher

Educatipn op February 1, 1914."

The most important development under. Capen, and one of;the

most significant activities of the Division of Higher Education

priOr to the S&ond World War, was the college survey movemdnt.

Surveys of educational institutions began prior to 1914. Capen

cannot take credit as the originator although aslater 'thief credited

"Philander P. Claxton, Report of, the commissioner of Educatio for the

Year Ended June 30, 191.1 (WashTngton, 1914), I, p. xxi; Philander P. Claxton, Rbpot of f he Commissioner of Education for the Year Ended June 30,

1914 (Waishingtcrn, 191r4, I, pp. xv-xvi; Claxton, Statement . . . 1913, i. 5;

and Philander P. Claxton, Statement of the Commiamoner of Education to the

Secretary of the lirtenor for the FiReal Year Ended June 30, 1914 (Washington, 1914), pp. 3-4. See Appendix I, infra.

"Capen's Personnel Folder. St- Louis Records Center, St. Louis, Missouri,

contains the following documents of special Interest relative to his appointment: Ltrs., Sanford to Brown, October 7, 1910, and October 17 -19, 1910;

Sanford to Claxton, May 23, 1913; Representative Samuel E. Winslow,

House of Representatives. to Claxton. September 4, 1913; and Capen to

Claxton, August 29, 1913, and September 10, 1913; Telegrams Claxton to

Capen, January 5, 1914; and Capen to Claxton, January 5, 1914, January 10,

1914. and January 24, 1914; Oath of Office, February 1, 1914.

62
Tc 111.% AM; 1111, (IF"nry

Capen "fro mg Lod L.is of snrks r,f high*!' educational I the !)aid of Education of

more, Malland, mad, .; request for a sur.,N of it,. schools

.o1.4.tern This 1,11Air bed the suet moement. -There had been a

felt. tir.fs in pas! \e :r jFSlt the\ere too v. idelv scattered in

time and space to «rntiitite -nioonient

The Ilaltimoie ,tir4' fill! 1110 fit AW /II 1110' 1:C*40111CP:1 of the

rincisfon of !hot« r f:dza :ohm bin the ne.st vear it entered the field

tvith gusto ". in the tii,t yeai urevc and I (ports [were)

rnadp upo:, si\tin st.oe !rime ! itie and nine pi iviitely supported

Koort. a!-4, made upon standardizatgon of the

le!eing in Oregon and of tive institutions

m

10 191.! dm at:,?,;(1, ,111 N%,, new ilevice in

the tleltl of edac.ition A St,o lo( zeliool ,ystenn or an edu-

!it'"1"11 ili- {'=tit1"11. ""itid Ic(Ple,-t 'in outside group to study its

+wt.! ;i1 ion and n, Yt,c,inirnetilhigni- fro. improvetuient. The Office f .t unique prgition to -wive since it 'Vas a

N;ttional fos.f.atti3Own and pr,,,se-sed unw.wiriy %side knowledge

ondoion:-. If:sougitout th. rns' t,ttt al,road. It could

igt"} 101001 Iola, It e\ as \: e free: a consideration of no -ltidt uniont.Int

Cizixt v delwitled to take an actiki part ill Nurveys: They

ga% e the I WI( . :fa 112:pal,d1:pd ppoitomtv to ra).=t educational

.end help in the :Al.:wing of polic.N.'

Under itaitcor surves mirk in comunction with

fotivi organtLit!on, They %%014inot ;0, I omplete not thorough as

they 1.1ti to lie, rune t lien aigti Clint , into office he as-

,titnol A 1,.,!' 1',21 of miport:11, r iii the ,tirtre of higher educational

iv it le, ,, hit t: un.11)10 to do i ec:ause of the

1 at,d !ar k of funds Fierpienti (`open

. 2 t , M./ ..1'.1/0 ,t 1.1r. Edv.ard

r! 1. ' I r 1- ; t n,%. 1- !v It), 19159,

'1` Tr ,;. trr, r,cit r..1 rh, Ethrentrtnini

1: \ \\\ lit ti 1: ", pt. IS L Ford, op cit.

*(1

II .1 snwi 2, IZ 1. /C.1, , 1' ,

S,,, ,4 .,* Tiltrf t IV

q' ,frt Blion»Mgtor,

, 127. ! r P

, I Eti1,(1 Jun,

g W 1-) ty., k ".%..

'13 Irf A ' S,t,o IWO :oval

It , 4 '.7, to ". '

`", ':' i; I' , '

ti L' tt t ;"
THE FORMATIVE YEARS 59

pared the entue v report himself. Ably supported by Claxton, Capen became a recognized leader in the survey movemenUi

The first complete i.irvey organized and conducted by the Office

of Education in the field of higher education was 'made at the

University of Oregon. The report v as published fly the State in

1915. It was followed in the same year by a survey of institutions

of Iowa although that report was published until 1916.95

Throughout his six years in of Capen worked incessantly to

perfect survey operations. Ile had ample opportunity to develop

his techniques for the Iowa survey %%as followed by surveys of

institutions in Washington. North Dakota, and other States. By

1916, according to Capen, the survey had "undoubtedly occupied

the forefront of attention in the field of higher education during

the academic year just completed." ""

Capen's contributions to the survey movement were threefold:

First, he developed the principle of "major" and "service" lines

in his effort to eliminate duplibation in institutions within the

same State. Ina university "major" lines would be such subjects

as literature, history, philosophy, medicine. and others traditionally

associated with higher education. These would be "service" lines

at an agricultural and mechanical institution where the "major"

lines would be such subjects as agriculture, home economics, and

others of a technical nature. These of course, would be "service"

lines at standard universities."'

Second, Capen forced attention on the over-all State program

of higher education. his surveys, and those of others who followed,

reduced duplication of curriculums, lessened administrative inefficiency, and in general improved the State system of higher education.

Third, he insisted that prophetic vision was the major gift of

any surveyor. The survey was not to be short-ranged but was to

make suggestions for the inevitable expansion that was to occur

in higher education "' Stoeys should establish guidelines for new

ideas and concepts.

In 1916 the first surrey of an area larger than a single State

was completed. The, was a ,urey of Negro schools and institutions prepared %%ith the assiqtance of the Phelps-Stokes fund. It

"WaltPr C. Ee11,.., Sur', uv ,,t im, prong 1lr,1Le r Eduraton (New York,

19.37), pp 33-35. Oa ton Pi;, I, pp xxx x\xv:v.; and Claxton,

Report . . , Ivl 1, pp v.11 xvIll

Eells, r p r,i , pit 31 35

"" Claxton, R, po:f . 1. pp x' u, xx. 121-129

Caton, op, , p
GO HIGHER EDUCATION AM) THE U.S. OFFICE

utilized the service. of a large group of educators headed by Dr.

Thomas Jesse Jones. Cape!' and other Office of Education officials

assisted in the survey which was published as a two-volume

Bulletin (.1916, No. 37. No. 38).'"' Professor Walter Fells of Stanford University found that up

to 1936 the' e had been 230 surveys of higher education published

by various agencies. The most active surveying agency had been

the Office of Education with 35 completed by it, or under its

direction. from 1910 to 1936. The list of surveys is here arranged

chronologically according to the number series of the Bulletin if

a government publication or according to year of publication if by

another agency.'" Unir( 'situ of Oregon (1915, published by the State of Oregon

from a report prepared by the Office of Education).

Probif I»eol(d in Standardizing State Normal Schools

(1914;).

New() Education (1916).

Education a! Su».ey of Wyomino (1916).

Stott( fioth() Ech-at/ono institutions of Iowa , (1916).

Su!.cy of Educational Institutions of the State of Washington

0916).

State High( r Edneation«1 In twits of North Dakota (1916).

Educational Conditions in A..,..mto (1917).

R( port of a Suter?) of th( Ulric( rsity of Nevada (1917).

A SurPqf 01 EduraCon in the Prorince of Saskatchatran, Canada (1918, published by the Province of Saskatchawan).

Thi Educational Sysf( m of South Dakota (1918).

An Educational Study of Alabama (1919).

A Sur v, a or Education in Hawaii (1920).

Educational Sure( y of the University of,Arkansas (1921).

Report on the High». Educational Institutions of Arkansas

(1922).

Repmf of a SYr r» y of the State ltistilutionN of Higher Learning

in Kansas (1923).

R( port of flu Commissimi for an Investigation Relative to Oppm tunitits and dla tliods for Technical and High c» Education in

th( Commonir«ilth (1923. published by the State of Massachusetts).

Published as V, qio Edgrat am a Study of the ['neat(' tad Higher Schools

for (*alai, d Peaph nr thc Volt, (1 ,41x1 i (Washington, 1917, 1916 Bulletin

,Praq). II Vols. See Eon's. op (II., p 39

"' Fells, op. of., pp '292 ff 36 but included in this figure is the

survey of Instliet of Columbia c, hoot. prepared by Barnard in 1868-70 and

published in 1871.

7
THE FORMATIVE YEARS 61

Report on a Surrey of the University of Arizona (1923).

Report on a Sul vey of the North Carolina State College of Agricuture and Engineering (1923).

Hampton No azal and Ay, icultural Institute (1923).

The Public School System of Arkansas (192).

Public Education in Oklahoma (1922, 1923).

Land-grant Education, 1910-20 (1924, 1925).

Survey of Higher Education in Cleve kind (1925).

A Survey of Higher Education in Tennessee (1926, published

by Tennessee College Association).

Survey of Education in Utah (1926).

Survey of Rutgers University (1927, published by Rutgers University).

Survey of Negro Colleges and Universities (1928).

Survey of Land-grant Colleges and Universities (1930).

Survey of State-suppoited Institutions of Higher Lem ring in

Arkansas (1931).

Survey of Public Higher Education in Oregon (1931).

A Study of the Educational Value of Military Instruction in

Universities and Colleges (1932).

National Survey of Secondary Education (Bulletin, 1932).

National Survey of School Finance (1932-33, published by the

American Council on Education).

National Survey of the Education of Teachers (Bulletin, 1933).

In addition to the published surveys there were a large number

which never appeared in print. By the time Claxton left office in

1921 it is estimated that more than 120 surveys involving all

levels of education had been completed. The movement continued

through the 1920's and into the mid-1930's."" The higher educational survey movement which Capen did so much to promote and

develop, anti in which his staff assisted, was successful in helping

institutions to plan more effective programs and to operate more

efficient

In order to implement his small staff Claxton started the "dollarI-year man" system in the Office of Education around 1913. The

object was to get virtualiy unlimited expert help within a very

limited budget. The payment of one dollar a year gave the payee

an official relationship to the Office, entitled him to franking

privileges, and made it possible for -him to be reimbursed for

certain expenses.

un Figures on the number of curveys are conflicting. cf. Rodeheaver, op. cit..

pp. 126-127 and Judd, op. ca.. p. 30. Brief discussion of national surveys

will be found in Chapter III, inho.

"Eells, op. eit., Chapter VII, pp. 179-217.

P7 g!
62 _HIGHER EDUCAT IN AND TH E P OFFICE

The "dollar-a- ear men" IClong to one of two groups. One

group comprised those expelI consultant,, who formed part of. or

hearted. a staff in the Office of Education for a special project of

limited duration. The second group consisted of consultants who

ttorlled outside Washington and seldom, if ever. came into the

Office, Included in this were people working on studies to be

published by the Federal Got ernment. and people who were advising in special educational areas."' There were "dollar-a-year men" at all levels from elementary

through higher education. Among those in higher education were

elosiudd of the University of Chicago, McLean of Iowa, T. J. Jones

who supervised the Negro education surxey of 1916, and Babcock."' By fiscal year 1916 Claxton had 137 collaborators in his

"dollar-a-year man" ranks.w.

The practice had died out by the 19:10's but while it lasted

it made possible several studies .hich could nn otherwise have

been made and gave the Office of Education arc 's to academic

talent of a high order.

The most immediate and pressing need of the Division of Higher

Education, indeed of the whole Office, fi as portraYed by this consultant program. More full-time employees were needed. Repeatedly the Commissioner requested additional specialists in

highe'r education and other educational areas. Not until fiscal year

1918 was a permanent increase made in the Division bringing the

number to three. It did not increase again for nine years.'" By

then demand for higher educational assistance had grown so much

that the additional staff did not fill the gap.

"Interview of author with Di W. Carson Ryan, Piofessm of Education

Emeritus. I:Inver-at!, of North Carolina, November 27, 1959.

" 'That At least one consultant t as anxious to get his salary, perhaps to

keep as a souvenir. In a handviritten postscript to a letter to Chief Clerk

L. A. Kalbach. .luly 12. 1921, Dr Babcock tt rote: "I have just received

notice of the toomnatioll of my appointment special collaborator, June 30,

1921. Please see that I get mt $1,00 tot F. it $2.00 by this time?)." Babcock's

Personnel Folder, St Louis Records Center, St. Louis, Missouri.

'Philander P. Claton, Stu/main! or the Om, iniNiont r of Eduratton to

thp S,,yetin y the 'tor for Mc Fv.:( ii Yea., Envied June 30, 1915 (Washington, 19151, p awl Philander P. Claxton, Staten?, nt of the Commisgton, r of Edargt ton In thr SI et (ow of thr bitenon for the Fiv'ol

Ended Jun, ;o, Pilo (Washington, 191(;), p 33

'''" See Claxton. R( pot r . . 191 ; pp xxt t ff: Cla\tontat/rnt . . . 1914,

PP. 28-30; Claxton, Stilt( nil nt . . 0)13. p 41, and ('laxton, Statement . . fgffl, pp 3t ;, II Request,: for additional help in higher education may be

found in his Slut, ottv,t fm 1917 Ip 2.!1, 1918 tp 30), 1919 (pp. 56.58),

and 1920 (pp The size of the °nice of Education \\:1-: far from impressie in the period

7 3
THE FORMATIVE YEARS 63

The formative years ended with the coming of the First World

War. The first six years were among the most hectic it was to

know. Much has been accomplished and a way of life established.

The Division of Higher Education had retreated from the field of

accreditation but it was giving vigorous battle against degree

mills and was in the vanguard of the survey movement. In addition, routine activities had been established and were being performed regularly and successfully. Among these were consultation,

formal visitation, research, writing, and advising. The Division

was making itself an agreeable and useful adjunct to higher

education throughout the Nation.107

prior to the First World War. This description by a 1915 visitor, Isaac Miles

Wright, was M rate!' in 1915 or 191-;: "The Bureau was unknown to the

several employees of the Goveintne-'. I happened to meet, the telephone

directory did not vontain the edi'iPs. and I found it necessary to v11 the

Bureau on the telephone for d.i .o find the office . . . The quarters

for the Library are so small that a, necessary to remove a 'arge pile of

books in order that I might halve olie corner of a desk to use in consulting

the material that was not available in the l:braries of New York." (Wright,

01), (It., pp. I-II) For the number of professionals assigned see Table 10, Chapter VI, infra.

The follouing served as professional staff members during the period from

1911 to 1916 (dates of service with the division shown in parentheses) : Dr.

Kendric C. Babcock (1910-13); Mr. Floyd B. Jenks (1911-13); Dr. George

E MacLean (1913-16) ; Dr. Samuel P. Capen (1914-19); Dr. Charles H.

Judd (1913); Mr. Benjamin F. Andrews (1914 18); Dr. Otis W. Caldwell

(1914); Dr. Chester D. Jarvis (1915-21); Mr. John H. Higson (1914); and

Dr. Arthur C. Monahan (1911-18). See Appendix I for biographical sketches.

"The Reports and Statements of Claxton from 1912 to 1920 contain summaries of routine operations including formal visits to institutions of higher

education and attendance at academic functions. For routine land-grant

functions an additional source is Archives File 26, "Office of Education,

Commissioner's Office, Land-Grant College Correspondence, Research on Education Correspondence, 1921-26" (National Archives, Labor and Transportation Branch). The contents of this file cover a somewhat wider period than

the.label would indicate.

7 4
CH A l' T E 11 III

From World War I

Through the Years of Prosperity

(1917-1928)

The First World War

President Wilson's war message to the Congress on April 2,

1917, ended more than twc years of a strange twilight period when

we hovered between a wistful neutrality and a practical, albeit

half-hearted, preparedness.

The Office of Education, like many other Federal agencies, had

continued its activities up to 1917 much as though things were

"as usual." This was not so much due to an unrealistic attitude,

although such an attitude would have been understandable since

it was shared by so many Americans, as it was to the insufficient

resources and understaffing from which the Office suffered. Normal peacetime operation took all the slender resources of the staff.

There was no expansion prior to the actual declaration of war.

Consequently there was little time to prepare.'

The declaration of war, following Wilson's message by four

days, had the effect of diverting nearly all activity to national

defense. Peacetime educational activities came to a virtual standstill in the Office as it was caught in the whirlwind of war.

The war activities of the Office of Education were concentrated

in three broad general areas. One was stimulation of patriotism

through preparation of school programs, and the writing, editing,

and publishing of materials. A second area was the development

of better international educational relations with allied nations

and neutrals. Some of the ways in which the Office promoted inter-

'Parke R. Kolbe, "War Work of the United States Bureau of Education,"

School and Society. VII, No. 178, May 25, 1918, pp. 606-609; and L. E.

4% Hartley, "A Critical Study of the United States Office of Education Since

1933" (Boulder, Colorado, 1941, typewritten ms.), pp. 38-39.

65

7 J
66 HIGHER EDUCATION AND THE U.S. OFFICE

national good-will were preparation of materials on educational

programs for foreign consumption, arranging to bring foreign

students to America for study, and keeping in touch with institutions and educators abroad. A third area was constant study- and

evaluation of the effect of the war on American schools at all

levels. The withdrawal of students to enter military service or

defense work was studied and remedies proposed to prevent unreasonable dropout. The contribution of schools to the war effort,

actual and potential, was also studied.'

It is doubtful if any level of education was affected so immediately or so profoundly by the coming of the war as the

colleges and universities of the Nation. Students in college were

of the age most suitable for military service. The inflated wages

of war workers were powerful incentives for leaving school in the

case of those not drafted for service.

Immediately after our entrance into the war in April, 1917, young men in college began to volunteer for service in the Army, and the exodus was large. During the summer, fall, winter, and spring the demand for men and women of higher education and training for service in the Army, both at home and abroad, in the departments at Washington, and in the war industries, continued to increase and became so large that both students and instructors left the colleges, universities, and

technical schools in large numbers. Before the end of the school year the attendance at these institutions was reduced 25 per cent or more.3

Commissioner Claxton and Capen, chief of the Division of

Higher Education, considered that the declaration of war brought

an end to an epoch in the history of higher education. The "broad

and liberal system of elective studies has reached the limits of its

evolution" and a new trend of more rigidly controlled curricula

and program study system was setting in. The war would mean

a stricter regimentation of higher education in the national welfare.'

On May 22, 1917, less than seven weeks after our entrance into

the war, the Office of Education published a pamphlet entitled

Suggestions for the Conduct of Educational Institutions during

the' Continuance of the War. One suggestion was that all young

' Kolbe, op. cit. For more details on general war activities of the Office of

Education see School Life (Washington, 1918 et seg.), I, August 1918,

through II, 1919.

' Philander P. Claxton, Report of the Commissioner of Education for the

Year Ended June JO, 1918 (Washington, 1918), p. 6.

' Ibid., pp. 9-15. Quotation from p. 9. See also S. P. Capen, and W. C.

John, Survey of Higher Education, 1916-18 (Washington, 1919), p. 3.

7
WORLD WAR I AND PROSPERITY 67

men in college remain there until called to military service or

special war duty. Education was essential for all "to the end that

they may be able to render the most effective service in the later

years of the war and the times of need that will follow."

The Office urged institutions to reduce the cost of living as

far as they could so more students would remain in college.

Calendars should be modified, i.e., speeded up, so that school

plants could be more fully utilized. A school year of four 12 week

quarters was recommended. Every effort should be made to use all

facilities to the maximum extent, and as much as possible. Technical and scientific knowledge was more important to victory

than unskilled or semi-skilled labor, no matter how zealous and

hard - working the laborer might be. So students and college officials

should unite their efforts to produce the scientists and technicians

needed for victory over the Central Powers.5

The Division of Higher Education was extremely active in

helping to marshal the resources of colleges and universities so

they could contribute to the Allied cause.° "It devoted its attention

to aid in regimenting college graduates for specialized or technical patriotic service. Members of the divison served in numerous

advisory bodies and took active part in the supervision of the

education of civilians for mechanical and other technical war

service and of the Student Army Training Corps." 7

The most direct way in which the Division aided in regimenting

higher educational resources was through its contact with institutions. Immediately after the declaration of hostilities, blanks were

sent to colleges, universities, and other institutions of learning

asking them to catalogue and report on their manpower resources:

faculty, students, and alumni. The blanks had been developed by

Columbia University in order to catalogue the resources represented by its faculty, graduates, and students. This enabled colleges and universities, when applied across the Nation by the

"Suggestions for the Conduct of Educational Institutions during the Continuance of the War" as reprinted in Philander P. Claxton, Report of the

Commissioner of Education for the Year Ended June 30, 1917 (Washington,

1917), p. 13.

'Throughout She war the Division of Higher Education had but three

professional staff members. Capen remained chief throughout the period. Mr.

Benjamin F. Andrews served as specialist in land-grant college statistics

until January 27, 1918, when he transferred to the Bureau of Internal

Revenue. He was succeeded by Dr Walton C. John who took office on March

11, 1918. Dr. Chester Jarvis joined in October, 1917, as specialist in agricultural education. See Appendix I, infra.

D. H. Smith, The Bureau of Education. Its History, Activities and Organization (Baltimore. Maryland, 1923), pp. 45-46.

Pi I
68 HIGHER EDUCATION AND THE U,S. OFFICE

Office, to make a personnel index of the entire university body,

to perfect internal organization into larger and smaller subdivisions, and to establish cooperative relations with other

groups."

When possible, representatives of the Division visited institu-

--dons, and arranged conferences with institutional representatives

in Washington or in the field.

Personal contacts were impossible with the vast majority of

institutions. There Ns-ere-too many of them and not enough people

in the Division. Publications and correspondence had to serve as a

substitute for personal contact in most cases. The routine publication program was much curtailed early in the war period because of other demands on the Government Printing Office.

Virtually all of the materials published under the Office of Education appropriation during fiscal years 1918 and 1919 bore directly

on the war effort.° In the last half of fiscal year 1917 and throughout the following fiscal year seven Higher Education Circulars on

the work of American colleges and universities during the war

were published. A "Higher Education Letter" was written,

printed, and distributed on the four-quarter system. Another was

prepared on the "Canadian Soldiers' College." Other publications

relating to patriotism were likewise prepared and distributed. In

fiscal year 1919 three more Higher Education Circulars on the

war effort of colleges and universities appeared. Another circular

dealt with the educational opportunities for returning soldiers,

and a multi-lithed pamphlet entitled "Suggestions to Colleges Concerning the Admission of Returning Soldiers" was reproduced and

distributed.'°

The direct contacts with higher educational institutions, and

the publications program, were not the only contributions the

Division of Higher Education made to the war effort. Capen took

"H. R. Evans, and E. A. Wright, "The United States Office of Education"

(Washington, 1939, typewritten ms.), pp. fl1-62; and Philander P. Claxton,

Statement of the Commissioner of Education to the Secretary of the Interior

for the Fiscal Year Ended June 10, 1917 (Washington, 1917), pp. 12-13.

'Smith, op. cit., pp. 28-29.

'" Philander P. Claxton, Statement of the',Commisgioner of Education to the

Seer( tary of the Interior for the Fiscal YeaEttiled June 30, 1919 (Washington, 1918), p. 19; and Philander P. Claxton,'Statement of the Commissioner

of Education to the Secretary of the Interior for the Fiscal Year Ended

June .;0, 1919 (Washington, 1919), p. 14. There were 34 Higher Education

Circulars punished in all. The first appeared in May 1917, and the last in

February 1928. More than half were published prior to the end of calendar

year 1919, and ten of these were in the series on the work of American

colleges and universities during the war. The complete list is in Appendix

III, infra.

7 (3
WORLD WAR I AND PROSPERITY 69

an active role in planning war programs through his membership

on various committees and advisory groups. The three most important of these were his services as a member of a committee

subordinate to the Advisory Commission of the Council of National Defense, as a member of the Committee on the Relation

of Engineering Schools to the Government, and as a member of

the advisory board to the Committee on Education and Special

Training of the War Department.

In the Autumn of 1916 the Congress created a Council of National Defense consisting of the Secretaries of War, Navy, Interior, Agriculture, Commerce, and Labor. On October 11, 1916,

this Council, in turn, appointed an Advisory Commission. This

consisted of seven nationally-known members:

Mr. Daniel Willard, Chairman;

Mr. Howard E. Coffin, commissioner for munitions, manufacturing, and industrial relations; Mr. Julius Rosenwald, commissioner for supplies; Mr. Barnard M. Baruch, commissioner for raw materials,

minerals, and metals; Dr. Hollis Godfrey, commissioner for engineering and education; Mr. Samuel Gompers, commissioner for labor ; and Dr. Franklin Martin, commissioner for medicine and sanitation."

The Advisory ComMission was able to perform its advisory

function largely through the activities of permanent committees

which each commissioner headed in his special field. The appointing officer of the committee related to higher education activities,

known officially as the Committee on Science, Engineering, and

Education, and unofficially as the "university committee," was

Hollis Godfrey, president of Drexel Institute of Technology, Philadelphia, Pennsylvania. Its objectives were enumerated by Claxton

in his 1917 Statement:

With the entrance of the United States into the war it became

desirable to establish a common policy of cooperation between

the higher institutions and the Government, a policy which would result in the fullest utilization of higher educational resources of the country for national defense and service. A

committee of the Advisory Commission of the Council of National Defense undertook to bring representatives of higher education together for this purpose, and, concurrently, to act as a medium of communication between the institutions and the

"The National Archives, Preliminary Inventory of the Council of National

Defense Records, 1916-1921 (Washington, 1942, typeset), pp. 1-7 (World

War I Branch); and The National Archives, Handbook of Federal World

War Agencies and Their Records, 1917-1921 (Washington, 1942), p. 159.

73
70 HIGHER EDUCATION AND THE U.S. OFFICE

Government and among the institutions themselves. The specialist in higher education has served as executive officer of this committee since its formation.0

Iln early May, 1917, Godfrey called a meeting of representatives

of the principal associations of colleges and universities in Washington to aid him in the selection of the permanent committee."

Among those present were official representatives of the National

Association of State Universities, the Association of American

Agricultural Colleges and Experiment Stations, the Association of

American Universities, the Association of American Colleges, and

the Society for the Promotion of Enginek.ring Education. In addition, there were 187 higher institutions represented."

This group of college and university officials proceeded to

formulate a program of cooperation between the higher institutions and the government as well as advise in the selection of a

committee. They were unanimous in their willingness to cooperate;

many were enthusiastic about the effort to be made. But no program existed and they were not clear about what was needed.

Capen recalled the confusion that existed in a paper he wrote a

quarter-century later :-:j

In their dealings with the government, university officers

suffered from the existence of a state, of confusion such as I hope they will never have to encounter again. I was then stationed in Washington at the point where university officers converged, from whence they radiated, and to which they returned utterly confused by the things which they did and did

not find out from the various departments. Commonly they went home without receiving any assistance in the solution of their

local problems, baffled and frustrated."

Two items of paramount importance came from this May meeting. They were among the most important actions taken in the

establishment of a working relationship between colleges and

Federal Government during the war years. They were unquestionably the most positive. The first was the drafting and adoption of

"Claxton, Statement . . . 1917, pp. 12-13. cf. Samuel P. Capen, "The Colleges in a Nationalized Educational Scheme," School and Society, IX, No. 230,

May 24, 1919, pp 613-618.

" "War Department Committee on Education and Special Advisory Board,

1918-1919 (C. R. Mann), Miscellaneous Papers," Box 3 of 3, World War I

Branch, National Archives, Washington, D. C. According to Claxton this

meeting wa:, held on May 3 (Report . . . 1917, p. 1) while Capen reported

that it was held on May 5 (Capon and John, op. cit., p. 39).

" Capen and John, op. cit., pp. 39-40.

'' S. P. Capen, "The Experiences of Higher Education in 1917-18," in C. S.

Marsh (ed), Higher Edaratton find the War (Washington, 1942), pp. 16-23.

Quotation from p. 18. Also Evans and Wright, op. cit., p. 61.

80
WORLD WAR I AND PROSPERITY 71

a "Statement of Principles," and the second was the appointment

of a permanent Committee on Science, Engineering, and Education." , Because it was the most concise statement of the role of higher

education in the war effort, the "Statement of Principles" is recorf?ce. in full :

STATEMENT OF PRINCIPLES

It is our judgment that our colleges and universities should

so organize their work that in all directions they may be of the greatest possible usefulness to the country in its present crisis. We therefore believe, first, that all young men below the age of liability to the selective draft and those not recommended for special service, who can avail themselves of the opportunities offered by our colleges, should be urged so to do in order that

they may be able to render the most effective service, both during the full period of the war and in the hying times which will follow its close.

We believe, second, that all colleges and universities should

so modify their calendars and curricula as will most fully sub- serve the present needs of the Nation and utilize most profitably

the time of the students and the institutional plant, force, and

equipment. With this end in view, we suggest that, as an

emergency measure, the colleges consider the advisability of dividing the college year into four quarters of approximately

12 weeks each, and that, where necessary, courses be repeated

at least once a year so that the college course may be best adapted to the needs of food production. We believe, third, that in view of the supreme importance of applied science in the present war, students pursuing tech- nical courses, such as medicine, agriculture, and engineering are ,/

rendering, or are to - Milder, through the continuance of their / . training, services more valuable and efficient than if they were/ to enroll in military or naval service at once. i

We believe, fourth, that the Government should provide 0,¢

encourage military training for all young men in college )2i y

retired officers of the Army and National Guard or by other persons competent to give military instruction, and that the

colleges should include as a part of their course of study teaching in military science, in accordance with the provisions of the national defense act of June, 1916.

We believe, fifth, that the Bureau of Education of the Depart- ment of the Interior and the State Relations Service of the Department of Agriculture. with the cooperation of the committee on science, engineering, and education of the advisory commis- sion of the Council of National Defense. should he the medium

of communication between the Federal departments and the higher educational inotitutions of the country.

'"Capon and John. op, elf , pp. 39-10; "War Department Committee . . . Miscellaneous Pape's," Box 3.

Si
7') IIICIIF.R EDUCATION Al) N THE U.S. OFFICE

Finally, we believe that an educational responsibility rests on the institutions of higher learning to disseminate correct

information concerning the issues involved in the war and to

interpret it's meaning.'

The permanent committee of twenty-four members, the Committee on Science, Engineering, and Education, was headed by

Godfrey as chairman and ('open as executive secretary. With

minor changes the committee remained as originally constituted.

Capen served as executive secretary throughout."

But if the colleges and universities expected comprehensive and

authoritative direction from this group, Capen wrote two years

later,

. their expectations were only in part fulfilled. The Coun- cil of National Defense [which the committee advised] is not

an executive, but purely an advisory body .". . However,

through the agency of the university committee and the com- mittee on the relation of engineering schools to the Govern-

" Capen and John, op. cit.. pp 10 ti.

"Ibid., pp. 41-12. The complete hst of members of the. permanent tommittee. often r. f. rred to as the "university committee," as found on those

pages;

"Hollis Godfrey, Sea, member of the tokisorysommission of the Council

of National Defense, president, Die \el Instittite, chairman.

Henry E. Crampton, Ph D , professor, Columbia University. vice chairman.

Frederick C Fen ry, Ph I) , d. an, Williams College, secretary.

Samuel P. cap..n, specialist in higher education in the United States

Bureau of Education, executive swcretary.

Edwin A. Alderman, I.I. president, University of Virginia

Cu :%, Potter Benton, 1.1..1). piesident, University of Vermont.

Kenyon 1.. Butterfield. L D.. preselent, Massachusetts Agricultural College.

Augustus S. Downing,. LL.D. assistant commissioner for higher educat6n,

*Upiversity of the State of N..o. York.

Wilson Farand, M.A., headmaster, Newark Academy.

Guy S Ford, Ph.D., direction of the division on (*Ivo, and 4,,lueltional cooperation of the Committee on Public Information

Frank .1. Goodrum, I.I. D , president, John,: Hopkins University.

Edward K Graham. 1.1, president, University of North Carolina.

Charles S Hooe, Ph D , president, Case Scheid of Applied Science

Harry Pratt Judson, I.I..D., president, University of Chicago

A Lawrence Loon 11, LLD., president, Harvard University.

Frank I. McVey, 1.1. D. piesnleut, State University of Ninth Dakota

Al xander Meikeljohn LI, president, Amherst College.

Joseph A Mulry, Ph D , president, Fordham University.

John S. Nollen, LLD , president, Lake Forest College.

Raymond A. Pear,on, 1.I1) president, Iowa StrAe College of Agriculture

and Mechanic .t its

Winthrop E. Stone, LL.D. president, Purdue Univeisay

Henry Suz,zallo, Ph.D , president, University of Washington

William O. Thompson, LI, I) , president, Ohio State University

Robert E. Vinson, 1,1. , president, University of Texas."

8,iod
WORLD WAR I %. PRA-TERI-1Y 73

merit . it wai able to ring to the attention .)f the operating departments some of the major problems of the colleges and

to assist in the development of an effective national policy for

the utilization of these training flicdities t'

The National polio f whit 1 he spoke was delermined largely

through the Committee on the Relation of Engineering Schools

to the Government. Godfrey iiipointed this gioup in July 1917.

It was cortmosed of Dean B:stiop, Engineering School, Uni

versity of Pittsburgh fell:Human) ; Dr. t'apen (secretary); r.reSident C. S ilowe, Case School of Applied Science; Deart-M. S.

Ketchum. College of Engineering, University of Catch-ado; and

Dr. C. R. Mann, special investikitot- for the Carnegie Foundatael

for the Advarnement of Teaching..."

This groin) worked closely.Ath Wai Department representatives in determining netd for men with techhn al training, find.

onieor,atles in making these needs known. But

the activity of both this and the larger "university' committee,.

resembled piecemeal-attacks on a huge problem in comparison

with the Engineering. SCiolwv. and Management War Training

program of World War Ii in the final analy'is, the education

mikli needed technicians and scientists

-was a hit-andnus: affair The supply did not .approximate the defiand at the tane'of the Af riWtiet' in November 19IF. If the

war had c,oitinued longer it t-. IttNNthie a comprehensive program

would h.te ekttiked iitrt committees e advisto-y only and

lacked the A.r4 ngth' t tNo,s, tits Z ,rnPr 1.:1-.0% prngims, and

the Office ot Education as A rtportii!V and adi,ory body without

pou et-,=1

The tt.iud t onunitiet %t!to-h tpen era, ate.stiated %yak

related to the's,. itto ..oth,id,,t14es vf the Ctioncd t,f National De

feo.-;e On Felonary lo, 19) the Set f War, Newton P

Raker, t teateti a i', :!t`rti,rtt-" as IlducatIon and Sitet i.tl Training

It ssas tompit,ed t1 thtee :tit nil And t has it ttli these

functiono ,t11,1%. .1 '.! Lt of the -crvice for

Par,

Ffkr -. 71 .7 f` tt';'if fiee :lux

"fflf 1:4 z Of. I t ;V.". p II), riltXt0%.

R lai v h, f-',,,,r,..1,* of High. r

1',17 I* pp ;. 17 it., An frtt1 to an In

13 0,(jo,s tnt r. t'. -1! . I , , 3, i.r.p:tr.} 1., tar,n, anti 1' Of. fl 111 t 'nn. (tf..11 V.101 (he'

efffitf.'.1 '4't! f 1 1.

trt
7 1 11!(;11ER Furl' vrioN ANI1 THE I' S. OFFICE

-killed men and tut I nit Iin-, t'' determine how such needs shall

be met, whether, by --idyl t4ve di aft, special training in educational institutions, othet to secure the cooperation of the

edneittionAl in--tout:on, of the country and to represent the

\Vir I)41 iitmnt iii It, tt'latttt,ii it Itil ',11k h institutions; to

acitnimstc:i such pln ut -11rehil ti.cining in college, and schools

ifl:t lie adopted

tin hi' -ad% isory CiVllliin

bo.cid" .ipointed b, :he Set ietary I )f \Vat' lie initially appointed

fit Milt to the liter adding the I t -I., No mune:4 listed

1), lZ gh Foundation for the Advancement

of tea( long, e-en engincering edin ation (chaiman) ;

11etin Janie, 1 \ngell, Fniel,ity of Chit ago, representing

anivi,itt Murat ion ,

Mr, .1 Vs. Illeo z. education il ni,iica.for of the 'estern Electric

(."1111).111% l'11' °cation:it ethic atum;

Mr .1 l' .Moto tncoibei of the Federal Iloard for Vocation:1i Ftura Ion 1,, lien le Ite v.as rc--placcd by Dean

Het til.th t7101elt the Etlf.,lheeitIng. 'School, University of

roicuilhi!.3) .

111- rapen 't r alyointed ,ecretan.) ;

I't4'.lrielt' I: . 1.): `,tate College, lepteseriting

,g!icoitural edo:.ct ; .01.1

Mr lbw! rele-ntini! labor intere,t--.-

linm. teh, ti'l 1.- fttint.ition v it took .o.er the

Jtik ti c-rric,"0 c,- -.0-1411,,r; to the ('ouncil of Natiotril

!,,n Ise 1.0 4,,!1 Eninneellng Schools

, , , i .too the it committee,"

,t 4, . .1 :-:010#11)1)4. 191s, nulled it, reco Tit

icin.11 I intlit '',.'tf)qp fin tt. consider.'

01/i /1. itt.,c1,t/1

l'i,e %). 1). it . ,eto coronom . ,t, Fdlication and Special

- . ,tFI S e flit t,t1 ent.il body in (leafing

li; . t I' ,,f 'at\ nment or semi-

. i1".111 I. ;I, 13j; c.+I(U <01441 during

/,c .1

..1 ,. :,. ., Thi)11-1 Int./1! 0,i,lblisliment

,.; ' - I).' ...nen. to college- ,011 oniver

, I

in in. - It,1,1.1 It:oo(111 men were

,,,, n .1, !,1: l.tnl )rd 17 Army occupa- M

t1 t
WORLD WAR I AND PROSPERITY 75

tional fields. Men were trained in such prosaic, but essential,

trades as auto mechanics, plumbing, cement laying, and railroad

engineering. There were 147 training centers in operation at the

time of the Armistice, 123 of them at engineering schools. An

interesting c .opment, rich in implication for the next war,

was the weeki,,liscussion of American war aims as part of the

training program. This was a forerunner of the orientation programs of World War II. From the point of numbers trained and

quality of training, the National Army Training Detachment prograin was the most successful educational operation of the war.25

The second accomplishment was in no way as successful but

was noteworthy more for what it failed to accomplish than for

what it achieved. "Having inaugurated the dints of the National

Army Training Detachments, the committee and its advisory

board proceeded to study the more complicated question of the

proper development of the potential officer material contained in

colleges and universittes." From this study came the short-lived

Students' Army Training Corps.

On August 21, 1918, War Department General Order No. 79

created the Corps. Institutions volunteering to participate in the

Corps program made contracts for the housing, feeding, find

instructing of student soldiers who were to be, at all times, under

military authority. The student-soldiers were volunteers. The

original plan said that all men over the age of 18 were to be

encouraged to enlist while younger men, who could not legally

enlist, could "enroll" for training. None of the men in the pro- gram were to he called to service until the age of 21.'

Before this far-sighted plan could become operative the military

situation changed for the worse. This was in the Summer of 1918,

Shortly before the issuance of General Order No. 79. So the plan

was modified before any action on it could he taken. A call for

more officers and enlisted men went out and the authorities considered it impractical, if not impossible, to allow men to stay in

college until they were 21 years old. Under the modification, 18

year-old volunteers % ere to receive a nine month training program

in the Corps before being called to service; 19 year-olds wei e to

receive six months; and 20 year-olds were to receive three months.

Training in academic subjects irtually disappeared under this

"Capon and .111h11, fit) e?t , pp 54 57: and Capon. "The Expro :Ices of

Ffigher Education in 1917 IS, pp 16 23

'Capon and John op, p

Ltr. Secretary of War to pre,tdent,. ,,o11,g., =ltd May 191R, as

reproduced in Phliander P Claxton, f., (11 tiu ( ,9ynr rr»rrr Eduot

'ion for tit. Year Ended June ;,,, Washington, 1919), pp 5 6
7 76 HIGHER EDUCATION AND THE U.S. OFFICE

pressure program and Hie ps became a purely military tr6ining device.'

The Students' Army Training Col ps was dissolved on December

21, 1918, having been rendered unnecessary because of the

Armistice. [':it of the time it 'a as irtually inoperative because

of the ten ible influenza epidemic of October-November 1918.

However, there were approximately 112,000 yolinv men from 517

colleges and univelsities enrolled in its programs. It "ran just

long enough to develop all the possible centers of friction and to

expose all its serious defects."'" Although unsuccessful in its

attempt to combine military and academic education, largely

because of en -cum.:tamps beyond its control, the Corps provided

some valuable lessons in officer training for World War II. It

indicated interest on the part of students and college administratois and showed the necessity for retaining academic subjects.

The Cmps stimulated officer training at educational institutions.

It bits an incentive for the estaldishment in 1920 of a Reserve

Ofli«Ts' Training t ores in land-giant colleges and universities

through v, hit It persons completing four years of study in nvlitay

training could re«xe commissions in the Army Reserve.'"

The War Department Committee on Education and Special

Tiaming continued operation on a limited basis for nearly a year

after the end of the %var. On September 7) 1919. it was dissolved

and ten day , later the funs tions it had performed were transferred

to the kVar Mans Diision of the General Staff."

T1;,, corm/wies vei c the most important but by no means the

only p rouie a tt It kk ha h Cpen W:1`, associated during the war

kears Ile was a member of the War Council of the Office of

EducatIon, as-dsting in formulating policy for the furtherance of

the 1t:t1' effort of the Go\ nment Ile was a member of the ad1.4ti OffIrtilttt t+f the edm Jtion:d bureila of the Young Men's

('hi stir,o part t' waled in fonferen«n: of the

area to. d tpl ; .1, Stu 1. r \rtry

t FA, tp 1'07 1'1,- pp 111 2:1.

( I txt,.n, I t 1., \ tot. So....lent, Army

1, , 1' , t,r,f Ist v .or lif. " (Pm/ p 71 1. Irom and 3/11p

p '4, "lit, ^lit I f,t,' if if,: T.r.t.r.u.o. haul a }q.lt.f ..31x , ,,f I f,. ai f,tut month-, `port AuK,11 '..11 to

in14 t 1'05 5,,

pi, ,ifi

I 1

, , ail I ('3;.,'n and Juin., ra

1, i')18, It e

I t\te., -I. I 0,

1.V.tr 11. p.tr'n vt 1;4

IQ;

1;. ('

11 12, 111,ta. h Ehie:t

4,t 11,00:I.Iph, .1 paid r, 191-tXt, p

No, 14 +7, pt. r i"I')

Iii trtr t e 111., H. '7;1,, Nntt,,,nal

1r.1,, I, ill
WORLD WAR I AND PROSPERITY 77

YMCA Overseas Educational Commission. Ile also served as a

member of the committee on educational relations of the National

Research Council.'2

In January 1918, an event occurred not directly related to the

Division of higher Education but which would soon claim the

full attention of its chief. This was the establishment of an

"Emergency Council on Education" at a meeting held in Washington. Present, in addition to members of the Office of Education,

were representatives of the Association of American Colleges,

the National Association of State Universities, ,he Association of

Urban Universities, the Catholic Educational Association, the

American Association of University Professors, the Society for

the Promotion of Engineering Education, the Association of

American Medical Colleges, and various branches of the National

Education Association. Dr. Capen presided at this meeting which

resulted in the formation of the Emergency Council whose purpose

was:

To place the educational resources of the country more com- pletely at tile service of the National Government and its

departments, to the end that through an understanding co- operation:

The patriotic services of the public schools, professional schools, and colleges and universities may be augmented; A continuous supply of educated men may be maintained; and Greater effectiveness in meeting educational problems arising during and following the war may be secured."

An executive council of six members was elected and the firkt,

president, Dr Donald T ('o vii President of Carleton College,

took oflice. The t )thee of Education had no representatives on this

initial council. After thy first meeting the organization changed

its name to the American Council on Education.

The American Council On Education was particularly active in

the field of international P(tUentlOtiat -relations. One of the most

publicized of its icsponsibilities was making arrangements for,

and planning- the itinerary of. seven British edvitors representing an equal number of leading British universities, The group

visited the United States in the fail of 1918. Capen took a major

part in both the planning phase and the visit of the educators.

Also in the international field and 'elated to the British educational mission, Dr. Capon prepared a report on fellowships and

Claton, 7.00k, p In; Claxton, cleflf 111.111 . 191`), PP

pt: cl,kkon, k. 11.11 r "I 9, Pp. '20" 2.11, :kd lpov.ritten 1111C, 111 "War

Dopartruent Comin.t.k M1+,11,tnekno, Pap. r., Itox 3 of 3

'Capoo and John ,.; 1

8
78 HIGHER EDUCATION AND THE U.S. OFFICE

scholarships available to British students in American universities."

In December 1918. at a meeting in Cambridge, Massachusetts,

it was decided that the American Council should make itself into

a permanent organization which would be the agent for the

unification of higher educational interests. Films were developed

for the establishment in Washington of an organization to

represent "higher institutions of the United States in dealing with

educational institutions of foreign countries, the representation of

the opinions of educational interests before Congress and the

Government departments, and the study of important problems

in educational organization vnd practice." 15 The plans were appeoved by the members in May 1919, and on December 1, Capen

resigned as chief of the Division of higher Education to become

the first permanent Director of the American Council on Education. He was to remain there for three years at which time he

left to become Chancellor of the University of Buffalo."

Despite the good work accomplished by the Committee on the

Relation of Engineering Schools to the Government and the War

Department's Committee on Education and Special Training, the

Federal Government's effort to channel the work of higher educational institutions into those areas where they could mast effectively contribute was far from successful. There was too much

confusion, a plethora of conflicting suggestions and directives,

and no clear-cut statement of objectives. In place of a concise

goal toward ,,vhich to work, colleges were given inspiring, but

nebulous, ideals toward which to strive.

There were two major contributors to this inefficiency in

marshalling higher educational resources, The first was that the

war did not last long enough to permit any comprehensive programs to he organized and put into operation. The second, and

far more important, was the failure of both governmental and

univer,ity officials, c,msidered as a group, to appreciate the need

f a prow am of controlled production of skilled and educated

manpower, This may have been due to the neness of the concept

On thr Brittf.h educational rtu,,,on t' 1, 1 cwis, Plulnruler PricOly

('((1) tort, ('r -nil, r for Edit( tit inn (I:nov.11.1e, Tentirssre, 1948), pp

217, 223; Claxton: .t'tfitf m ut . . . 191'0, p. 16, and Nrhoot !Ate, I, No. 6,

()croft( r 16, 1918, p 2

'Claxton, Rtpo, , Intn, p. 18

, p IR; Capn'q Prrsonnel Folder, St tout, Rreotd.t crntrr, St

Louts, 11Itcturi; and Edward t' Elliott, "A Trtltute to Samuel Paul Capen,"

Ti. F:dttent,ottal r;,(1, XXXN'Ill, No 1, .lat.tt-try 1957, pp 1S--19

So
WORLD WAR I AND PROSPERITY 79

of total war, the reluctance of Federal educational leaders to

interfere in college affairs, the deep-rooted tradition of academic

freedom, or all three. But whatever was behind it, colleges and

universities did not contribute more than a fraction of what they

were able, and willing, to contribute.

This is not to say that the role of the college, and its relationship to the Office of Education, must be charged off as total failure.

On the contrary, some of the accomplishments were noteworthy

while those which were not successful provided clues for the

future. The war showed that there was a definite need for a

strengthened Office of Education to superkise and operate it.

Perhaps most important of all, the war showed that higher education was vital to national defense. U "Normalcy," 1919-1928

In 1919 the Office of Education had the largest number of

employees in its fifty-three-year history. In Washington it had

a force of 91 officers and specialists, 133 clerks and office workers,

and 11 messengers, for a total of 235. There were also 380 collaborators of various types, including the "dollar-a-year men."

The work of 'ale Office was divided among 22 divisions, one of

which was the Division of Higher Education.'

The end of the war and the change of administration which

followed soon after helped stimulate agitation for an increase in

the size of the Office of Education and a corresponding expansion

of responsibilities. Claxton, like earlier Commissioners, had pushed

for higher salaries and more help, stressing repeatedly the need

for additional specialists."' His efforts had met with only partial

success so far as the Division of Higher Education was concerned

for it had increased by only one staff member and was still below

a desirable strength.'"

The small size of the Division did not keep Capen from big

ideas. In the months following the end of the war, late in 1918

' tiebool 1.1f,. III. No. 1, July I. 1919, p 9.

" His Stab-meaty invailably recommended an increase in both staff and

salaries. H.s list-of recommendations kept growing. In the 1911 Statement,

his first, the section on "Recommendations" covered 3-1'2 pages; in his 19'20

Statement. Ins last, they filled 11 pages See also School Ltfe, I, No. 9,

Decembei I, 1918. pp 1-2

"In 1919, the first year of peace, the staff consisted of Dr. Capen as chief;

Dr Chester I) Jarvis, specialist in ;Agricultural education; and Dr. Walton

C John. specialist in land-grant college statistics. See Appendix I, infra.

SJ

s
8f HIGHER EDUCATION AND THE U.S. OFFICE

or in the early \\ eeks of 1919, he wrote an article for School and

Society in which he came out strongly for a more active Federal

role in higher education. The Students' Army Training Corps in

which more than 500 colleges and universities had willingly

participated represented a form of nationalization. Although not

successful, this program showed that Washington could perform

a larger role in higher education. "The federal government should

participate in the direction of education more largely than it now

does, but should not control it." t"

11e proposed this should be through subsidies to institutions

meeting rigid predetermined standards, or through intellectual

leadership from the Federal level. This was more than desirable;

it was inevitable if our institutions were to keep pace with the

\vorld.

This meant the Office had to be expanded if it were to be "a

coordinating, planning and investigating body, under mandate to

draw into its councils the representatives of every educational

interest, commissioned to tap the ultimate sources of national

wisdom in framing the educational policies of the nation. 0'41

Perhaps, if the Office \\ ere to do this job \vell. it should be made

a Department.

There was a lot of talk about a "Department of Education" in

1919 and 1920. A Mr. C. L. Staples, clerk in the Research Division

of the Bureau of Foreign and Domestic Commerce, Washington,

prepared an al tide which showed the lowly position occupied by

the (Mice in 1919. According to appropriations made, it was 45th

in standing of the Government, and the Commissioner of Education was 750th in rank. While the Interstate Commerce Commission \vas handsomely housed in an eleven story building of its

own, the Office of Education had only a few rooms in a corner of

the Pension Building.42 This article may have been motivated by

a hill then before the Congress which would have established a

Department of Education, This was the "Towner Bill" introduced

in the ilone of Representati\ es on January SO, 1919.41 The

Towner plan. and similar plans for a Department of Education,

/Nei\ ed the support of National organizations such as the Na-

' apcp, "The t ,114;42",-, in a Nat c;p:411,4.1 1:dtpati"nal Schrne," pp 4113-618.

4.1,404,441;m f r;rn p 4;11

' 14,4/ p 60.4

' 1 Si Ipit " ( I It1,1,1, tlic S 1144;0.1i1 I.f Edur.ttion," ErluratIon,

\ I N., (h t,iht r 1010, pp, 7s 97

"Tip' FALP ;own ,r4;4/ 1 \, ";,; 215. March 1, 1919, pp

'272 277 T14,1;,11 ;.1- 114, r 1,41(;\41,4. th, Stirlinr mull
WORLD WAR I AND PROSPERITY 81

tional Education Association, the American Federation of Labor,

the Daughters of the American Revolution, and the League of

Women Voters."

The struggle over the proposed Department need not concern us

except to note that it continued foi. five years after the war, well

into the Harding administration, and it was the major factor in

the resignation of Claxton in 1921. But before the event took place,

the Division of Higher Education had experienced a change in

leadership. Capen resigned in December 1919, to become the first

permanent Director of the American Council on Education,")

When he left, the Division lost, in the words of the Commissioner,

"a strong man, conservatively aggressive, with a broad knowledge

of higher education throughout the United States, deliberate in

making up his judgment but strong in holding to it when once

it is made. lie thinks keenly and acts promptly." 4" President

Emeritus Edward C. Elliott of Purdue University, a life-long

friend of Capen, has called him "a driving force in the Bureau

of Education and the American Council on Education, and as

Chancellor of the University of Buffalo." "

" Ilugh S. Magill, "Education and the Federal Government." School and

Society, XIV , No, :154, October 8, 1921. pp. 259-263. See also "Enlargement of

the Bureau of Education," The Si limit R clew, XXXI. No. 10, December 1923,

pp. 721-722; and William T. Bawden, The ,National Cetsoq in Education

(Washington, 1920), pp 131-111, flu comments on the need for an expanded

activity in education.

'Ltrs , Capen to the S. 'eta' y of the Interior iFlanklin K. Lane), November 29, 1919; Seciethi y of the Interior to Capon. December 1, 1919;

in Capon's Personnel Folder, St. Loins Records Center, St. Louis, Missouri.

There is a letter of comment on the relationship of the American Council on

Education to the Office of Education mitten hy Claxton to President William

J. Kerr, Oiegon Agricultural College, Corvallis, Oregon, July 7, 1919. In this

letter Commissioner Claxton expressed his approval of a permanent Council

with the feeling art until the Bureau of Education or another agency has

sufficient funds to do the work in the name of the Government, that the

Coined may do much valuable work which the Bureau cannot."

gee also Philander P. Claxton, Rcp,ot of tlu. Con:moo:lent of EI:urromi

t,) tG, lea) Ended Juni '1), 1Q2' (Washington, 1920), pp 16 -17.

Ltr , Claxton to Mr R. L. Burger, Trustee, Ohio Uni%ersity, Athens,

Ohio, De( ember 15. 1920, in apen's Pet...fitin..1 Folder, St Louis Records

Center. St 1 olio,. Mn,souri Capon %%as being corn,idered for the presidency

of that insi.itution in 1920

" Ltr , Dr. Elliott to author, December 10, 1959 In "A Resolution of

Tribute to Samuel Paid Capon- prepared hy Dr Elliott in 1956, a copy of

which was sent to the author, the President Emeritus of Purdue University

write:

"By heritage, by thorough intellectual preparation in leading institutions

of learning of the United States and Europe; by quality of mind and personality, by innatc character anti integrty; by tested and successful ap9
82 HIGHER EDUCATION AND THE U.S. OFFICE

It did not take long for a successor to be appointed. The possibility that Capen would resign if the American Council position

were offered to him was open knowledge in higher education

circles. As early as August 21, 1919, Dr. George F. Zook, the 34-

year -old head of the Department of History, Political Science, and

Economics at Pennsylvania State College, made application for the

impending vacancy. The Commissioner offered it to him in December. Zook was at first reluctant to accept because the $3,000

salary was insufficient. But on January 2, 1920, he gave a "conditional acceptance on the understanding that my salary will be

very considerably increased as soon as it becomes financially and

legally possible for the Bureau to do so." " He entered op duty on

February 1, 1920, at the salary which he justifiably /protested.

Incidentally, it took more than four years before he gOt the

salary boost that he expected in 1920. On July 1, 1924, Zook received an increase to $5,200 per annum under the provisions of the

Classification Act of March 4, 1923."

During Claxton's last years in office, from the end of World

War I to the middle of 1921, several actions relating to higher

education were taken. Some were instrumental in the development

of long-range programs or in establishing a rapprochement with

higher education ; others were not so successful. Among the latter

was the abortive attempt in fiscal year 1919 to have State Departments of Education collect educational statistics at all levels

within their geographical areas for the Federal Government. The

idea may have been sound but few States had resources adequate

for the task.' A loss to the Division, and to the Office of Educain the fine art of teaching; by varied experience in the

constructive leadership of country-wide educational and social enterprises;

and, above all, by his clear vision of things to come, Dr. Capen was a 'natural'

for the courageous acceptance of the challenge presented by the conception

of the Americak Council on Education in 1918. The activating nucleus of

this conception was the creation of an agency to bring about common understanding and cooperative effort, especially by the institutions of higher

and professional education, for rendering the most effective service to the

national well-being . . .

. We remember him as a scholar, as a gentleman and as a civilized

man. Most of all, as a friend with whom it was a delight to work, dream

and do."

"Ltrs., Zook to Claxton, August. 21, 1919; Claxton to Zook, December 20,

1919; and ?Axil( to Claxton, January 2, 1920; and telegram, Zook to Claxton,

December 23, 1919; in Zook's Personnel Folder, St. Louis Records Center,

St Louis, Missouri.

"Oath of Commission, January 10, 1920; and formal notification of change

of grade and service titln, June 30. 1924; in lbrd. For biographical information on Zook see Appendix I. Infra.

"'Smith, op. cit., pp. 21-23; and Claxton, Statement . . . 1919, pr 5-6.

9
WORLD WAR I AND PROSPERITY 83

tion, came with the resignation of Chester Jarvis, specialist- in

agricultural education. He resigned in March 1921, and the space

was not filled. However, the Division was able to retain its

strength when John was promoted from specialist in land-grant

college statistics to specialist in rural and technical education, and

Mr. Lloyd C. Blauch joined the staff in August 1921, as specialist

in land-grant college statistics."

One of the more successful programs, considered from the longrange view, was the meeting called by the Commissioner on educational research problems. It was held in St. Louis, Missouri, on

January 2-3, 1920. Representatives from seven large State universities, representing various sections of the country, were

present.'' As a result sixteen research stations were established

at an equal number of universities throughout the Nation. The

Office of Education was assigned the task of coordinating their

activities and publishing certain of their research reports. This

was a forerunner of the cooperative research program which

developed in the mid-1950's."

One of Zook's major interests was the junior college movement.

He demonstrated this soon after taking office by arranging a conference of junior college officials in St. Louis. The conference was

held on June 30 and July 1, 1920. There were deans and presidents

of thirty institutions present. From this meeting on the problems-'

of the rapidly expanding junior college movement came the

American Association of Junior Colleges."

In 1919 the Office of Education was called upon to evaluate the

" Smith, op. (at , pp. 32, 44; and George F. Zook, "The Bureau of Education and Higher Education," School Life, IX, No. 9, May 1924, pp. 199-201.

For further information SET Appendix I, mf ra.

One of the delegates. representing the University of Kansas, was Dr.

Frederick J. Kelly who was to serve as specialist in higher education and

director of the Division of Higher Education from 1931 to 1946.

""The Federal Bureau and Educational Research," Journal of Educational

Research, I, No. 1. January 1920, pp. 156-157; and Philander P. Claxton,

Statement of the Cominisqioner of Education to the Secreaty of the Interior for the Fiscal Year Ended June .10, 1920 (Washington, 1920), pp. 38-39.

"Archives, File 205, "Junior Colleges, Historical" (National Archives,

Labor and Transportation Branch) ; Archives File 905, "Exclusion of Foreign

Education in Annual Reports. etc." (AU); Claxton, Statement . . . 1910,

p 18; Claxton, Report . . 1920, pp. 10-11: Zook, op. cit., p. 201; and

"George F. Zook." Higher Education, VIII. No. 2, September 15, 1951, pp.

22-23. This,last noted article states that the meeting was held "June 30 and

July 1, 1925." an obvious error. In his 1921 Report Commissioner John J

Tigert noted that the Office of Education was about to publish a Circular

on the junior college confeience held at St. Louis on "June 30July 1, 1921."

See Tigert, Report of the Commisnoner of Education for the Year Ended

June a0, 1921 (Washington, 1921), p. 15.

93
84 HIGHER EDUCATION AND THE U.S.

academic credentials of foreign students seeking admission to

higher institutions in the United States.'"5 This work was the

responsibility of the Foreign Educational System Division (sometimes known as the Comparative Education Division) with advisory functions performed by the Division of Higher Education.

In February, 1951, there was an administrative reorganization of

the Office of Education and at that time there was a Foreign Educational Systems Branch established in the DiviSion of Higher

Education. This gave the division complete responsibility for

evaluation of foreign student credentials. This responsibility was

not retained by the division very long for by September, 1952,

the evaluation activity was turned over to the new Division of

International Education, which continued the work of the former

Comparative Education Division.''"

The evaluation program began in a small way, so small in fact

that it was not noted in annual reports for several years. After

the war several foreign students applied for admission to American colleges and some of these institutions asked the Office to

check their credentials. There is no record of how many institutions or students were involved during the first five or six years

but it was probably less than 100 each year. As the service became

more widely known and the tide of foreign students rose, the

demands on the Office increased. In fiscal year 1928 credentials

of 307 students from 53 countries were evaluated; the following

year 481 from 57 countries. In 1951, when the Division of Higher

Education had full responsibility, Dr. Marjorie Johnston of the

Office staff reported, "During the past few years approximately 450

colleges and universities have requested this service." 57

Routine activities of the Division which had been disturbed or

curtailed by the war effort were quickly renewed. The specialist

in higher education and others on his staff were called upon to

attend conferences which they did as frequently as possible. Both

Marjorie (' Johnston, "Evaluation of Foreign Student CI edentials: A

Prelumnary Report," Higher Education, VIII, No. 10, January 15, 1952,

pp. 115-116

"On adnunistratie reorganization of the Office of Education see Earl J.

McGrath, A norm/ fe port of the Erdo la( S«U>ify Agency 1951. Office of

Edurettum (Washington, 1952), pp 12-15; and Public Adc7izieisstroaffitioci;

Service, .4 Report on an AdminiRtiatict Spivey of the United

of Education of the Feetetal Si ( runty A ocney (Washington, 1950). Additional information supplied by Miss Lora Brookley, Educational Reference

Librarian, Department of Health, Education, and Welfare Library.

"John J. Tigert, Report of the Coluens,aoner of Education for the Year

Ended June Jo, 1925 (Washington, 19281 ; p. 30; William John Cooper,

Annual Report of the Conumsstoner of Education for the Year Ended June

10, 1929 (Washington, 1929), p. 31; and Marjorie C. Johnston, op. cit.,

p. 115.
WORLD WAR 1 AND PROSPERITY 85

Capen and Zook were in demand as speakers to educational and

lay groups, as were their successors in office. The publications program returned to peacetime topics and there was an increase in

the number and variety of publications relating to higher education,5"

In noting the struggle for a "Department of Education" which

occurred in the post-war year;,. reference was made to the resignation of Claxton. President Ilatding had stated during his campaign that he favored the establishment of a Department of

Education and Welfare. When elected to office he asked Claxton

to prepare the bill for the new Department with the understanding the commissioner would become the first Secretary. Claxton

did as requested but let it he known he favored a reorganization

of the Office along different lines. The plan he wanted would have

a nine-member "National Board of Education" as the top policy

formulating group. This "opposition to the President's plan evidently led to Harding's request for his resignation, which was

submitted May 12, 1921, to take effect June 1." There is some

irony in. Claxton's career with the Office of Education. He had

been appointed by a Republican (Taft). had served with distinction through two terms of a Democratic President (Wil Son}, only

to be removed by another Republican.5'

The seventh Commissioner of Education, Dr. John James Tigert

(1882-1965) took office on June 2, 1921. Tigert was another Tennessean, the third from that State. having been born in Nashville

on February 11, 1882. Ile graduated from Vanderbilt University.

Nashville, in 19(11. His record there as a student and athlete won

him a Rhodes scholarship, the first to be awarded in Tennessee.

fie received a master's degree at Oxford University and returned

to the United States in 1907 to become a professor of philosophy

"For example. in the three years proceeding our entrance into World

War I (1911 1916) there were 46 publications relating to higher education.

The three years following (1919 1921) theie were 62. A list of conferences

attended, and'speaking commitments filled. can be found in the annual reports

for the period

"The full story of the resignation of Claxton is told in J. N. Rodeheaver,

Jr., "The Relation of the Federal Gosernment to Civic Education," (Cambridge, Mass., 1951, typelitten ms.), pp. 130-131. See also Lewis, op, ett..

p. 335. Quotation from Rodeheaver, op. ett p. 131 Claxton devoted the rest

of his life to education in the South He became Provost of the University

of Alabama in 1921. From 1923 to a) he was sup(i intendent of schools in

Tulsa, Oklahoma. In 1930 he became President of Austin PPay State College,

Clarksville, Tell leSSet' He retired in 1945 and died in Knoxville, Tennessee,

on January 12, 1957. Lewis: op. ett.; Frans and Wright, op. ell., pp. 65-66;

and "Office of Education and the Commissioners of Education," File of

material in Education Library, Department of Health, Education, and Welfare Library.

9:5
4.

86 HIGHER EDUCATION AND THE U.S. OFFICE

and psychology at Central College, Fayette, Missouvi, In 1909

he became President of Kentucky Wesleyan College, Winchester,

Kentucky, and in 1911 went to the University of Kentucky as pra:,

fessor of philosophy and psychology, the position he held at the

time of his appointment. Tigert held doctorates from several

schools including an LL.D. from Kentucky (1921) and an Ed.D.

from Rhode Island College of EduCation (1923)."

Tigert undertook an extensive reorganization of the Office almost immediately upon coming to Washington. In place of the

large number of semi-independent divisions which had existed

under Claxton, he reorganized by grouping the work of the office

into two major types of activities. The first he called "general

service activities" and he placed at the head the chief clerk of the

Office, Mr. Lewis !Whack This group had seven divisions; Editorial; Library; Statistics; Alaskan Affairs; Stenographic; Mail

and Files; and Messenger. These divisions constituted the routine

administrative functions of the Office. The second Tigert called

"technical activities" and it was headed by an Assistant to the

Commissioner, Dr. William T. Bawden. It had four Divisions:

Higher Education; Rural Schools; City Schools; and Services."

In 1924, Zook, then specialist in higher education, was promoted

to the position of Assistant to the Commissioner, following Bawden to the position d3

This organization underwent some modification in the following

years. As of July 1, 1927, th, organization chart showed nine divisions and two sections reporting directly to the office of, the

Commissioner. This meant that the separation of activities in two

major groupings had been abolished. The latter arrangement

continued until the major reorganization which took place under

Commissioner William J. Cooper in 1930.'33

6° Who's; Who in America, XVI, p 2192; "Office of Education and the

Commissioners of Education," File of material in Education Library, Department of Health, Education, and Welfare Library; Rodeheaver, op. cit.,

pp. 133-136; Evans and Wright, op. cit., pp. 67-70, and T. J Ford, "The

Educational Contributions of the U S. Corninissione.r of Education, 1867-

1928" (Washington, 1933, typewritten ms ), pp 88-69.

"cf. John J. Tigert, "The Organization of the Bureau of Education,"

Sehool Life, VII, No. 1, September 21.'1921, pp. 6 7; F leheaver, op. cit.,

pp. 136-138; Tigert, Report .. 1911. p 6; and John J Report of the

Commistioner of Education for the Year Ended June .10, 19?.? (Washington,

1923). pp. 2-4.

"U. S. °Mee of Education, Educational Directoriot, 19t0-1915 (Washington, 1921 et seq.), 1924, pp 1-2; anti Sehoot Life, IX, No 9, May 1924, p.

197.

"William John Cooper, Annual Report of thi Coinintisioner of Education

far the Year Ended June "0, 19.10 (Washington, 1930i, Figure I following

p. 2. This reorganization I,: noted in Chapter IV. infra

9
WORLD WAR I AND PROSPERITY 87

Under Commissioners Tigert and Cooper the survey movement

reached its peak. The higher education survey, wliich owed so

much to Capen, experienced a revival in the post =war years. Tigert

indicated the extent of the increase in the survey movement at all

levels in his 1922 Report:

One of the most important types of service rendered by the bureau, and probably most far-reaching in effect, is in its con- duct of educational surveys. Shortly after I took office I caused

a summary to be made-of the activities of the bureau in this matter, and found that an aggregate of 156 surveys have been made by it, in 42 States and the District of Columbia, also Hawaii, Porto Rico, and one of the Provinces of Canada. These

surveys may be classified as follows:

(a) State public-school systems '9

(1:4 State systems for higher education

(c) Higher educational institutions 88

(d) Public school systems of cities 17

(e) School buildings in cities 10

(f) Public-school systems of counties 9

(g) Negro education iii the United States (26 States and District of Columbia) 1

(h) Unclassified 16

Total _156

Thiring, the fiscal year 1921-22 the following surveys were

made:

(a) State system of public schools, Arkansas 1

(b) State system of higher education, Kansas 1 (c) Higher educational institutions 31

Arkansas, 13 colleges and universities Arizona, State University Oregon, 12 colleges and universities

Tennessee, 4 colleges State College for Women, Greensboro, N.C. (d) Public school systems of cities 4

Trenton, N. J. (administration) Washington, D. C. (administration) Shreveport, La. Sparta, Wis. (e) School buildings in cities 3

Parkersburg, W. Va. Washington, N. C. Greenfield, Ohio (f) County system of public schools 1 Washington County, Va.

Total

The surveys made during the past fiscal year are therefore almost a third of the total number of surveys made by the bureau in the 54 years of its previous existence."

By the end of fiscal year 1927, Tigert was able to report that the

__umber-had increased to more than 200:

Educational surveys constitute a most important phase of the

"John J. Tigert. Report of the Commissioner of Education for fihe Year

Ended June SO, Me (Washington, 1922), pp. 5-6.

9
88 HIGHER EDUCATION AND THE U.S. OFFICE

serwice of the Bureau of .',ducation. This service has been in-,

creasing in quantity in regent years. From the establishment

of the bureau in 1867 total of 203 educational surveys has

been made under its auspices, of which number 88 have been

made since 1921. These surveys covered the whole of continental

United States, as well as Hawaii and Puerto Rico. They may be

classified as follows :

National (study of negro education) 1 State syStems of education 11

State systems of higher education _ '10

County systems 22

City systems 26

Building programs in city systems 15

Higher educational institutions 98

Miscellaneous 20

Total 203 65

Zook proved a worthy successor to Capen. in the higher educational survey movement. Not only was the rate of production

increased under his direction but he also succeeded in maintaining

a thoroughness similar to that which existed under his predecessor. Among the most comprehensive surveys he directed were

those of the University of Arkansas, North Cgrolina College of

Agriculture and Engineering, higher education in the city of

Clevekthd, and in the States of Tennessee, Kansas, Oklahoma,

and Massachusetts."

Dr. Arthur J. Klein, successor to Zook in 1925, considered

the educational surveys made between 1922 and 1926 the most

varied in the history of the Office. They ranged from surveys of

privately-controlled institutions through city systems to entire

State systems."7

The successors to Zook and Tigert carried on the movement but

starting in 1926 there was a pronounced change in the type of

survey and the manner of conducting it." In that year Klein began

'John Tigert, Report of the Coinnosqloncr of Education for the Year

Ended June .10, 1927 (Washington, 1927), p. 20. In both the 1922 and 1927

listings of surveys Commissioner Tigert has counted each institution of

higher education included in a State or other type survey as a separate

survey. This accounts fur the larg number of surveys of higher-educational

institutions in his list. Dr. Walter C. ,Eells1/4;urrey of American Higher

Education (New Volk, 1937), did not break the surveys down in this manner

which accounts in part for the much smaller listing found in Chapter II,

supra. Another factor involved was Tigert's counting of unpublished surveys

which Eells did not do

'George F. Zook," p. 22. See Quintet II, upra, for list of Office surveys

of higher education to 1936

Fells, op. cif . pp. 41-42.

"Ibul..11 42. For infoi mation on surveys and some remarks on the changing pattern of higher educational sui ve,s see Archives File 206, "Teacher

TrainingHistorical" (National Archives, Labor and Transportation

9 el

4
WORLD WAR I AND PROSPERITY 89

the surve land-grant colleges which marked the start of the

emphasis on national surveys.'' Prior to 1926 there had been two

higher education surveys which crossed State boundaries: the

Negro edUcation survey completed in 1916, and the study of

land-grant education from 1916 to 1920. These had been exceptions

to the gendral tape of survey. After 1926 the large national survey

,.became far more common. This kind required a large number of

specialists and consultants so the Office of Education usugi.-

ser,N:led as a coordinator and director of the survey. In, manyof

the smaller, earlier surveys Office personnel had performed a

large part of the field Morli

There were seven national surveys involvingi higher education

and in which the Office of Education participated extensively

between 1926 and 19,12:

1. The land-grand college survey. This had been requested by

the Association of Land-grant Colleges and Universities, It

lasted from fiscal year 1926 to fiscal year 1930 and was financed by a special appropriation of $117,000 from the Congress. Data were drawn from the returns on 20 lengthy questionnaires

from 69 institutions located in 51 States and territories. These

returns, which provided the basic source of information, totaled

about 500,000 pages, There were 85 people on the survey staff, 13 from the regular Office of Education staff and the remainder

temporary employees paid from the special appropriation. The

survey was directeci by Klein. Results were published in the 1930 series of Office of Education two volumes

adding up to more than 1,900 pages.'" 2. Negro college survey. This was undertaken in 1927 at

the request of Negro colleges and universities. The survey was

financed with a $5,000 fund established by 79 Negro institutions of higher education, a grant of $5,000 from the Phelps-Stokes Fund, and the remainder from the Office of Education. Work was completed in 1929 under the direction of Dr. Klein. Per- sonnel from the 79 institutions involved in the survey assisted, along with members of State departments of education in the 19 States in which the institutions were located, members of

Branch) : and the article by Walton C John entitled "National Surveys of

the Office of Education" in Btewoul 1/ of Edarat ion, 1998-19.10 (Washington. 1931). pp 695-726.

'I.tr., Chief Clerk Kalharh to F. B. Jenk,., Burlington, Vermont, April

4, 1927, in Jenk,' Penonnel Folder, St Louis Records Center, St. Louis,

MISSOUrl.

Charles H .111(1(1, 1;!' ,euerb thi noted Stateq Oj7ee of Ethaation

Washington, 1939). pp. 25 26, 2.9, Eellg, op. flit., p. 381; Cooper, Rrport . . . 19 w, pp. 19 20; and Arthur J. Klein, "Land-Giant Colleges are Participating in Work of Survey," S, hoot Li fe, XIII, No 9, May 1928, p. 180. The

,urvvy report was Su vey of Im na-q, an rollt (hum-sites, Bulletin,

193(1, No 9 (2 Vols ).

9 .)
90 HIGHER EDUCATION AND THE U.S. OFFICE

the Association of Colleges for Negro Youth, and the educational boards of seven church bodies. The survey was published

in a volume of approximately 1,000 pages in the 1928 series of Office of Education Bulletins.71

3. National survey of secondary education., In March, 1928, the North Central Association of colleges and Secondary Schools requested a survey of secondary education. The Con- gress appropriated a fund of $25,000 for the survey which ran

from fiscal year 1930 to fiscal year 1932, It was directed by: Commissioner Cooper who was assisted by a nine member board of consultants, a professional advisory committee of 30 mem- bers, and a lay advisory committee of 56 members. More than 60.consultants were employed during the investigation. There were over 200,000 inquiries sent out in connection with the

survey and more than 850 visits to schools were made: Higher education was involved through studies made of junior colleges and the connection of secondary schools with higher education

through admission standards and requirements. The survey

results were published in the 1932 series of Office of Education Bulletins as a group of twenty-eight monographs totaling ap- proximately 4,400 pages. Five of the monographs were con- cerned in whole or part with higher education.12 4. National survey of the education of teachers. This was re- qtested by the National Council of State Superintendents and Commissioners of Education, the American Association of

Teachers Colleges, and the Association of Deans of Education. The Congress appropriated $180,000 extending through fiscal years 1930-1933. During the survey approximately 500,000

public school and college administrators and teachers contrib- uted information and data, and more than 800 teacher education

institutions supplied information. Commissioner Cooper was director with Dr. E. S. Evenden, professor of education, Teach- ers College, Columbia University, as associate director. Dr. Benjamin Frazier, senior specialist in teacher training, Office of Education, was coordinator of the survey. There were, in

addition, 15 survey staff members, 5 special advisors, 7 research

"Judd, op. cit., pp. 25-26; and Eel ls, op. cit., pp. 42-43, 382. Judd stated

that this was the first national survey of the Office of Education (p. 25)

but Eel ls, who made a more detailed study of the higher education survey

movement, wrote: "In 1926 the Bureau began its rather extensive survey ..

of The 69 land-grant colleges and universities, which was completed in 1930

and published in two large volumes. In 1927 was initiated the survey of 79

Negro colleges and universities in 18 states ..., completed in 1929." (p. 42).

The survey report was entitled Survey of Negrp Colleges and Universities,

Bulletin, 1928, No. 7.

"Judd, op. cit., pp. 26-27, 29; and Eel Is, op. cit., pp. 42-43, 413. The

report was publishedas National Survey of Secondary Education, Bulletin,

1932, No. 17. The five monographs of the twenty-eight in the series relating

to higher education are: I. Summary, 1934; V. The Reorganization of Secondary Education, 1933; VIII. District Organization and Secondary Education, 1933; IX. Legal and Regulatcry Provisions Affecting Secondary

Education, 1933; and X. Articulation of High School and College, 1933.

1
0

WORLD WAR I AND PROSPERITY 91

assistants, and 17 associate members on the project. They were advised by a 12 member consultant board and a 47 member advisory committee. The survey results were published as Bulletin, 1933, No. 10, in six volumes totaling nearly 1,800 pages." 5. National survey of school finance. This hid been requested by the enAncil of State Superintendents and Commissioners of Education. The initial appropriation of $50,000 for the project was madi'by the Congress in fiscal year 1932. There .vas to be $300,000 appropriated Gver the, following three fiscal years but the Congress did not autherize-Ahe additions so the survey did not extend past fiscal year 1932e The survey itself did not get beyond an analysis of the literature on school finance and in- quiries to State departments regarding plans for school sup- port. Cooper served as director of the survey assisted by a 17 member board of consultants, a 6 member research staff, and

10 special consultants. The findings which had been reached before the sudden and premature termination of the survey were published in two volumes by the American Council on Education, and a 1932 series Bulletin by the Office of Education."

6. Study of the educational value of military instruction in

universities and colleges. This was a relatively low-budget sur- vey with a total cost of less than $2,700 financed by the Mershon Fund (administered by the New York Community Trust). How- ever, it was one of the most extensive of the voluntary question- naire studies conducted during the survey movement period, based' on 10,166 replies from 16,416 inquiries to students in 54 institutions in 39 States and the District of Columbia.

Major Ralph C. Bishop was in charge of the study which was published by the Office of Education as Pamphlet No. 28 in

1932 (24 pages) .15

"Judd, op. cit., pp. 27-30; Eells, opt cit., pp. 42-43, 413-414; Interview

of author with Mr. John H. Lloyd, Chief, Reports Section, Publications Service, Office of Education, October 28, 1959; and Archives File 206, "Teacher

TrainingHistorical." -- The survey report was published as National Survey of the Educati-4r7 cockers, Bulletin, 1933, No. 10. The six volumes were: I. Selected Bibliography; II. Teacher Personnel in thd United States; III. Teacher Education

Curricula; IV. Education of Negro Teachers; V. Special Survey Studies; and

VI. Summary and Interpretation.

"Judd, op. cit., pp. 28-29; Eells, op. cit., p. 415; and John H. Lloyd, "A

Study of the School Tax Dollar," School Life, XVI, No. 8, April 1931, pp.

141-142.

The Office of Education publication or the survey was Bibliography on

Educational Finance, 192.1-1931, BulkAin, 1932, No. 15. The American

CounciL on' Education's publications were Research Problems in School Finance, and State Support for Public Education.

"Eells, op. cit., pp. 116, 313, 390. The report was published as a pamphlet:

Study of the Educational Value of Military Instruction in Universities and

Colleges, No. 28, 19.32.

In a study of the results of surveys, Dr. Eells classifies several of them

as "very successful," "moderately successful," "somewhat successful," "little
92 HIGHER EDUCATI01§ AND THE U.S. OFFICE

7. National survey of higiter 'education of Negroes. Following

the completion, or termination, of the six surveys described

above there was a lapse of six years before the Office of Education participated in another, and final, national survey touching

on higher education. The Association of Colleges and Secondary Schools for Negroes requested this study in 1939, and the Congress appropriated $40,000 for the project. It was directed by Frederick J. Kelly, then chief of the Division of Higher Education, with Dr, Ambrose Ca liver, senior specialist in the

education of Negroes, as associate director. A temporary survey

staff of 7 members served until completion of the project in

1942, and 8 regular Office staff members contributed to special projects. Among the latter were Dr. Lloyd. E. Blauch, Dr. Benjamin Frazier, and MiSs Ella Ratcliffe of the Division of Higher Education professional staff. An advisory committee of

fourteen nationally recognized leaders in Negro) education also

contributed their talents to the 'project. The findings of the

survey were published as "Miscellaneous No. 6" in four oversize volumes, totaling more than 450 pages, in 1942 and 1943. In the latter year Commissioner John W, Studebaker wrote

that the study "marks the close 'of one of the most extensive and thorough studies eve made of the higher education of Negroes." In addition to its thoroughness the survey was significant for being' the first one in which a "respectable

amount" of time and money was devoted to the socio-economic

aspects of education. About one-third was devoted to a thorough

study of the interplay and influence of social and economic factors on higher education of Negroes. Volume I, "Socio-Economic Approach to Educational Problems," consisted of 166 pages of

text and figures bearing on this subject."

In fiscal year 1930 Cooper reorganized the Office of Education."

or no success," "harmful more harm than good,", or "not evaluated." He

classified the Negro college survey and the land-grant college survey as

I'moderately successful," and the study of the educational value of military

instruction as "somewhat successful." The remainder of the national surveys

were not classified. Mid., pp. 205-207.

" "John W. Studebaker, Annual Report of the United States Commissioner

of Education-1-('. the Fiscal Year Ended June .30, 1941 (Washington, 1942),

-p.p-.--45=46; John W. Studebaker, Annual Reports of the United States Office

of Education for the Fiscal Years 19;1-42, 194-41 (Washington; 1943), P.

52; John W. Studebaker, "Foreword," National Survey of the Higher Education of Negroes (Washington, 1942, Vol. I), p. VII; and Interview of

author with Dr. Ambrose Caliver, Chief, Adult Educdion Section, Division

of State and Local School Systems, Office of Education, Novemher 2, 1959.

The Studebaker quotation is from his 1941-42, 1942-43 Report; the other

quotation on socio-economic aspects is from interview with Dr. Caliver.

The titles of the four volumes in the National Survey of the Higher Education of Negroes 1. Socio-Econoinic Approach to Economic Problems; II.

General Studies of Colleges for Negroes; III. Intensive Study of Selected

Colleges for Negroes; and IV. A Summary.

" This will be further described in Chapter IV, infra.

1:i2
WORLD WAR I AND PROSPERITY 93

At that time he established a Division of Major Surveys under his

immediate direction. This division lastedlihnly through the period

of the large national surveys in the 1930's but its existence was

symbolic of the importance placed on them by the Office of Education."

The practice of conducting, or participating in, higher education surveys of less than national scope ended with a survey of

public higher education in Oregon in 1931. National surveys in-_

coking the Division of Higher Education, except for the 1939-

1942 Negro higher education survey, ended in 1934. The

withdrawal of the Division of Higher Education from the field,

except as an advisor, was acknowledged by Commissioner Studebaker in his Report for 1939:

A new plan of state surveys of higher education was tried in 1939. In general, requests to the Office of Education to make

surveys of higher education in a given State have either not been possible due to lack of facilities or have been accepted and

staff members assigned to devote a considerable amount of time

to them. The survey in 1939 of higher education in the State of Nebraska, however, has been conducted largely with the help of Nebraska educators working with a staff member in the Division of Higher Education acting as adviser." .

In his 1937 study of higher edUcation surveys, Eells listed the

names of 41 men most experienced in that work. The first three

names on the list were those of men who have served as chiefs of

the Division of Higher Education. Zook led having served as director of 13, and staff member of 8, printed surveys, and participant

in one mimeographed survey. Capen was second with 10, 7, and

5 respectively. Third was Klein with 8, 2. and 3. The ninth man

on the list was Frederick J. Kelly-,.:Division chief from 1931 to

1946; the thir:v-sixth man was Lloyd Blauch, then a comparative

beginner in survey work, who served as Division head from 1955

to 1959, and thirty-seventh was John Dale Russell, head from 1946

to 1952. Cooper was sixteenth, and John was twenty-second."

Routine activities under Zook continued as they had developed

under Capen. There was do change inthe numerical strength of

the Division and the professional staff of three made an effort to

Cooper, Annual Report . . . 19 to, pp. 7-12; Figure II following p. 2, and

Rodeheaver, op. ca., pp. 153-154.

" John W. Studebaker, "Office of Education" in Annual Report of the

Secretary of the Interior for the Fuleal Year RmlIng June u), 19.19 (Washington, 1939), p. 73.

'Eells, op. cit., pp. 85-86.

103
91 HIGHER EDUCATION AND THE U.S. OFFICE

attend as many conferences as possible." Throughout mostof the

1920's the specialist in rural and technical education, Walton John,

helped organize and participated in the annual national conferences on Negro education held at various places throughout the

South. Ile also helped plan the agenda for an international conference on highway engineering which was held in Buenos Aires,

Argentina, in May, 1925.' From 1Q20 to 1925 more than 100

publications relating to higher education appeared, a figure

slightly above normal. Members of the Division prepared, or

assisted in the preparation of nearly all of these."

In 1925, Zook was offered the presidency of the University of

Akron, Ohio, whith was then in a 'period of change and development. lie resigned his Office position effective August 31 and was

appointed a special Collaborator, at $1.00 per year, on September

17."

The fourth specialist 'in higher education and 'chief of the

Division was Dr. Arthur Jay Klein who took office on December

1, 1925.'1 lie continned Zook's policies iv routine office operation,

school visitation, and attendance at conferences. The record indi-

" During the period when Zook headed the Division of Higher Education

11920,25) the following persons-served as members of the professional staff

(dates of service with the division shown in parenthesis) : Dr. Walton C. John

(1918-12) ; Di. Checiter Jarvis (1917-21); Dr. Lloyd C. Blauch (1921-23) ;

and Dr. Walter J. Greenleaf (1924-471. The sections of the annual reports

dealing with higher education list the important conferences attended and

the addres,tes given each fiscal year.

"Tigert, Report ... 1921, pp. 9-10; John J. Tigert, Report of the Commisof Edmation tm the Year Ended June 30, 1924 (Washington, 1924),

pp. 7-8; and John J. Tigert, Rt pm t of the Comnussioner of Education for

the Year Ended June tO, 1925 (Washington, 1925), pp. 6-7.

"See Table 11, Chapter VI, ?Ora.

"'Ur. Zook to Secretary of the Interior, Hubert Work, August 25, 1925,

171 Zook'S Personnel Folder, St. Louis Records Center, St. Louis, Missouri.

Zook had been subjected to some criticism in 1921, and possibly later, because

of his: sei vice on the Committee on Public Information ("the Creel Committee") in 1918. He nit, accused in 1921 of being a bitter spokesman against the

Harding administration. This criticism seems to have had no influence on

his resignation in 1925 nor did it hamper his efficiency. (Memorandum from

"Brock," Depprtinent of the Interior, to Mr. Saffordprobably Dr. William

Edwin Safford--Oepartment of Agriculture, August 24, 1921.)

Dr. Walter Gaumnitz of the Office of Education recalled that Zook had

been noted for his teaching ability while in Washington. Zook had taught

a men's etas, in the Petwork Methodist Church where "the men of the church

testified to his effeetievess as a teacher long after his years as a teacher

there." (Walter II. Gaumnitz. "RemMiscences Concerning Chiefs of the Division of Higher Education," typewritten ms. prepared' for the author in 1959.)

Klein's Personnel Folder, St Louis Records Center, St. Louis, Missouri.

See Appendix I, Intro, for biographical information.

1
WORLD WAR I AND PROSPERITY 95

cotes he did More traveling than any of his predecessors or the

two division heads who were to follow him. His crowded schedule

in the latter half of one year, 1927, included visits to the Universities-of Minnesota and Wisconsin in July; New England States,

Middle Atlantic States, and West Virginia in October; Missouri,

Illinois, and Michigan in November ; and Ohio and New York City

in December. ""

There were three significant developments while Klein was in

office which bOre on higher education and were in addition to the

previously noted national survey movement. TheSe were the start

of the annual inspectioh of Howard University, the inauguration

of a research service, and the improvement of procedures for

gathering statistical information.

Howard University, Washington, D.C., had been privately controlled and operAted from the time of its establishment in 1867

but starting in 1879 the Congress had, from time to time, contributed sums of money for its operation.NT A regular program of

Federal financial assistance was begun in 1928 which, in turn,

brought about an annual inspection. An act of Congress dated

December 13, 1928, read in part: ... annual appropriations are hereby authorized to aid in the construction, developtrient, improvement, and maintenance of

the university, no part of which shall be used for religious in- struction. The university shall at all times be open to inspection by the Bureau of Education and shall be inspected by the said

bureau at least once each year. An annual report making a full exhibit of the affairs of the university shall be presented ti,! Congress each year in the report of the Bureau of Education."

Secretary of the Interior Roy O. West called a meeting in his

office which was attended by Klein, President Mordecai W. Johnson of Howard University, and other interested officials. It was

decided at that time that

an initial report be made which would outline a plan for the development of Howard University extending over a period of from 15 to 20 years. It was indicated that this plan should, first, suggest the needs of the negro people for a university of

the highest type; second, estimate the probable growth in attendance in the various fields of work offered; third, provide

for a plant adequate to care for the program suggested and the

Klein's Peisonnel Folder, St. Louis Records Center, St. Louis, Missouri.

"Hartley, op. rat., pp. 46 47; and Charles A. Quattlebaum, Federal Edncation Activities and Educational Issues Before Congress (Washington,

1952), pp. 58, 276.

'Congress Assigns Another Function to the Bureau of Education," School

Life, XIV, No. 7, March 1929, p. 127.
96 HIGHER EDUCATION AND THE U.S. OFFICE

student growth estimated; and fourth, suggest a plan for the division of the financial burden involved between Congress and

the private board of trustees of the university."

The initial study, in effect a program of long-range development,

was not completed until the end of fiscal year 1930, It was a

lengthy report which became a basis for the development of

Howard University. Starting in fiscal year 1930 annual reports

were made of the inspections of Howard Univel;sity by members

of the Division of Higher Education. A shortage of professional

staff members brought about a system whereby one or two of the

ten schools which form the university were inspected annually.

Under this procedure a thorough inspection, or survey, of all

facilities of the institution was accomplished each five years."

The research- service activity of the Office of Education began

in 1927. Requests were sent to all known agencies of educational

research in State and local educational groups, institutions of

higher education, educational boards, foundations, and associations

requesting abstracts or copies ,of studies recently completed. Information on studies in progress was also requested. The purpose

of the program was to establish the Office of Education as a clearing house for information on research at all educational levels."'

By March, 1928, approximately 800 replies on research in

progress had been completed and a mimeographed report

This was followed by an additional report in May and a printed

Mbliotpaphy of Rsiach Stuthes in Education:1926-1927, preCooper, .1olual fir po t . 1929, pp 3:1-42. Quo at ion front p. 39. Also,

intemiws of author N% th Dr. Ambro,e ('sliver, Chief Audit Adult Educatioh

section, Intruction. Organizatnm, and Services Br nett, Division of State

and Local School Systems, Office of Education, November 2, 1959; and Mr.

Ralph C M Flynt, A,,istant Commissioner and D rector, Legislative and

Program Deidopment Branch, Office of Education, N ember 4, 1959

"Coop% Annual Report . . . 19 ;0, p. 15 and u terview of author with

Dr Eine,t V. Hollis, Director, College and University Administration

Branch, Division of Higher Education, Office of Education, October 27, 1959.

The txpli,ion of llo\Naid University hum 1929 to 1953 is shown to some

exte nt by its enrollment figures:

1929-30 -2,872 total enrollment-320; graduates

1952 -5:; -5,4'8 total enrollment-6103 graduates

Figures from William John Cooper, Animal Report of the Commissioner

01 L'iloeotow for the ]O, 19 ;1 (Washington, 1931), p. 14;

ail Ovcta Culp Hobby, .11111!Ifil Rrport of the US. bepa t ment of Health,

t/oration, nor! II el tort, 193 WaAlin'gton, 1951), "Howard University,"

pp. 269-275. tepot aad report' to 1942 were in large

part,the work of Dr. John

"John D Wolcott, "Cleat mg House of Edwational Research," School Life,

XIII, N. 3, Noember 1927, p. 16,

ki
WORLD WAR I AND PROSPERITY 97

pared by Jahn Wolcott. This bibliography contained more than

1,500 titles representing 225 institutions and organizations. It was

the first of a series of research listings of,educational studies to

be prepared by the Office in the following years. The Division

of Higher Education assisted in the work of preparing thee listings,

concentrating its attention on research programs conducted in

institutions of hir''.zr education, or related to education of collegiate and graduate levels."

In 1929 the problem of ,gathering statistical information from

institutions of higher education was far, from solved. It was

particularly difficult to bbtain meaningful financial data." Dr.

Klein called a meeting of it group of college business officers to

work out a system for improving this situation. From this came

a committee the following year which represented the three regional associations of university and college business officers, the

Association of American Colleges and the Council of Church

Boards of Education, the American Association 'pf Collegiate

Registrars, and the American Association of Teachers Colleges.

The body that was formed was the National Committee on Standard Reports for Institutions of Higher Education. It formulated

principles to be followed in the organization and arrangement of

financial and statistical reports of colleges and universities. Although statistical problems were not solved completely, this action

did much to alleviate the situation."'

Klein was an affable man who possess d two traits whichseemed contradictory to each other. One was ,a certain disdain for

Federal service despite his conscientious attention to duty. A

member of the Office of Education professional staff recalled this

incident : "At lunch one day he [Dr. Klein] complimented me Upon

my effectiveness, stating that he had a high 'regard for me and

my work, but that if he found me still in the government employ

after three more years, he would lose all respect for me." "5

The second trait was his ambition to become \Commissioner. In

August 1928, when Tigert resigned the Secretary of the Interior

received a large number of letters requesting that Klein be conEdith A. Wright, "Bureau Inaugurates Research Information Service,"

School Life, XIV, No. 5, January 1929, p. 89. The Wolc\ott study was Bulletin,

1928, 'No. 22. For additional titles see U.S. Office of : tcation, List of Publications of the Office of Education, 1910-1936 (Wastilq;:on, 1937).

Some of the difficulties involved in the gathering of statistics have been

noted in Chapter II.

"Emery M. Foster, "Contributions of Arthur J. Klein," (typewritten ins.

prepared for the author) ; and Cooper, Annual Report . p. 21.

" Gaumnitz, "Reminiscences ". Gaumnitz was awaided a 30-year service

pin by the United States Government at n date long after this lunch.
98 HIGHER EDUCATION AND THE U.S. OFFICE

sidered to succeed to that othee. Among' those wilting were the

Dean of the School of Agriculture, Texas Agricultural and Mechanical College; the Secretary of Ohio State University ; the Dean

of the Division of Home Economics, Kansas State Agricultural

College; the President of the University of Minnesota; the-Dean

of Iowa' State University; and the Director of Extension. Work of

Indiana University. Sen4tor Wesley Jones of, Washington wrote

a recommendation to President Coolidge stating that Klein "has

an attractive personality and wins the good will of people everywhere he goes." Senator James E. Watson of Indiana also wrote

the President on Klein's behf."

There is no conclusive evidence that Klein worked directly for

the appointment but it is difficult to believe that letters from so

many different sources were entirely spontaneous. It is reasonable

to assume that he did some prompting of the correspondence

campaign. It is also ions that a man who had once expressed

so little regard for Government service should exert himself to

stay in it. Apparently he had no rancor about not being appointed

Commissioner. When Cooper was appointed he remained for a

time as head of the Division of Higher Education.

The last of the golden years of prosperity drew to a close with

the Division of Higher Education larger than it had ever been

with a staff of four full-time professionals," It was also busier

than ever, for combined with the regular'activities there were

the large natkinal surveys to supervise and assist. Respect for the

work of the Federal Government in higher education, and specifically for the Division was stronger than it had ever been and

still growing.

There is a large colleetnin of letters relating to this matter in Klein's

Pei sonal Folder. St Louis Records Center, St Louis, Misouri. Most of them

were written in August 1928, althought a few of tly m are dated in September or October

" The professional stair in 1928 (dates of sen ice with the division shown

in parentheses) Dr Klein (1925 30) , Dr John (1918-42) : Dr Greenleaf

t 1921-47) ; and Dr (then Mr.) Benjamin W. Frazier (1927-48).
If NPTI li 11

From the Depression

Through the Second World War

(1929L1945)

The Depression Years

A different period in the history of the Di% ision of Higher

Education began with a change in the Commissioner of Education.

In 1928 Tigert was offered the presidency of the University

of Florida in Gainesville. Ile accepted The offer leaving the Office

of. Education on August 31.' A --fakeessor was not appointed for

several months and while the search was on for the eighth Commissioner, Lewis Kalbah, Chief Clerk of the' Office, served as

Acting Commissioner.-: By January of 1929 the successor had been

found, and the new man, William John Cooper, took office on the

11th of the following month.

Dr. Cooper ,(188-1935) Was horn in Sacramento, California, on

November 21, 1882. lie received the A.B. degree from the University of California in 1906 and 11:A M.A. from the same institution

in 1917. FollowiMI graduation in 1901i he taught history,and Latin

in ttw Stockton High School,-Califi,iyma. In 191)) he became head

of the history department in the junior and senior high school; of

Berkeley. Five years later he took a similar position in Oakland.

In 1918 Cooper began his career in the field of school superintendency, serving successively superintendent h Piedmont, Fresno,

and San Diego. California, and in 1927 he N% a 'ade State SuperJ. N. Ro(iehett%er, Ji u'The Relation the Fedi,

Education" (Cambridge. Mans , t ritt4

Dr .Tigert remained on dirty Presodi tit of the U

Game/mil. until the mid 1950' 1k c,,outupd living In

his retirement Who It ii Wio In 4 Pt,.'rit 0, II (Cho ago,

rectly carries Tigrrt ac ",leeen:441" 11, died in 19W;

William John. Cooper. Ilm4oti R, ptIf op th.

for 11., Y, or iukI I Iwo ."4, W.1,1%;ngt,n, 1929)

vernment to Civic

1-47 noty of Florida,

G in ;.ville following

19:m), p. 533, incor99
100 HIGHER EDCCATION AND THE U.S. OFFICE

intendent of Public Instruction. During the First World War he

obtained a leave of absence from his Oakland Position to serve as

business manager of the Committee on Education and Special

Training in the Western States. In 1928 the University of Southern

california conferred ail' honorary doctorate of education on him.,

Ile was serving as State - Superintendent at the time of his appointment as Commissioner (TrItkitication by President Coolidge'

Cooper's arfiral in 1929 .was followed by several important

changes. During the next fiscal year the Commissioner of Education was reclassified in rank itnd salaily which raised him to a

position equal to the chiefs of other bureaus in the Department of

the interior. Provision was made for an Assistant Commissioner

4 who would be equal in rank and salary to that formerly held by

the Commissioner, and the name "Office of Education" became

official by order of Secretary of the Interior Ray Lyman Wilbur.'

These changes were accompained by an extensive, reorganization

of the Office. Cooper reduced the number of divisions from nine

to six and removed, the two independent sections which had

existed under Tigert. The six divisions, which he called "major

divisions," were Administration (headed by the Chief Clerk) ;

Editorial; Library ; Service; MajorSurveys (under the Commis

sioner's immediate direcpon) ; and Research and Investigation

... (under the Assistant CAnnissioner).:'

After this reorganization the Division ofiligher Education no,

longer reported directlyt to the Commission'er. It also underwent a

change in name for the only ti 2 in its history. It became, simply,

"Colleges and Professions (tools." i! branch of the Research and

Investigation Division. hus, Klein became, in everything but

name, a bra'nch chief under Assistant Commissioner GoodyH R. Evans and. E. A. Wright, "The United States Office of Education,"

iVa:.hington, 1939, t}pewritten ms.), pp. 71-72A, Who',I Who in' America,

XVI, p. 576, Who 1l:'r/8 Who rn .1 metlea, I (Chicago, 1942), p. 259; Rode;

hewer, op.-rii., p 147; and "Office of Education and the Commissioners a

Edmatior... File of sr itelial in Education Library, Department of Health,

Education, and Welfare Library.

'William John Cooper, Annual Rt pot tot the Commissioner of Education

for thi n, Ende:1 Jun. ;(), /4 ;I) ( Washington. 1930), pp. 2-4; Evans and Wright, op. td p aini Rodeheaver. op. cit., pp. 148-152. The first

Assistant cominv,sioner of Education NI, as Miss Bess Goodykoontz, formerly

assistant professor of educatilin at the Unnersity of Pittsburgh. She joined

the 001(1 of Education on October 1, 1929 The salary of the Commissioner

at that time %%,is $7.500 and the Assistant Commissioner $6,500. (Kardex;

One nt. Education Personnel Office, arid information supplied by Legislative

De%elopnient Branch, Office of the Commissione, Office of

Educat ion

'Cowper, .tomeal R. poor /9.'n, pp. 2-4. ficdres k and 2 following p..2.
DEPRESSION AND WORLD WAR II 161

koontz.8 Although Cooper called the higher education activity the

"Division of Colleges and Professional Schools" from time to

time, it was a part of the "major division" of Research and InveStigation.7 Administratively, from the time of the reorganization in fiscal year 1930 to fiscal year 1934 it was a branch.

The reorganizatipn did not 'mean any loss of status for Klein

nor did it lessen his responsibilities. The reorganization was

undertaken: ter -administrative improvement although it is difficult

to say whether this worthy objective was achieved by it.8 The

fact that Cooper thougtt highly of the work of the Division of

Higher Education, to use its former name, and intended no discredit by the reorganization is shown in a statement he prepared

for the use of School and Society magazine:

Every position in the Office of Education is important. Some positions, however, are of such a key character that the carrying on of the responsibilities connected with them should not depend upon the health, tenure or life of any human being. Positions of this character are: the chief clerk, the editdr-in- chief, the librarian, the chief of the division of higher education. In the past but one of these, the editor-in-chief, has had an

assistant. It is my recommendation that there be assistant chiefs

for all of these offices .°

The organizational changes of 1929-1930 were retained by

Cooper throughout his tenure of office which lasted until the

middle of 1933. The Division of Higher Education did not regain

its lost name until fiscal year 1934.

The most important contribution Cooper made to the Office of

Education was his work in strengthening its research activities.

His purpose in requesting that the name be changed from

"Bureau" to "Office" was to show that it was something more than

an administrative unit. It was a creative force in educational

scholarship."' Under his guidance the national survey movemtnt

reached its height." If the depression had not ended the national

surveys, except for the survey of the higher education of Negroes,

Ibid. On reorganization see also Evans and Wright, bp. cit., pfigl; School

Life, XV, No. 4, December 1929, p. 70; U. S. Bureau of Education, Edacationigopireetories, 1926-1910 (Washington, 1926 et seq.), Directory for

1930, p. 1; and "United States Office of Education," The Journal of the

National Education Amciation, XVII!, No. 8, Noventlor 029, pp. 41-f42.

I Cooper, Annual Report . . . 19.10, p. 2.

"Rodeheaver, op. cit., p. 152.

'"The Reorganization of the Bureau of Education," School and Society,

XXX, No. 774, October..26, 1929, p. 565.

""Rodeheaver, op. cit., pp. 159-160.

"See Chapter III.
102 HIGHER EDUCATION AND THE U.S. OFFICE

by divening funds to other needs, it is possible that Cooper's short

periqd in office would be remembered as one of the most significant

in ti* history of the Office of Education. Even though the national

survey movement was short-lived, Cooper's contributions were

substantial because of the stress he placed upon organization of

the Office for greater efficiency in research (the Division of Major

Surveys), and because he was able to recruit outstanding research

men like Frederick J. Kelly for service with the Office.

When Klein resigned from the Division of Higher Education

in July, 1930, to become professor of education at Ohio State

University, t,he position of chief of "Colleges and Professional

Schools" was left vacant for nearly a year.'.'-' During this period

Benjamin Frazier served as acting chief." In the Spring of 1931,

after careful investigation of several possibilities, Cooper decided

on Dr. Kelly, survey specialist and professor of higher education

at the University of Chicago as the permanent successor to

Klein.1

Fred Kelly, as he prefitred to be called, was chief of the Division of Higher Education longer than any other man. He served

just over 15 years, retiring on June 30, 1945, shortly before his

65th birthday. He returned to Federal service in Noveinber 1948,

and continued until ten days prior to the close of fiscal year 1952,

and later came on duty as a consultant. Not only did Kelly devote

many years of service to the Division, but he was also the first

to serve in it as Assistant Commissioner and Director. When that

position was established by Commissioner John W. Studebaker

on September 9, 1945, Kelly received it.'5

Members of the Office of Education professional staff who

worked .with Dr. Kelly remember him for many different qualities

although most agree on his interest and abilLy in research. He

possessed the open-minded flexibility essential to the first-rate

research specialist. Reseaich was unquestionably his first interest,

and administration was second." -------

" Klein's Peisonnel Folder, St. Louis Records Center, St. Louis, Missouri.

"Cooper. Annual Report . . . 1930, p. 19.

"Kelly's Personnel Folder, St. Louis Records Center, St. Louis, Missouri;

and School Life, XVI, No. 8, April 1931, p. 158.

'Ibid. See also The Division of Higher Education, "Fred J. Kelly Retires

from lye Office of Education," High& Education, III, No. 2, September 16,

1946, pp. 2-3. On various titles given to Division of Vigher Education

chiefs in the period prior to 1937 see Walter S. Fells, Surveys of American

Higher Education (New York, 1937), p. 39, fn. Biographical information on

Kelly in Appendix I, infra. On Dr. Kelly's promotion to Assistant Commissioner see Chapter V, fn. 14. "Interviews of author with Mr. H. H. Armsby, Chief of Engineering

Education, Division of Higher Education, October 27, 1959; Dr. Ambrose

112
rI

DEPiESSION AND WORLD WAR II 103

Kelly possessed, in addition to acknowledged research talent,

a sense of loyalty to his co-workers, and the :respect of his colleagues in higher education. He gave wide latitude to those who

worked under hiM in the division, and he was open-minded and

willing to be convinced by new ideas and suggestions." An intense

interest in the liberal arts did not prohibit him from doing all he

could to promote interest in engineering education and studies

both within the Office of Education and outside it." At-the time

of his retirement in 1946, a tribute appeared in Higher Education

which listed his outstanding qualities:

Among Dr. Kelly's characteristics which have most deeply

impressed his dose associates are: A quiet and dignified man- ner; kindly dealing with his fellowmen; great adaptability; a wide range of intellectual interests; clear logical thinking; an

objective approach to educational questions; a lively imagination in dealing with problems; lucid expression; extraordinary

ability for incisive statement after the careful analysis of a problem; skill and tact in presenting ideas; unusual organizing

ability and continuing intellectual growth."

On the other hand, one of his colleagues was struck by Kelly's

"Mid-West attitude" toward higher education. By this he meant

that Kelly was more familiar with, and concerned over, the prob;

lems of the large State university than the smaller private institution." Another felt he was a little inclined to look outside for

assistance rather than to draw upon the professional resources

available in the Office. This was probably due in large part to the

fact that he joined the Office at the height of the national survey

movement when great emphasis was placed on consultive services

by groups not directly affiliated with the Office?' This tendency

decreased as time passed and the number of professional members

of the Division increased from five in 1931 to eight in 1940, on

the eve of the World War II expansion.22

Ca liver, Chief, Adult Education Section, Division of State and Local School

Systems, October 28, 1959; Mr. Ralph C. M. Flynt, Assistant Commissioner

and Director of Legislative Services Branch, November 4, 1959; and Mr.

Kendric N. Marshall, Finance Aid Officer, Division of Higher Education,

October 13, 1969; all of the Office of Education.

"Interviews of author with Dr. Ca liver, October 28, 1969; Mr. Flynt,

October 7, 1959; and Mr. Marshall, November 3, 1959; and Walter H.

Gaumnitz, "Reminiscences Concerning Chiefs of the Division of Higher Education," (typewritten ms. prepared for the author in 1959).

'' Interview of author with Mr. Armsby, October 27, 1959.

"Division of Higher Education, "Fred J. Kelly Retires." p. 3.

"Interview of author with Mr. Flynt, October 7, 1959.

" Interview of author with Dr. Ca liver, October 28, 1969.

"The following professional persons served in the Division of Higher Education under Dr. Kelly from 1931 to 1940 (dates of service with the Division

1 13
104 HIGHER EDUCATION AND THE U.S. OFFICE

Shortly after Kelly took office the report of the National Advisory Committee on Education appeared. This Committee had

been organized in May 1929, by Secretary of the Interior Ray L.

Wilbur,acting N. President Hoover. Its purpose was to determine

the policies of the Federal Government in relation to education.

The Committee, as finally constituted, consisted of 52 citizens

"engaged or interested in education. " '' Chairman was Dr. C. R.

Mann, Director of ,the American Council on Education. Capen and

Zook were members along with Charles Judd who had served

briefly with the Division of Higher Education in 1913. All three

were on a Conference Committee of fifteen elected from the larger

Committee, and it was this Conference Committee which did the

bulk of the work." _ The committee report which appeared in 1931 pointed out the

complete lack of unity or cohesion in Government operations to

help education. It emphasized disjointed control and incoherent

policy making. It recommended the establishment of a "Department of Education with a Secretary of Education at its head . . ."

"and stressed the research and information role that such a department should play in educational leadership:

RECOMMENDATIONS

1. Deelp the services. Develop the Federal Government's

research and information services with increasing emphasis on

comprehensive research and on the diffusion of information that

is pertinent to the decision of critical national issues. ExPand in education. Continue to expand the federal research mild information service in the field of education until

it meets adequately the needs of the American people for intellectual asistance in all phases of edutation, including the

shown in parenthese4.): Dr. John (1918-12) ; Dr. Greenleaf (1924-47): Pr.

Frazier (1927-18) i Miss Ella Ratchtiffe (1930-16. prior service in clerical

position) ; Dr. Kline Komi (1931-37) : Mr. John McNeely (1936-40); Dr.

John Lund (1940-43, 1947-51); Dr Andrey Potter (1940-15) Dr. Lloyd

Blauch (1921-23. 1940-;0) ; Dr John C. Patterson (1940-42) ; Dr. Roy A.

Seaton (1910-12). and Mr. Geoi ge W. Case (1910-46) The dates do not

include the month. when tin se people C.1111P to, or left, the Division which

accounts for the fact that in 1940 theft, Nete actually mole than eight

names of people a:,sociated %%ith it. For additional information, see Appendix

I, infra. National Advisory Committee on Education, Fedcio/ Re/otionq to Education (Washington. 1931). Part I, p 1. See Ibid.. pp 421-126 for complete list of members. George Zook is the

only person to serve on the three national Presidential committees appointed

between 1929 and 1916. He was a member of the National Advisory Committee on Education and the Conference Committee (1929-1931); ViceChairman of the Advisory Committee on Education (1936-1938) ; and Chair-

, man of the Preindent'.4 Commision on Higher Education (1946-1947).

1
DEPRESSION AND WORLD WAR II 105

educational aspects of health, recreation, and other community

activities that vitally affect physical, mental and moral growth.2.'

The report of the National Advisory Committee on Education

had a direct effect on the organization of the Office of Education.

This was the incorporation of the Federal Board for Vocational

Education into the Office.'-'" In addition, the Committee strengthened the case for more educational research sponsored by the

Office of Education. It is possible that if the Nation had not then

been sliding into the lowest depths of the depression, and was not

soon to enter an administration radically different from that

which was in power in 1931, the. recommendations would have

been followed. As it was, the Committee did succeed in impressing

educators with the need for research controlled or directed from

the national level.

By fiscal year 1932 the depression had taken a heavy toll of

Office of Education programs. e requested appropriation was

cut 11 per cent by the House of epresentatives, and the Senate

reduced the House figure by 26 cent. The total cut for fiscal

year 1933 was 34 per cent the President signed the appropriation act. Later, the appropriation for printing was cut an

additional 15 per cent. Cooper observed that under these conditions

all employees would have to be furloughed for a half month or

from 10 to 15 would have to be discharged. He observed that

research activities would have to be curtailed and the publications

program, and the distribution of publications seriously reduced."

Total fiscal year appropriations for salaries, general expenses, and

-41Ind., p.,76. See als6 pp. 95-99; and Dawson Hales, Federal Control of

Public Education A Critical Appraisal (New York, 1954), p. 67. Rodeheaver,

op. cit., pp. 157-58, discusses the Connnittee report and points out that the

vote for the "Department of Education" plan was 43 for and 8 opposed.

Those opposed "were strong in influence and were supported by the Secretary

of the Interior and others." (p. 158). There were only 51 votes cast because

one member had died during the period when the Committee wag in session.

"The Federal Board for Vocational Education had been created by the

--r-ingress in 1917. On .June 10, 1933, it was transferred to the Department

of the Interior by Executive Order 6166. The Secretary of the Interior,

Harold L. Ickes. in turn assigned it to the Office of Education on October

10, 1933. In time this became the Division of Vocational Education. See

Charles H. Judd, Regeareh in the United Site Office of Education (Washington, 1939), p. 9; Annual Report of the Secretary of the Interior for the

Fiscal Year Ended June 10, 1911 ("Federal Board for Vocational Education, 1933"), p. 264; and Rodeheaver, op. cit., p. 158. Also Interview of author

with Mr. Lane C. Ash, Division of Vocational Education, Office of Education, December 16, 1959.

' Bess,Goodyknontz, Annual Report of the Cominisqioncr of Education for

the Fiscal }'ear Ended June .30, 1932 (Washington, 1932), pp. 2-3.

115
106" HIGHER EDUCATIONAND THE U.S. OFFICE

printing were $367,000 in 1932, $304,314 in 1933, and $252,500 in

1934. These figures show a drop of 31.2 per cent from 1932 to

1934." The regular staff 'in June, 1932, was 100. One position was

closed out in February, 1933; seven more in April; and one at the

end of June. All temporary survey employees were removed and

the rest of the regular staff, now numbering 91, was required to

take a short furlough.2" The Division did not lose any staff members but it did suffer, along with the rest of the Office, from

curtailment of survey program.

Most immediate of the effects on higher educational programs

were the increasing efforts of some States to consolidate their

institutions of higher education for economic reasons, and a newly

revived interest in financial problems. The Report for 1932 shows

the changing emphasis in higher educational studies:

Higher education is just now entering upon a period of applying the scientific method to the solution of its educational problems. Criticism of higher education is widespread today. Changes are being made in both methods of teaching and in

curricula of colleges to an unpredented extent. That these

changes snould be made wisely is the most important interest of higher education to-day. This calls for a program of research. The study of questions in higher education which arise primarily from the economic depression.While the movement originated earlier, the economic depression has hastened the urge to coordinate or Consolidate the public institutions of

a higher education within a given State so as to avoid duplication

1 and competition. To be in position to respond to the States calling upon the Office of Education for assistance, a series of three

studies was planned and carried half way to completion: First, the assembling of data which reveal variations among the States in their financing of higher education and in the per- centages of their- young people who attend college; second, a

study of the governing authority and curriculum offerings in

institutions of higher education State by State, choosing those States first which maintain separate State universities and land- grant colleges; third, the investigation of the historical develop- ment of higher. education in a few typical States where the movement for consolidation has made the greatest headway. It

is believed that such a study would shed light upon the problems confronting the various States which are contemplathig steps

in coordination or consolidation.

Two other studies were prompted largely by the economic

"difficulties of higher education : First, a study of the salaries in

land-grant colleges and universities seems to be particularly

"George F. Zook, "Office of Education" in Annual Report of the Secretary

of the Interior for the Fiscal Year Ended June .10, 19.1.3 (Washington, 1933),

p. 258.

"Ibid., pp. 25& -259.
I

DEPRESSION AND WORLD WAR II 107

timely in view of the lack of reliable data as to the variations

in salaries paid in different academic divisions and academic

ranks; second, a study of 147 small colleges, including accredited

and nonaccredited types which have enrollmecnts of 500 students

or less, shows the changes in growth and Support during the

:vast 10 years. This study will shed light on the financial problems which confront so many small colleges to-day.3°

It was in the midst of this lowest period of the depression that

Cooper resigned. There was no reason for the resignation. One

student of the history of the Office was convinced that the resignation was given reluctantly and for other than political reasons

since his successor was George F. Zooic.31 This is questionable

since Cooperhad been appointed by a Republican, Calvin Coolidger

and his successor had been active* during World War I as a

member of the Committee on Public Information, a fact pointed

out in the letter of nomination which Secretary Ickes sent to the

Senate Committee on Education and Labor. Furthermore, Zook

had been criticized as early as 1921 for being a critic of the

Republican administration of Harding, and a Democrat president had taken office in March, 1933, at about the time when

Cooper resigned. No other reason for the change of commissioners

has been found.32

Dr George Zook (1885-1951) was the first and, up to 1953, only

Commissioner of Education to have had prior service with the

Office of Education, having been chief of the Division of Higher

Education from February, 1920, to August, 1925. He was destined

to serve as Commissioner or less than a gear (July 11, 1933, to

June 30, 1934), too short a period of time to markedly influence

"Goodykoontz, Annual Report . . . 19.12, pp. 12-13. The reports for fiscal

years 1933 through 1937 show this emphasis on financial studies and related

matters: student drop-out; unit costs; annuity programs; financial aid;

and so forth. There was not as much emphasis on curriculum studies as in

the 1920's except for one year, 1933, when a large number of mimeographed

circulars on curriculum matters was released. See also L. E. Hartley, "A

Critical Study of the United States Office of Education Since 1933,"

(Boulder, Colorado, 1941, typewritten ms.), pp. 54-56.

" Rodeheaver,, op. cit., p. 159. Ltr., Secretary of the Interior Harold L. Ickes to Senator David, T.

Walsh, Chairman of Committee on Education and Labor, U.S. Senate,

May 31, 1933, in Zook's Personnel Folder, St. Louis Records Center, St.

Louis, Missouri. On the 1921 criticism of Zook see Chapter III, fn. 84.-

Cooper became professor of education at George Washington University,

Washington, D. C. in 1933. According to Evans and Wright, op. cit., p. 73,

he had resigned from George Washington University in 1936 and died on

September 19, 1935, at Kearney, Nebraska, enroute to California.

Biograpnical information on Zook may be found in Appendix I, infra.

Li.
108 HIGHER EDUCATION AND THE 11.S. OFFICE

the Division of Higher Education." He did restore the old name

so it WaS once again the "Division of higher Education," and no

longer simply "Colleges and Professional Schools." However, it

did remain under the direction of the Assistant Commissioner."'

The new Commissioner did much to set the policy for the

activities of the Office of Education at the start of Franklin D.

Roos'-velt's New Deal. This is the way an unidentified writer in

an article in Higher Education described Zook's impact on the

Office of Education:

It was recognized everywhere that the depression was having

its most devastating effect upon young people. Boys were lined

up on the tops of moving freight trains. Street corners were

crowded with young people with nothing to do and no place to

go. Many young people were forced to leave high school because

they lacked suitable clothes. Many others had insufficient funds

to go to college.

Just when these problems were most acute Dr. Zook came to

Washington as Commissioner of Education. What policies were

to be adopted with reference to Federal participation in activities for young people? The answer would affect not only the

emergency years.of the'depression but the future as well. The Civilian Conservation Corps had been launched the year before, but there was no education program associated with it. Should there he? If so, what sort? By whom administered? The Federal Emergency Relief Administration had been set

up, but there was no recognition of its relation to schools and 1 colleges. Should work opportunities or scholarships, or both, be made available to college youth? Should these compete with

jobs for family breadwinners? Should funds for these relief

jobs be made available to privately controlled colleges as well

as to public ones? What should be the relation with State

agencies in the management of the program? These were the ,types of policy questions confronting Dr. Zook in 1933. His approach to their solution was through calling

conferences of the leaders most concerned. The technique itself was a contribution W Federal procedures. lie called upon the best minds he could summon and formulated policy on the basis

of their deliberations.

The outcomes ire well known. There came into being an

educational program of the CCC, and it was administered by

the Office. There came into being a college-student-aid section

"Rodeheav(r, op. rot_ p, 160. RodeitPa vet writes that "George Zook did

not serve as Coninuioner of Education long enough to make any noticeable

unpres,,Ion on the w,ork of the race" Tin,. is not entirely correct for, although he did not greatly influence the DiNision of Higher Education, he

did help to esta111,,,h Office policy in 14.11(4 activities.

" U.S. Office of Education. Ethirutroold 1),Pe elol ws, 19:1-1(0.1 7 (Washington, 1931 it erq.l, Directory for 1931, Part I, pp 1-2; and School Lifi , XIX,

No. fi, Februaiy 1931, 'ear cover.

/
DEPRESSION AND WORLD WAR II 109

of the FERA administered in the FERA by a director assigned

from the staff of the Office. From this beginning grew the

college-student-aid program of the NYA. `These were new concepts in education. They called for forthright leadership o a Commissioner not hampered by tradition.

That is what Dr: ZOok possessed. One cannot know what a vast

difference it might have made in education in this country if

the Office had been under the direction of a less able man during

those crucial 12 months."

The inception of these programs owed much to Zook but their

implementation was the work of his successor, John Studebaker,

and the rest of the Office including Kelly and his staff in, the

Division of Higher Education.

In May, 1934, Zook resigned his position with the Office, the

resignation to take effect at the end of the fiscal year, so he could

become Director of the American Council on Education. He held

this position for the next sixteen years. Bess Goodykoontz served

as Acting Commissioner until the arrival of the tenth Commissioner of Education who took office on October 23, 1934.

John Ward Sttidebaker (1887- ) was born in McGregor,

Iowa, on June 10, 1887, and graduated from Leander Clark College, Toledo, Iowa, in 1910. Most. of his life was spent in educational work in Iowa. He served successively as principal of the

Guthrie Center high school; principal of the elementary and

junior high school in Mason City; and Assistant Superintendent

and Superintendent of the Des Moines schools. He received an

A.M. from Columbia University in 1917 and an honorary LL.D.

from Drake .University in 1934. During World War I he was

National Director of the Junior Red Cross with headquarters in

Washington. At the time of his appointment as Commissioner he

was Superintendent of Schools in Des Moines. It is interesting to

recall that this man who was to serve nearly fourteen years considered the appointment to be a "temporary affair" and took

leave of absence from his position in Des. Moines. In fact he did

not resign the Iowa position until 1937."

When Studebaker arrived in Washington the regular staff of

the Office of Education was down to 73 and the appropriation for

*"George F. Zook," Higher Education, VIII, No. 2, September 15, 1961,

pp. 22-23. The article is in error in stating that the CCC "had been launched

the year before." The CCC was established by an act dated March 31, 1933,

and Zook took office on July 11 of the same year.

" Evans and Wright, op. cit., p. 75; Rodeheaver, op. cit., pp. 161-163;

Who's Who in America, XXX, p. 2692; and "Studebaker Resigns: Grigsby

Acting Commissioner," Higher Education, V, No. 1, September 1, 1948, pp.

1-3. Studebaker also received honorary degrees from Muhlenberg College, the

University of Maryland, and Roston University.

110
110 HIGHER EDUCATION AND THE U.S. OFFICE

salaries for fiscal year 1935 was only $231,022. Low as this amount

was in comparison with the $280,000 appropriated for salaries in

fiscal year 1932, it represented an increqtse of more than $15,000

over the preceding year. From the time he took office both the

staff and appropriation increased. 7 More important than regular

appropriations when it came to meeting depression emergencies

wre certain emergency relief funds. These made it possible for

th Office of Education to carry out programs which had been

veloped by Zook and Studebaker himself, with the assistance of

,.,thee staff members.'"

Five special projects were financed by these relief funds. One

was the educational forum program, a favorite with Studebaker,

which was designed to encourage discussion of economic, social,

and intellectual problems of the period. The other four were the

educational radio project, a survey of local school administrative

units, the -vocational education and guidance of Negroes, and the

program of research in educational problems conducted at universities." in addition, the Office of Education helped direct and

coordinate the miscellaneous educational activities of the Federal

Emergency Relief Administration, the Civilian Conservation

Corps, the Works Progress Administratittit, and the National

Youth Administration." i The Division of higher Education played

'John W. Studebaker, "Office of Education" in Annual Report of the Seyretary of thy Intelo ft. the Ewa! Year Ended June 30, 1935

(Washington, 1935), p. 307; and Rodeheaser, op. cit., p. 164. The figure

of 73 regular staff members does not include vocational education, temporary

survey employees, or other employees working on emergency programs.

This accounts for the (liffeience be=tween 73 and 170 as shown in Table 9,

Chapter VI, infra.

"John W. Studebaker, "Office of Education" in Annual Report of the

Secretary of the Inttrwr for the Fqral Year Ended June .10, 19.16 (Washington, 1936), p. 238. In fiscal year 1932 there were no emergency funds

available for education, in 1931 there %as approximately 1.4 million dollars

available. and in 1936. 15.9 million See Clarence Heer, Federal Aid and the

Ta1. Proil In (Washington. 1939), Table 1.

"Studebaker, "Office of Education" in .4 wino! Report . . . 19.16, p. 238; and Hartley, op. mt., pp 168-194. See also School Life, XXIII, No. 6,

February 1938, p '232 There is an excellent brief account of the public

affairs foinins and the educational radio projects of the Office of Education in Doak S. Campbell, Frederick II. Blair, and Oswald L. Harvey, Educational Actirthes of the 11'41)1,g Progee4s Admentstration (Washington,

1939), pp. 45-49.

'Bess, Goodykoontz, "Office of Education" in Annual Report of the Department of the Int, pow, 19:4 (Washington, 1934), p 254; and Federal

Security Agency and War Manpower Commr4ston, Final Repo t of the National Youth Adininistrotion, Ft wed Yeats 1916 -194; (Washington, 1944),

pp. 23-24.
! DEPRESSION AND WORLD WAR II 111

a major part in only one of the special projectsthe university

research project. Before discussing this, some mention should be

made of the role taken by the Division in the work of the National

Youth Ailministration and the Civilian Conservation Corps.

Shortly after its establishment in May 1933, the Federal

Emergency Relief Administration called together committees

representing various college associations which conferred with

specialists in higher education in the Office and with Administration officials. They discussed programs of part-time jobs for

needy college students so they could stay in school. Authorization

was provided for 100,000 such jobs "open to all colleges and

universities organized on a non-profit basis." 4' Students entitled

to participate were to be paid at least. 30* per hour but were

limited to maximum earnings of $20 per month. They could not

work more than 30 hours a week or eight hours in any one day."

Specialists in the Division of Higher Education advised the

Federal Emergency Relief Administration on programs involving

institutions of higher education. On June 26, 1935, the National

Youth Administration was established within the Works:Progress

Administration and at that time it took over the student aid

program of the Federal Emergency Relief Administration. The

National Youth Administration was considerably broaderjn scope

and purpose than,the earlier program. It had four objectives which

took it far beyond a program of jobs for needy students in college:

1. To provide funds for part-time employment of needy school,

college, and graduate students so they could continue their education ;

2. To provide funds for part-time employment in work projects

of young persons, not only to give them valuable experience but

to help youth in local communities;

3. To establish and encourage establishment of job training,

counseling, and placement services for youth; and

4. To encourage development and extension of constructive

educational and job-qualifying leisure-time activities." From time of establishment in 1935 until the program was

abolished in 1943, Office of Education officials served as advisors

to the National Youth Administration Program. One of the most

active was Fred Kelly, Chief of the Division of Higher Education.

"Goodykoontz, "Office of Education" in Annual Report'. . . 19.14, pp. 260-

262.

° Fred J. Kelly, and John H. McNeely, Federal Student Aid Program

(Washington, 1935), pp. 1-3, Appendix A.

" Federal Security Agency, op. cit., pp. 23-24.

121
112 HIGHER EDUCATION Ats.ID THI: U.S. OFFICE

He had served a a member of the group, that.110 proposed the

National Youth Administration and he remained a major advisor

from start to finish:14

In 1939 the National Youth Administration became part of, tfie

new Federal SectiritynAgicy, as did the ()flit e of Education. Three

years later it was mado4 pirt of the War Manpower Commission.

"Ity 193, some 600,01)0 persons were engaged in NYA activities,

with a peak in 1939-10 when about 750,000 students in 1.700

colleges and universities and more than 28,000 secondary schools

received NYA benefits ... During 1941-13 it trained workers for

national defense activities at an average rate of 30,000 a month." 45

The educational program of the Civilian Conservation Corps

involved the Division of Higher Education to a lesser extent

than the National Youth Administration program. The Civilian

Conservation Corps was established at the end of March, 1933,

one of the first emergency measures taken by Roosevelt. In 1935

it was made a part of the Works Progress Administration. More

than 2,000,000' oath had been employed in its camps by the time

it was_p_hased out during fiscal year 1942.'6 Starting in 1934 the

Office of -Education contacted colleges and universities on behalf

of enrollees desiring a college education. Approximately 15 percent of the enrollees had graduated from high school and were

eligible for either collegiate study or some sort of post-secondary

school work. Kelly 1,nd his staff helped find institutions which

wouH admit qualified enrollees and provide the- with some kind

of financial assistance. In 1937 -for example, largely through the

work of the Division, 39 colleges and universities offered scholarships to enrollees. 33 offered National Youth Administration assistance, and 18 agreed to make loan funds and jobs available."

But the educational programs at the college level, as well as other

educational programs conducted in the Civilian Conservation

Corps camps, were not controlled or directed by the Office of

Education. It acted solely as an advisor and then only when requested. In fiscal year 1916 the DivIt:ion of Higher Education

advised colleps arid universities afering college work to approxi-

" too.' view., of author NA ith Io Calmer, Octobe) 28, 1959, and Mr Flynt,

October 7, 1959 For additional infoimption on the general relationship of

Office of Education v.ith the NYA program see "Forum~, Correspondence,

etc (1931-194 7)" Are No 511-A :)011, RE 12, Federal Iteeord,: Center, Alexandria, Virginia,

"Richard R Od). En, lop dor of ,firm, at, If tqlory (New York,

195'1), p. 350.

'Aril, p. 342: and Federal Si cm its Ac. tu;,, ,q) rrl pp 22-23.

'11,maid W Oxley, "('CC Enrollee, (7. to ('ollege," Srl000t bp, XXIV,

No. 1, October 1938, pp

1 I )
DEMESSION AND WORLD WAR II 113

mately eight thousand young men. The number of students assisted through advisory work to institutions remained as high or.

higher until our entrance in World War Wm

Mcist important of the relief projects directly involving the

Division was the program of emergency research." The idea

behind this was to use trained white collar workers on relief to

conduct importanpo research projects. These embraced several

levels of education: occupational problems of the deaf and hard -

of`-hearing and what education could do tc help; orgnization of

local school units; vocational education an:, guidance of Negroes;

and some 200 smaller studies of variote, types in colleges and

universities throughout the Natioh.'" These studies were supervised by members of the Division with Frazier in general charge

of the work."

The emergency research project started in fiscal year 1934 in

three institutlions: Columbia University; New York University;

and the Unitiers'ity of Chicago. More than 1,700 persons were

employed foilperiods ranging from a few weeks to more than six

months in these first studies." The projects were expanded the

J -following year and before it was ended on June 30, 1937, a total

of $11,695 had been appropriated from emergency funds. The

result was a series of studies which, along with the research stations established in the 1920's, contributed greatly to the development of the cooperative research program of the Office of Education in the mid-1950's."'' StudebLker_summarized the significance

of the program in his report of office activities for fiscal year 1937:

. . . Sixty universities located in 32 States, the District of Columbia, and Hawaii joined the Office of Education in this activity. More than 165 separate study reports for 40 studies were made' by the universities, and the major findings were

"Stoi:eliaker, "Office of Education" in :tortoni RI port , 1916, pp. 233 --

237. Kelly assisted in planning the educational program of the CCC according to Flynt in an intenie% with the author. October 7, 1959. The

annual reports of the mid-1930's discuss the development of educational

programs but do not mention Kelly This is r,)t unusual since he participated

in many meetings and conferences which wt cc not mentioned in reports..

"See John H 1,10yd, "Expat,ding the Office of Educat um," The A meraran

Teacher. XXIV, No. A, April 1940, pp. 46, SO.

"Hartley, op. eit pp 1a7-188: and shoo/ Lite, XXI. No. 9, May 1936,

p. 253.

'"Oflice of Education to Head New Proji et.," no Journal pf th.4' National

Education A oatrathon. XXV, No 2, February 1936. p. 42

" Goodykoorqr, "Office of Edutatiori" to Atzinial Repo, t . . 4914, p 166.

'Judd. op , pp_ati 92 The establishment of "r..sk arch stations" came

as the result of a meeting on educational re%earch ,kroblems held in St

Louis, Missouri, Januazy 2 3, try 2t, Thi., has h. n notril in Chapter III

1 3
114 HIGHER EDUCATI4N AND THE U.S. OFFICE

assembled Illy coordinated y the Office. Findings are being made available in 11 bulle s and 4 pamphlets.. Many of the

universities are also pl.iblis.h g material growing out of this research.

More than 60,000 in, 'uals and,hundreds of institutions of

higher education ass? in providing data for the several studies. A number of tot institutions continued 'work on the

former project studies on their own funds after the project closed. It is believed that the success of this undertaking will encourage future research programs involving cooperative activities of the Office of Education and of higher educational

institutions."

It cannot be shown- that the Division of Higher Education

profited from the depressfon through expanded size cr increased

activity to the same extent as many other Federal agencies. It

increased by only one member prior to 1940 and, aside from ad-.

vising when requested, assumed only one responsibility directly

related to emergency relief, the uni versity research project.

Taken as 'a whole, the role of the Division as an instrument for

the promotion of New Deal programs was negligible.

The Bankhead-JoneS Act of June 29, 1935, was prompted to a

slight extent by the total recovery program, as were most of the

other legislative acts of the mid-1930's. But it was more a long-,

range development program to provide additional assistance to

land-grant colleges This act' was a supplement to the Second

Morrill Act of 1890 and the Nelson Amendment of 1907, both of

which provided for financial grants to land-grant colleges stemming from the MOrrill Act of 1862."

The Bankhead-Jones Act provided for the appropriation of

$20,000 to each State and territory for the operation of qualified

instituti?ms with payments starting in fiscal year 1936. It differed

from the earlier acts in one important respect. They provided for

continuing appropriations requiring no further congressional

action. The At authorized appropriations on which the Congress

was required to act each year. 16 As a result of the 1935 legislation

$980,000 was appropriated the first year of operation and dis-

. "John W Studebaker, "Office of Education" to Annual Report of the Serrf 'arm of the Interior for the Fi,al Year Ending June 10, 1947 (Washington, 19371. p 273. F addit"inal information on the research program

see Judd, op it tip 90 9:!; M.done M Prpresvon, Rerorery, and

Higher Eduentton (New York. 19371, pp. 383-383; "New Appropriations

for the Federal Office of Education," St hoot and Society, )(L11, Nn. 1096,

Drcemher 28. 1935, p 886, and "The Uno.er,aty Ite.earih Project on the

office of Education, SrLiiii and Soeittg, MN, No 1172, June 12, 1937, pp

807-808.

'See Chapter I. footnote 60

"Fred 3 Kr1iy. Land -Grant ConvgR and Pule A r"ii-ntj state

Partnership (Washington, 11 6.:1, pp 4 ti

1
DEPRESSION AND WORLD WAR II 115

tributed to the 48 States and the Territory of Hawaii. Alaska and

Puerto Rico did not participate. The Act further provided that

$500,000 more be appropriated in fiscal year 1937, $1,000,000 in

1938, and $1,500,000 in 1939 and annually thereafter.. These increases were to be ,apportioned according to the ratio that the

total population of each State and the Territory of Hawaii bore

to the total population of the States and Hawaii:57

The funds for campus instruction at the 69 land-grant institutions which were authorized under the 1890, 1907, and 1935 acts

were administered by the Office of Education. From 1939 on

through the following years the sums distributed to land-grant

colleges and universities amounted to more than $5,000,000 annually.5" The Division of Higher Edueation continued the administration 'of the funds, and receiving and reviewing reports

from land-grant institutions, which it had taken over in 1911. The

title "specialist in land-grant college statistics" was not used for

several years after 1931 when Walter Greenleaf was redesignated

from that to "specialist in higher education." 59 The title "specialist in land-grant colleges and Universities" was used following

World War II when Lloyd E. Blauch was administering the landgrant funds for the Division of Higher Education 6"

Although the Division of Higher Education did not expand or

"George A. Works and Barton Morgan, The Land-Grant Colleges (Washington, 1939), pp 15-17, text of act on pp 125-128; and J. W. Studebaker,

"Office of Education" in Annual Report . , . 1935, pp. 309-310. The BankheadJones Act was amended in June, 1952, and Alaska was-included at that time.

Puerto Rico stitj was.not participating Lanier It. See Kelly, op. cit., p: 6.

'Annual figures are Keen in Table 5, infra.

"Greenleaf's Personnel Folder, St. Louis Records Center, St. Louis, Missouri. For additional information on the Federal relationship to land-grant

institutions and experiment stations (funds administered by the Department

of Agriculture) see V 0 Key. Jr., The Administration of F'deral Grants to

States (Chia ago, 1937) ; II J Bitteman. State and Federal Grants-in-Aid

(New York, 1938); .lane Perry Clark. The Rise of a New Federalism

Federal-State Cooperation in the United States (New York. 1938) ; and

Lloyd E Blanch, "Federal Relations to F.dueation" in Walter S. Monroe

(ed), Encyclopedia of Educational Research (New York, 1950), pp. 435-- 448. The' first three items listed discuss several aspects of land-grant education and of problems arising from the' administration of funds. Some of

the records are ava in Archives File 26, "Office of Education, Commissioner's Office, Land-Grant Collei.TaCorrespondenee, Research on Education

Correspondence, 1921-26," (National Archives, Labor and Transportation Branch) ; and "Report of Treasurer-- A M Colleges (Morrill-Nelson),"

Ace No. 56-A-506, Rn 12, Federal Records Center. Alexandria,

""New Assistant Commissioner for Higher Education," Higher Education.

XII, No. 2. Octeiber 1955, pp. 17-48; and John Dale Russell, "The Role of

the Division of Higher Education of the United States Office of Education,"

American Association .if rniver4ity Profc. tq. Builettri. XXXIII, No. 3,

Autumn 1947, p. 441.

1 2.
116 HIGHER EDUCATION AND THE U.S. OFFICE

TABLE 5.Funds Appropriated to the Office of Education for

Colleges of Agriculture and the Mechanics Arts

Fiscal >esti Second Morrill Act of ONO

and Nilson Amendment of 1907

Bankhead-Jones Act

of 193G

(Amended 1952)

1890 $ 660,001) $

1891 704,000

1892 782,000

1893 864,000

1894 912,000

1895 960,000

1896 1,008,000

1897 1,056,000

1898 1,104,000

1899 r 1,152,000

1900 through 1907' 1,200,000

1908 1,500,000

1909 1,750,000

1910 2,000,000

1911 2,250,000

1912 through 1922 ' 2,500,000

1923 through 1935 ' 2,550,000

1936 2,550,000 980,000

1937 $2,550,000.__ _ _ 11,480,000

1938 _ _ _ _ . 2,550,000 1,980,900

1939 through 1953 ' 2,550,040 _ _ 2,480,000

(Figures supplied by Mrs. Gent cieve Pone Assistant budget Management Officer. Office of

FAlticatton, from material in Budget Management Office Files

AnnuallY.

take on a workload comparable to 9ther Federal activities more

closely allied to relief, education was not outside the consideration

of the Federal Government. There was a growth of interest ,in

education as shown by the appointment of the Advisory Committee on Education by President Roosevelt. This should not be

confused with the National Advisory Committee on Education

appointed by Hoover in 1929. On September 19, 1936, Roosevelt

appointed a committee of 24 distinguished citizens

. . to study the experience under the existing program of Federal aid for vocational education, the relation of such training to general education and to prevailing economic and social conditions, and the extent of the need for an expanded program; and to develop recommendations that would be available to the

Congress and the ExeNtive.61

Two members of the Advisory Committee had been with the

Division of Higher Education. They were Zook, Vice-Chairman,

"'The Advisory Committee on Fducation, Report of the Cionnutfer (Wash:

ington, 1938), p III See p II for membersInf'.

1
DEPRESSION AND WORLD WAR II 117

and Judd. Although the latter had been with the Division for a

short period of time, both were familiar with the work it did and

knew its members.

On April 19, 1937, the President broadened the Committee's

field of study. He requested it to "give more extended consideration to the whole subject of Federal relationship to State and local

conduct of education." 62 The Committee reported on February

18, 1938, that the Federal.goirernment should expand its activities

and responsibilities in the field of education. The Office of Education should have a large share of responsibility in the administration of the laws which the COmmittee proposed. Recommendations

were made for increased activity by the Government in 'nine specific educational areas which would be administered by the Office

of Education:

I. Egtablishment of a Federal equalization fund to provide

equal educational opportunity to all citizens;

2. Procedures for improvement of teacher training;

3. Stimulation of school building programs to enable com- munities to bring about an efficient scheme of district organizations;

4. Assistance to State departments of education ;

5. Helping bridge the gap between school and vocation;

6. Stimulation of adult educational programs;.

7. lint rovernent of rural library services;

8. Provisions for education of children living on Government property ; and 9. More activity in educational research, planning, and lead- ership."

Two of the recommendations h'ad direct application to colleges

and universities. If they had been implemented, the proposals to

improve teacher training and to expand Office activity in educational research would have affected the Division. The Committee

recommended that grants of $2,000,000 in fiscal year 1940.

$4,000,000 in 1;941, and $6,000,000 in each of the following fiscal

years be made to the States for their use in improving teachers

and other educational personnel. The plans for programs financed

by these grants would be "jointly agreed upon for each State by

the respective State agency and the United Staten Office of

"Ibid., p.

"Ibid., pp. 142-157, 180-221, See also Hartley, op. cit., pp. 208-209; Hales,

op. ett., pp 67-68; and John W Studebaker, "Office of Education" in Annual

Riport of the Secretary of the Interior fcr thr, Fiscal Year Ended June 30,

19.18 (Washington, 1938), pp. 346-348. Studebaker stated that the Committee reported in March 1938 (Mid., p. 346) but the published report contains

a letter of transmittal to the President dated February 18, 1938.

1 2,7
118 HIGHER EDUCATION AND THE U.S. OFFICE

tion." 64 The obviolgs place within the Office for formulating these

plans would be the Division of Higher Education.

Concerning educational research, planning, and leadership, the

Committee stated:

The United States Office of Education should remain predomi- nantly an agency for research and leadership; its administrative duties should be confined primarily to the administration of grants. Provision should be .made for an adequate staff of highly competent leaders in the various educational fields who

can cooperate effectively with the States on an advisory basis

in the planning of programs. * ** * * , A special Federal fund should be established for cooperative educational research, demonstrations, and planning, to be ad- ministered by. the united States Office of Education. The

amounts recommended are $1,250,000 during the fiscal year 1938 -39; $2,000,000 during the fiscal year 1939-40; and

$3,000,000 during each of the succeeding fiscal years through

1944-45,5

The outbreak of the Second World War made certain that the

recommendations of the Committee would not be acted upon for

some time, if at all. Nothing concrete had been established by the

time the Nazis invaded Poland in September 1939. When the war

ended in 1945, there were other, more urgent, problems of reconstruction and corversion from war to peace. The Committee's

recommendations gathered dust on library shelves. Although it

cannot be shown that any recommendations were acted upon as

submitted in 1938. the group was successful in outlining the possibilities of Federal aid to education. As far as the Division was

involved, the Committee recommendations made a strong case for

a thorough study of teaching qualifications and preparation procedures, and an even stronger plea for a comprehensive, continuing program of educational research."

Advi;ory Committee, op. cit.. pp. 201-202. Quotation from p. 201.

Ibid., pp. 219-221. Quotation from p. 219.

" Although the Committee's recommendations were not acted upon immediately or directly it is interesting to see how many of them have since become established policy of the Federal Government. Twenty years after the

Committee report was prepared, in 1958, the National Defense Education

Act became operative. It contained titles which fulfilled, in varying degrees,

recommendations 1, 2, 4, 5, and 9 as stated in the text, supra. The cooperative research program of the Office of Education established in 1954 also

assists in the fulfillment of recommendation 9. The George-Barden Act

(1946) and amendments thereto applied to recommendation 5. Public Laws

815 and 874 (1950) help recommendations 3 and 8. There are a large number of schools operated on Federal reservations and at installations through2 8
DEPRESSION AND WORLD WAR II 119

The economic _upheaval of the 1930's did not interfere to any

appreciable extent with established routine.67 A large number of

visits to institutions were made.- Now the trips could be shared

by a half dozen people rather than divided between the division

chief and one other person as before. The professional staff continued to serve as consultants and advisors to institutions, educational groups, and lay groups when requested.

Three activities in which the Division of Higher Education

participated, and w1411 involved .groups outside the Office of

Education, deserve special mention." One was the study of accreditation of post-secondary institutions made in 1938-1939 at

the request of the National Council of Chief State School Officers.

An advisory committee. of chief State school officers from California, Connecticut, Michigan, Missouri, and Virginia was appointed to work with Kelly, Fraziert McNeely, and Ratcliffe in

recommending standards that might be used by State departments

of education in accrediting post-secondary institutions. The findings of the group were published in 1940. They concluded "accreditation of higher education was a State respohsibility, and that the

function of private educational organizations should be the improvement, but not the accreditation, of education." 69

A second activity was educational relationship with Latin

America. Kelly served as an alternate, for conimissioner Stuck-

, out the world and these relate to recommendation 8. The Library Service

Act of 1956 relates to recommendation 7. These are only a few of the activities, although the most prominent, which bore a relationship to the Committee's 1938 recommendations within 20 years of the date of their appearance.

In addition to its recommendations the Advisory Committee published

19 Staff Studies on various educational problems. The studies appeared in

1938 and 1939. Lloyd Blauch, later to serve as Director of the Division of

Higher Education, was the author of three of these studies and the coauthor of two others; John Dale Russell, also to serve as Director at a

later date, was the co- author of one; and Judd, formerly with the Division

for a brief period, was the author of one. The list of titles may be found

in Judd, op. cit., p. 133.

° A good brief statement on recurring services and activities of the Division of Higher Education in the mid-1930's appeared in a paper prepared

for a "Conference on Higher Education, May 22-23, 1936" in Archives Pile

209-a, "Professional Education, etc." (National Archives, Labor and Transportation Branch). "The riational survey of the higher education of Negroes came in the late

1930',s'and should be noted as one of the most important cooperative activities. This has been discussed in Chapter III. "Jennings B. Sanders, "The United States Office of Education and Accreditation" in Lloyd E. Blauch (ed), Accreditation in Higher Education

(Washington, 1959), p. 19. The study published in 1940 was Fred J. Kelly

et al., College Accreditation by Agenetee Within States (Washington, 1940).

9
120 HIGHER EDUCATION AND THE U.S. OFFICE

baker on the Interdepartmental Committee on Cooperation with

the American Republics. This group was created in 1938 and continued to function throughout World War It. John Patterson

attended meetings as an akisor.'" Discussions of this Interdepartmental Committee led To the assignment of responsibility to

the Division for selection of nominees for exchange with Latin

"American Nations agreeing to the Convention for the Promotion

of Inter-American Cultural Relations, signed December 23, 1936.

According to the Convention one professor and two graduate students or teachers were to be exchanged between the*United States

and each ratifying power. The Division was to select those to go

to Latin America and place those coming here from abroad.n

This was the start of a highly successful teacher and student exchange program. Perhaps one could call it the precursor of the

famous Fulbright international education programs starting after

World War II.

The study of the objectives of graduate education in the American democracy was the third of these activities. This was begun

in 1937 under the leadership of Dr. Isaiah Bowman, President

of Johns Hopkins University. The study was stimulated, and

directed, by the Office of Education and Bowman. When it

published by the Office of Education in 1939 it was a clear and

timely statement of the role of the graduate school in tbe preservation and promotion of democracy."

Publications and studies, as has been noted, tended to emphasize

financial problems although -a glance at Table 11 shows that there

was variety in the material published and distributed. There was

a sharp drop in the number of publications relating to higher education. In the decade from 1921 to 1930 there were 158, and in

the succeeding decade 123; a decline in number of nearly 25

'Commissioners Office, Interdepartmental Committee, on Cooperation

with American Republics, 1938-1944," in "Forums, Correspondence, etc.

(1931-1947)," Ace. No. 6-A-506, RG 12, Federal Records Center, Alexandria, Virginia.

'John W. Studebaker, Annual Report of the United States Commissioner

of Education for the Fiscal Year Ended Jun( 10, 1040 (Washington; 1941),

p. 12 See also .John W. Studebaker, Annual Report of the United States

COMmissioner of Education )or the Fiscal Year Ended June 30, 1941

(Washington, 1942, pp. 44-45.

"John W. Studebaker, "Office of Education" in Annual Report of the Secretary of the Interior for the Fiscal Year Ending June .10. 19;.9 (Washington, 1939), pp. 73, 91. The study published as a result of the work on

graduate schools v.as Isaiah Bowman. The Graduate School in American

Democracy (Washington, 1939).

"See Chapter VI

103
DEPRESSION AND WORLD WAR 11 121

percent. The reduction was caused in part by smaller appropriations for printing during the early 1930's but other factors, such

as rising production costs and more comprehensive and better

illustrated publications, contributed. The improvement ill quality

of the publications more than balanced the loss in quantity.

In 1939, one of the most crucial years in the history or man

and at which one can, look And say "Here one era ended and

another began," Kelly appeared before the 41st Annual Conference

of the Association of American Universities to explain the contributions of his Division of Higher Education to the Nation. The

paper he presented summarized so well the overall contribution

of the Federal Government, as well as the Division, that it can

serve as a valedictory to the 1930's. Kelly wrote that the Federal

Government aided higher education in three ways: grants of land ;

appropriations of funds through such devices as the Second Morrill Act, the National Youth Administration, and so forth; and the

services of the Office of Education. These services, all performed

in whole or part by the Division of Higher Education, were five:

1. Educational relations with foreign countries such as credential verification, exchange of students, and -exchange of

professional licenses ;

2. Services rendered to the States such as survey advising, and State accreditation of colleges and universities;

3. Services rendered to groups of colleges and universities such as- the land-grant survey of 1926-1930 and similar sur- veys," studies of alumni in 31 colleges, dropouts from 25 colleges, and so forth ;

4. Services rendered to individual colleges and universities such as the assistance rendered to five State universities; one

State agricultural and mechanical college, and one Negro college in the first half of 1939, assistance in collecting statistics, graduate school studies, publication of special studies, and

so forth ; and

5. Services rendered through facilitation of conferences among leaders in higher education such as the conference on

graduate study let by Bowman.75

It was a comprehensive and balanced program of services which

the Office of Education offered higher education through its Di-"

" For a list of the national surveys of the 1930's see Chapter

'3 Journal of Proceedings and Addresses of tilt Forty-first Annual Conference Held at the University 'of Missouri, October 30--11 and Novembrr 1, 1939

(published for the Association of American Universities at Chicago ,1939),

paper by Kelly on pp. 92-101. Another summary statement of value relating

to the activities of the Office of Education in the late 1930's is in Educational

Policies Commission, Federal Activities in Education (Washington, 1939), pp.

111-123.

13i ,
122 HIGHER EDUCATION AND THE U.S. OFFICE

vision of Higher Education.'" But this well organized program was

thrust more and more into the background as the Second World

War absorbed increasing amounts of America's' energies. The

war would leave its mark on all it touched. The Division would

not be the same when pence returned for, as any student of

history kfiows, no matter how many times history repeats its

themes they are always played with variations.

The Second World War

The general attitude of the American people toward war

changes almost as much as the way it is fought. The SpanishAmerican War, in the words of Mr. Dooley, was a "grand moonlight an' picnic excursion." That is the way a large segment of the

public seemed to regard it. The First World War was a moral

crusade to "make the world safe for democracy." But the Second

World War was a scientific, business-like affair fought, by the

United States at least, with methodical detachment bolstered by

a sober devotion to democracy seldom equaled in our history. There

were far fewer illusions in 1942 than in 1917, and many more

well-laid plans.?'

This business-like attitude was reflected in educational planning

such as in the emergency training program for defense workers'

which began a year and a half before our entrance into the war:

Between April 1939 Ind May 1940 officials of the U.S. Office of Education and representatives of the Army and Navy had

carried forward careful inventory of the training facilities of

the public schools of the Nation, with special attention to the potentialities of the Federal-State cooperative program of vo- cational education with its billion dollar plant, its 35,000 skilled, teachers and supervisors, its 75,000 training stations in public' trade schools. Consequently, it was not a surprise when the

schools were called upon to use these facilities in an emergency

training program for defense workers'"

" On July 1, 1939, the Office of Education was transferred from the De- partment of the Interior where it had been for seventy years to the new

Federal Security Agency. (53 Stat. L., pt. 2, Reorganization Plan No. 1 of

Reorganization Act of 1939, approved April 3, 1939.)

" When dealing with a large number of people, statements of this type

are dangerous. But regarded as generalizations and not infallible laws,

these contain much truth. Songs coming from the three conflicts tend to

bear them out. The most enduring song to coma from the Spanish-American

War was the roistering "Hot Time in the Old Town Tonight." World War

Pa great hit was "Over There," a thumping, crusade-like song. World War

H failed to produce a single song that possessed the staying power and

universal popularity of these.

" Studebaker, Annual Report . 1941, p. 1.

134
DEPRESSION AND WORLD WAR II 123

This inventor., was followed in June, 1940, by Public Law 668

which appropriated $15,000,000 for emergency training of, defense workers. Courses in this program were to be of less than

college grade. Four months later, Public LaW 812 appropriated

$60,500,000 to expand the program and include "short engineering

courses of college grade, provided by engineering schools or by

universities of which the engineering school is a part, pursuant

to plans submitted by them and approved by the Commissioner. . ." 79 Nine million dollars was authorized for these short

engineering courses. This was the start of the Engineering,

Science, and Management War Training program which will be

discussed in more detail later.

Obviously the abrupt entrance into World War II did not find

the total lack of defense educational prOgrams which had existed

24 years earlier. Programs of vocational defense training for

adults and youths, and college level courses in engineering were

already operating. In fiscal year 1941 more than $75,000,000 had

been made available for national defense work and this money

was to be administered by the Office of Education."

Within a few days after the attack on Pearl Harbor, Studebaker

and his staff had developed a comprehensive list of the services

which the Office of Education could offer to further the war effort.

There were three major categories of services:

. L Administering tooperativeitetion-oograms of education and

training in the States which would enable them to make a maximum contribution to the ar effort;

2. Providing leadership, advice, and information to the schools,

colleges, and libraries of the Nation concerning special educational

problems of the wartime situation; and

3. Establishing effective liaison between organized education

on the one hand and the war agencies of the Federal Government

on the other.*

The Division of Higher Education was involved in varying

degrees in each of these broad categories of activity. The Engineering, Science, and Management War Training and Student

War Loans Programs were important cooperative enterprises it

administered. In the second category the Division participated

in an information exchange program involving institutions and

organizations at all educational levels, and prepared and issued,

through the Office of Education, various publications relating to

"Ibid., pp. 1-3. Quotation from P.I.. 812, 76th Congress, 3d seas.

"See Table 6, infra.

"' John W. Studebaker, "The Uni"ed States Office of Education and the

War," The Educational Record, XXIII, N. 3, July 1942, pp. 453-463.

133
TABLE 6.Appropriations Made Available for National Defense, Office of Education, FY 1941-1946 Program FY 1941 FY 1942 FY 1943 1Y 1944 FY 194i FY 1941 Program Salaries and expenses of office of education for national defense $ 1,222,000 $ 1,264,000 $ 1,200,000 $ 866,700 $384,900 $ 4,937,600 Vocational education of defense workers 15,000,000 15,000,000 Vocational courses of less than college grade 26,000,000 61,900,000 104,000,000 90,000,000 281,900,000 CAL Equipment 8,000,000 22,000,000 30,000,000 4-- Engineering, science, and management war training 9,000,000 20,500,000 30,000,000 25,000,000 4,000,000 88,500,000 Out of school rural youth 10,000,000 15,000,000 15,000,000 12,500,000 10,500,000 63,000,000 NYA projects 7,500,000 10,000,000 17,500,000 Loans to students 5,000,000 900 5,000,900 Salaries and expense (loans to students) 100,000 100,000 Visual aids for war training 1,000,000 2,000,000 175,000 3,175,000 Totals $75,500,000 $130,622,000 $156,364,000 $130,700,900 $15,541,700 $384,900 -,0.- $509,113,500 (Figures supplied by Mrs. Genevieve Dane, Assistant Budget Management Meer, Mies c4 Edueati.,, from material in Budget Management Ogle% files.)

. .:

1

1
DEPRESSION AND WORLD WAR II 125

the war. In the third category were the services of Kelly and

other members of the Division on, or for, emergency war bodies,

most important of which was the Office of Education Wartime

Commission.

Less than a month after the opening Japanese attack on the

United States, a National Conference of College and University

Presidents convened in Baltimore, Maryland. This meeting was

sponsored jointly by the National Committee on Education and

-.4 Defense and the Office of Education." It lasted from January

3 to 4, 1942, and was attended by approximately 1,000 delegates,

making it the "largest meeting of college and university executives ever held in the United States," 8 It was also an enthusiastic

meeting at which the conferees pledged "the total strength of our

colleges and universitiesour faculties, our students, our administrative organizations, and our physical facilities. The institutions

of higher education of the United States are organized for action,

and they offer their united power for decisive military victory,

And for the ultimate and even more difficult task of establishing

a just and lasting peace.", 44

Kelly addressed this group using as his subject the U.S. Office

of Education Wartime commission which had just been organized.

The National Conference resolved that the Commission should

be a major agency in preparing reports on needs and requiramonts

in higher education. The resolution was propitious and the timing

right; the Wartime Commission served throughout the first and

darkest year of the war as the main liaison between the Office of

Education and the colleges and universities and other institutions

of higher education throughout the Nation. Although it lasted

only one year its influence continued, to be felt throtighout the

war." . This Wartime Commission had been established in December

1941, at the request of the Federal Security Administrator, Paul

V. McNtitt. He explained its purpose in theSe words:

The object is (1) to facilitate the adjustment of educational agencies to war needs, and (2) to inform the, government agencies directly responsible for the war effort concerning the

"The National Committee on Education and Defense was organized in

August 1940. It represented sixty national educational associations and was

sponsored and supported by the American Council on Education and the National Education Association. For membership see Clarence Stephen Marsh .

(ed), Higher Education and the War (Washington, 1942), pp. 159-163.

"Ibid,, p. iv. "Ibid., "preamble" to the resolutions and recommendations of the Conference, p. 154.

"Ibid., pp. 72-81, 153-158.

v
126 HIGHER EDUCATION AND THE U.S. OFFICE

services schools and colleges. can render, and (3) to determine

the possible effects upon schools and colleges of proposed policies and programs of these government agencies."

At the first meeting of the Wartime Commission in Washington,

December 1911, Studebaker issued a statement which read in

part:

To be the largest possible service to the Government in gen- eral, to anumber of agencies of the Government in particular, and to organized education throughout the Nation, the Office of Education now needs and requests the united assistance of a workable group of key officials in or near Washington engaged

in different fields of education. Acting upon Administrator Mc- Nutt's request; I am, thettfore, establishing the Office of Education Wartime Commission."'

Studebaker served as Chairman and Goodykoontz as Vice Chairman, with Kelly as Executive Director. Administrator McNutt was

an ex officio member. The total membership at the start was thirtyeight. In order to ,facibtate the work of the Commission several

of its members were organized into two Divisional Committees:

State and Local School Administration ; and Higher Education.

The latter contained sixteen Commission members and had the

ubiquitous George Zook as Chairman and Kelly as a member..Dr.

John Lund, Specialist in School administration in the Division of

Higher Education, was Executive Director." In addition to the

regular members of the Wartime Commission, there were several

members of the Office of Education staff, including nine from

Higher Education, who served as consultants and advisors. The

numerical strength of the Commission apparently varied from

thirty-four to sixty."

One of the most important missions of the Commission was "to

" /bid., p. 76.

"U.S. Office of Education Wartime Commission," E4ucation for Victory,

I, No. 1, March 3, 1942, pp. 3-4. Quotation from p. 4,

" Dr. Fred Kelly served as a member of the Divisional Committee on State

and Local School Administration as well as on this Committee. (Ibid., p. 5).

There is some confusion in the available information on the sire of the

Commission. The article in Education for Victory (see fn. 87) lists 38 members with McNutt as one of them. It also lists 10 "additional prisons" who

served on the two divisional committees but were not on the Commission

itself. °thee-figures on the Commission do not list McNutt but total 58 members, 33 members and 1 alternate, and 68 members and 2 alternates. cf. John

W. Studebaker, Annual Reports of the United States Office of Education for

Fiscal Years 1941-1942, 1942-43 (Washington, 1943), p. 47; Marsh (ed),

op. cit., pp. 164-166; and Handbook on Education and the War .. . (Washington, 1943), pp. X-XII. The last-named volume has a Foreword by Studebaker

vhich states that the Wartime Commission "is made up of 63 educational

leaders." (P. IX).

136
DEPRESS/o AND WORLD WAR it 127

facilitate the wartime contacts of the Government agencies with

schools and colleges and to make such contacts more effective."

It issued several reports, many of which were influential in determining the policies of the Government and of educational

institutions and organizations. Probably the most effective of these

reports grew out of a meeting sponsored by the Commission in

the Summer of 1932. This report was entitled Jfandhook on Edaration -and tilt War, the published proceedings -of a National

Institate'on Education and the War 'which was held fot the campus

of The American Unnersity, August 28211, 1912. More than 74

leading educators attende the four-day session which was addressed by a number of leiding Government and wartime figures,

among them Lt. General Bretton Somervell, McNutt. Secretary of'

Agriculture Claude Wickard, Senator Thomas of Utah. and Elmer

Davis, Director of the office of War Information. The influence'

of a document of the nature of this teport cannot be measured

accurately, but it was widely distributed and its suggestions for

accelerated school and college programs, adaptation, of curricula

to meet defense needs, and additnial Federal act lom to educational

services were adopted by the colleges and universities of the

Nation ,as well as by- elementary and secondary schools."' This

volume and Hight t f;duratuat and 'h.- Wet. which resulted from

the .January. 1912, National Conference of Colleg and University

Presidents, were far better guides than any Which appeared in

the First orci War.

The Wartime Commisesion contin941 regular meetings until the

Fail of 1912 w hen it eeas,ed fun( tinning believing_ the task of

organizing and planning had beetx at-comph:Oted and the actual

operation of programs should he left to such agencies as the War

Manpower Commission and to the individual educational instituAwns. Members of the enmtv;ston, however, "eonttnued to assist

the Office of Ethical owl and other Federal agencies . . as individaals, or in small grouts (49111 together fm consultation and

work on speeial yroblem,,"

studo)009, X,' I 4 f.r- a; Fur additional

eerrnment ary on invision arl 4. the t onmoq.orin ift G r neral sow "I hr Wartime

romme441ron Of tfte I'mtvd ,31 Eciurat 1,7n The El, MR titan/ S,-hold

imirsetti, XI.!!, No 5, Aprtl 194.! p VA? thri 01,14rtIVo4 for the

Commission are th. t. listfti f faeilitat. adto-tin, nt of educational

iikenciPa to war nerds, Si I- inform I f rnment aenets dire, tly re,pon

sible for the war effort th. 4.11.1re, !,at schook at: writ), al; and

Third, to dotornonv piiA,,bl effect,. iii ,( )4)4.1, It isd ( on. F., r.f tho programs

awl polmes of thec war agoneteq

Hrindhemk, pp IX 1%; !'J ;fat , j_ty,

'Studebaker, ,1711i.:1- R. a, ..- p i Tho War Man
12s ific,11FR t.A.H4 IN ,,,tt Tpl. t ..:, oFytt-F-,

V. 4'1 r 4 Nk .1? tillif ping! adminisstered by

the t' f Ed u+ ,,own 1., the n-ponsibilito. of the

1.,1011 t,f Voc.itional ;m()11: ational Training for War

Vroduetion orki,r,. and Ftod tion 11.11 Trainitig. A third

1.1,-. the repon7illiiity of a --AR-. aal emergent[ dirlattn. Visual Aids

for 1 l'It; lriiiali :Mg IV.o 11 PS!. the re,ponsihilit Of

the 1)1\ t.,n and,..., it proved, they were

the maim- cow vitiations it matte t.r the %,ir vtroit Engineering,

Si:R.14Y. and 'Al.inavelount \\ .ti raining.. and the Student War

,t,ttement smelt: e 11 thy vai oip;idered

I.:Ty:meet in, S. wit, e, and 1\1.m.tgeinetit \Val 11.ltlittltr one of the

tv,t) (ndi.11.011 unit-11)010n, ,wf entire fittiee I.:ducat o .11."1 It t ontiliaed lo be of IO (Marv, :-,W1o111,:illee until the war

11 twill,. yodtql t' '`..:4S,1)10,099 lea, spent in training

the *110111`.1 in the ..ourses it sport-

-toed

.111.1 :\latiagt mm 1Var Tr.iinim.r extended

t; .41; ; 9, 1919 t,. 'H... "al P11-, it 90.9 '.VI'III ttlu V. ellatige:\

11,1ifil 1 1 1 pt.; i t / i i I OW 111'4 %PA f/f (ipt,tation, 1911,

It .111(1.ilh Enginoo ,n)! 1cfen,e (lYr) since

)lice ,ind management tttiii vie not \ et in\ I% ed mut it vas

not .1 V. I t 11!112. 121 -1'1 2111 Tit,' \ V.21 it W:I4 eXpalltied to

.,!n I :Pg21i22'1'111g" Sca nu... and Alsin.tgern('nt 1)efert..se Training

rsmirl 11..c the "Defense" in the title

Any '11.21 12o, hit t 11). :1 1),,tially identified ES:VINVT

thioughooi tht tt. pc? ti

I'm ()ft..'" 9 1, t 1 Ow ba,,!e ESMWI

1, 1)..' _ I. 1'! )'-1[1. 1.1) tit the) 9, 1910. 'NI, act

1. I ts, 1% 1'21 \' .28

' " - 22 .12 2' 1 ::7o Kelly repo

.. ;:,,t) u r d I . . ti, N NI,t1,), /S. I I CM111111,11111,

1..t ,I1 11.. I1, ,.or, r

fi . 'II, 1.4... .v 8. I /Ltd, Eft,,,

If N. s. ; P.' :1 11 pr', I. ..n f..: the-e r

I44, f I 'I 414o r., h 1741,

\ Nt f "I V1, in

:y . 10 1,t..i 1111417

1,1 1. .; 'I 'f High( r

Jt ';. - ,1. ) ..f ir.emil relating to

, ,ir I . 1 h., ;7.1'1,1.0 kl I /j10, Prugrani

1. .. -.dr.. M tg'

1,,r . , 0, ! t, .0 t 1 .04. 7, .Inr
DEPRESSION' AND WORLD WAR 11 129

appropriated $9,1aio,ii(1(1 to cover the cost for the 'remainder of

the fiscal year ending June 30, 1911, ot."short engineering

courses of college grade, provided by enginwring schools or by universities or which the engineering schoof is a part, pursuant

to plans submitted by them and approved by the Commissioner, which plans shall be for courses designed to meet the shortage of engineers with specialized training, in fields essential to the natibnal defensePI (wider!, That only engineering schools which operate under chattels which exempt their educational property from taxation shall be eligible to receive these funds: Prodded /ratio s: That not to exceed 20 per centum of the

amount allotted to any school shall be allotted to it for expenditime for purchase or rental of additional equipment and leasing of additional space found by the Commissioner necessary for carrying out its approved plan." "'

During the following four years of its life the program underwent few modifications.

The principidchanges were: (1) the addition of courses for chemists. physicists, and production supervisors to the objectives'of the program; 12) the provision that courses must be of types approcd by the Chairman of the War Manpower

('ommission; (3) the reduction of the percentage of funds 4vhich might be allotted for equipment and space from 20 per centum

to 121,2 per centum; and I 1) the provision that approved equip- ment purchased w ith VSMWT funds ,hould become the property of the instant

The size ;mil scope of the ESN1WT program made it impossible

for the small permanent profeAional staff to handle.'" The Office

'An excellet,z 411 tall, el hi'.e.oy of the ESMWT progrIm has been written

The account in the te t i. h.i 1 p111113rily un thi. histor:, which was prepareef by a profe,teenal tatT tithe r `A ht :10.1%+. rn ESMWT from the

early ela For Nenipl to de tall, ',VC II If A tm,by, Etotive e row', ?le(

Manal/r ?rn nt lige Tielenie, nal t a-Ini,gton 1916) Quotation from pp 11 1:e

lb"! p

TaLle lei, Chapter \ I, r,ttin, .11'1V the N17.0 of the Do. itora, The regular

staff, in \+hih ate 111(1,111Pd the e Ith.f figure, e-f the ESMWT program, never

numbered more than 1 a during the v.itt vear, although. in an interview

with the author, October 7, 19:-e1, AttnleN tated that the total tatT. including temporary (le rival and professional people, r? ached about go at the

height of the .ar

The following pinefee.snetial person, tit n.cd xith the Division of Higher

ilducation under Kelly (luting the period from 1911 through 1945 (dates titsrvice with the Di \.e.tion drown to parentheses and only ESMWT people

listed are the Dire dor, and Field C0'0(1111:001 ,) Dr. John (1918-42); 1)r.

Greenleaf (1914 17) ; Dr. Fraser (1927 18) Mts. Ratcliffe. (1930-46, prior

nervier in clerical posttOml , Dr 1 and 11910-4:1. 1947 :el 1: 1)r. Potter

t1940-4:); Dr Mauch t 1921 11, 1940 :.9); Dr. Patterson (1910-42); Dr.

Beaton (1910 41), Mr t'n-a (1910 110 . Mt (;uy Cutler (1911); Mr. Henry

133 ,
130 HIGHER EDUCATION AND THE U.S. OFFICE

of Education was fortunate in obtaining the services of a group

of highly qualified people. The first to be appointed was Dr.

Andrey A. Potter, Dean of the School of Engineering, Purdue

University, who served as an expert consultant from July to

November 1940, assisting in organizing the program and served

as a consultant until the program ended in 1945."" Mr. Allan W.

Horton, Jr., joined the staff as a specialist in engineering education in the Summer of 1940 to assist Dean Potter.'" Dean Roy A.

SeAton, School of Engineering and Architecture, Kansas State

`College, served as Director of ESMWT from November 1940 to

... June 1942. He was followed by Dean George 1W. Case, College of

Technology, University of New Hampshire. Dean Case 'remained

with ESMWT-until January 1945. by which time action had begun

to close out the program by the end of the fiscal year.

Armsby (1941- ) ; Mr. Ralph C M. Flynt (1942-1946, 1951- ) ; Mr. Kendric Marshall (1942-45) ; 1)r. Frederic Hamilton (1942-43); and Dr. Ernest V. Hollis (1944- ) ) Annsby, Flynt and Willis were still with the

Division in 1960

,,- ' Armsby, op. (-14,4 10

"'Potter, Seaton, and Cabe are included in theibiographical section (Appendix" I) because they served as heads of the ESMWT program Armsby

is also included because he remained with the Division after the war and

also Played a major role in ESMWT. Otherrportant figures in the program.

but not included in Appendix I, were:

Allan W. Horton, Jr. (formerly assistint to President Karl T. Compton

of M I.T., secretary to the Committee on Engineering Schools of the Engineers' Council for Professional Development, and currently engineer for

Standard Oil Company of California) ;

H M. Crothers, principal speoalist in engineering education and later

deputy director A Dean of Division of Engineering, South Dakota State

College) ;

A. M. Patterson, principal specialist in chemical education (formerly vice

president and professor of chemistry at Antioch College) ;

I H Solt, senior specialist in physics;

I, W. Hunt, associate specialist in engineering education and later principal

specialist In chemical education;

G T Schuerming, principal specialist in management education (professor of business administration, University of North Carolina) ;

Theodore H Morgan, assistant director and later deputy director- (head

of Department of Electrical Engineering, Worchester Polytechnic Institute);

F. W. Marquis, principal specialist in engineering education (chairman of

the Department of Mechanical Engineering, Ohio State University) ;

A. C. Jewett, principal specialist in engineering education (formerly

director of the College of Industries, Carnegie Institute of Technology) ;

E T. Donovan, principal specialist in engineering education (assistant

professor of mechanical engineering, University of New Hampshire) ; and

R. L. Peunfoy, principal specialist in engineering education (director of

division of engineering. Texas College of Arts and Industries). /hal., pp. 10,

78-79.

1 4 0
DEPRESSION AND WORLD WAR it 131

The main objective of ESMWT was "to aid the defense program

and war effort by training people for specific defense tasks, giving

them only such instruction as was; directly and immediately needed

in the limited tasks to be performed."'" A fundwneiral policy of

ESMWT was "that it should be a program of the institutions in which the Office of Education assisted, rather than a brogram of

the Office in which the institutions assisted; that it should be

administered by the colleges and universities themselves so far

as possible. . . ." "2 The Office of Education was thus an administrator and not an operator of ESMWT. Each participating institution of the total of 227 involved before the program closed

appointed a member of its staff to serve as representative. It then

proceeded to determine local training needs and develop courses

to meet them. The institution applied through its regional adviser

to the Office of Education for funds to cover the costs of these

courses. Determination of course need was the responsibility of

the War Manpower Conimission. The institution was to realize

no profit from the course ; monetary allowance was only to cover

the costs."

The Office of Education appointed 22 of these regional advisers

throughout the Nation. They served as coordinators of the college

programs with industrial and military needs, and as liaison between the Office of Education and the field. They met regularly

in Washington to advise Kelly and the ESMWT Washington Staff.

In addition, each of them served as chairman of a regional com- mittee in the field.104

Courses were offered in four general fields after fiscal year 1941 when they had been offered in only the first lisitd. engineering; chemistry, physics, and production supervision. Engineering

courses enrolled the largest number of students ; nearly 75 percent.

Production supervision was second with an enrollment of more than

21 percent, The remaining 4 percent was almost evenly divided

8"' p. 4.

" Ibid., p. 4.

"Interview of author with Armsby, October 27, 1950. The institutions had

to show a need for the course before it could be approvc1 by the War Manpower Commission and the Office of Educittion could et,: One proposal from

an institution gave as a need the fact that the phries professor wanted

"very badly" to teach. This was rejected, of course, since \it was not related

to the defense program In addition to need, the proposal had. to show content

of the course, cost, length, and certain other pertinent information.

'Armsby, op. ed., pp. 16, 95-98 The National Advisory Committee on

Engineering Defense Training (1940-45) also advised the ESMWT program. This group consisted of 11, later expanded to 20, leaders in engineering,

science, and management education. Horton, and later Armsby, served as

secretary of the Committee. For more information see Ibid., Op. 12, 93-95.

11 I
TABLE 7.- i nimu,g of EDT, ESMDT, EtiM117-1. ES.11117-11. and 1;'S:11117-Ill Metob( r 9, 1940- .1nn4 10, 19,;1 11,31 Number of part 0 ipating t 1'1 11 1,11 12

I tttt I 1,12 1G 1,1, 11 vstivt I Iii 1.11 1 11 to I. institutions _ _ 113 191 211 195 172 i17 Coorst s All tielt6 2,182 7,598 12,740 11,517 8,501 42,568 Engineering 2,182 6.171 7,859 5,723 Chemistry

_ 220 480 437 296 1,433 14 Physics 132 231 270 038 871 te>o Proiluet ion supervision ti 1,072 2,502 2,981 2,244 8,799 Enrollment All fields _ .120,802 438,503 596,184 402,684 237,593 1.795,716 -Engineering _120,802 350,564 413,938 265,366 156,555 1,337,225 Chemistry

_ 7,914 13,929 10,664 6.331 38,838 Physics 5,813 11.998 8,620 5,981 32,415 Production supervision

0 71,212 126,269 118,034 68,723 387,238 Number of full-time courses 18,607 92,0'11 47,305 14,379 3,942 106,254 Enrollment of : Fem:iles 811 38,341 130.245 79,612 33,226 282,235 Negroes __ _ _ ___ 849 3,265 10,539 7,574 2,931 25,158 Armed forces _ _ 1,554 7,970 12,967 15,325

0 37,816 Veterans

0 0 0 6,094 8,221 14,315 "Course" as used in the F,SMWT program included all training conducted by one institution under one approved course proposal. This might be limited to one section or it might include as many as 100 sections in different locations. (From Armsby, H H., ESprineertwg. Snow*, and Management War Training-Final Report, Bulletin 1946, No. 9 (Washington, 1946). p. 4r, lG
,DEPRESSION AND WORLD WAR 11 133

between chemistry and physics. The minimum requirement for

most courses was a high school diploma while several required

first-level degrees and there was at least one course that required

a doctor's degree for admission. Few of them carried college

credit since they were essentially training to meet emergency

needs of the Armed Forces or industry and were not part of a

degree program. Generally, the courses were for people already

at work, or about to go to work, and not for regularly enrolled

full-time students although there was a radar course taught at

some 40 institutions which enrolled college students. Since a large

percentage of the students were employed during the day, most

classes met ith the evening.t'

There is no question but that this program run by the institutions and administered by the Division of Higher Education was

a valuable contribution to the war effort.

ESMWT made trailable to war industries thousands of men

and women with specialized training and abilities, who were

able to perform important technical and supervisory tasks vital to the war effort, and which they could not have performed without the training giver them by ESMWT courses. It served

to increase the efficiency of other thousands of employees and

to expedite war In oduction in hundreds of plants in all parts of the country. In fact without the aid furnished by ESMWT many industrial plants would have been unable to make the valuable contributions which they did make to the war effort.10"

In addition, the ESMWT program had long-range benefits that

reached beyond immediate war-time need:

ESMWT set a pattern for relationships between the Federal Government and the colleges in a federally sponsored educational program, which many obseryers feel has important impli- cations for the future. ESMWT was based on the fundamental

policy of institutional autonomy and administrative responsi- bility to the greatest possible,extent consistent with the re- sponsibility placed on the U.S. Office of Education by Congress. The colleges planned and conducted courses to meet training

needs uncovered largely by themselves, and the Office exercised

a minimum of controls, adopting only such as were necessary

to insure that the will of Congress should be carried out.'"

Ibid. pp. 44-51; and interview of author with Armsby, October 27, 1959.

Mote detailed statistical information is shown on Table 7, tnfra.

Ibid., pp. 59-60. A spot check of six labor market areas, made in early.

1945, showed nearly all the trainees were going into, or already in, war work.

The breakdown on traine es and graduates from courses was as follows: 97.5

percent in wilt work; 1.2 percent assured of employment in war work after

training was completed; and 1.3 percent in "other work." Ibid., pp. 140-

142.

Ibid., pp 64-65. For additional information on ESMWT see William T.

113
134 HIGHER EDUCATION AND THE U.S. OFFICE

There was an attempt to revive the ESMWT program, or one

similar to it, in the Korean War period. The new program was

tentatively named "National Defense College Training." The move

for it reached its height in 1951. The National Dele WC-College

Training program was to be a joint undertaking of the Divisions

of Higher Education and Vocational Education, Office of Education, and the Department of Labor which would replace the War

Manpower Commission of World War II. But the program was

never started since it was opposed by officials high in the Federal

service.,'"

The second major program involving the Division of Higher

Education was the Student War Loans Program." This wag not

as long-lasting nor did it involve as many people as ESMWT but

it was important in helping to provide well-trained manpower for

the war effort."°

The Baltimore Conference of January 3-4, 1942, was a major

factor in the development of the program. It had come out strongly

in favor of an accelerated college calendar. Higher educational

institutions had been almost unanimous in adopting such a schedule. Holidays were curtailed and summer recesses eliminated. As a

result of the wartime policy and the rising costs of living, college

costs went up while, at the same time, students had less opportunity to earn money to pay expenses. Scholarship and fellowship

Clark, "College Level Wir Training Completes Four Years of Activity,"

Highi I Ed/Mail/Pi. 1, No. 1, January 1, 1945, pp. 5-6; "College-Level Courses

in ESMWT," Education for Victory, 1, No. 20, December 16, 1942, pp. 17-18;

Roy A. Seaton. "Engineering, Science ,and Management Defense Training,"

in Marsh (ed), op. rat.. pp. 63-67; Studebaker, Annual Report . . 1941, pp.

18-33; Studebaker. Annucl Reports . . . 1941-42, 1942-194.1, pp. 11-16;

John W. Studebaker, Annual Report of the lin:fed-Slates Office of Education

for the Fiscal Year 19i4 (Washington, 1945), pp. 27:41; John W. Studebaker,

Arnim, Report of the Federal Security Aginry, Section Two. U.S. Office of

Education tor the Fiscal Year 1945 (Washington, 1945), pp. 7-11; and the

bibliography in Armsby, op. rat , pp. 144-149

"' Interview of author with Armsby, October 27, 1959; and "National Defense College Training ' Miscellaneous Forms and Regulations in personal file

of Armsby.

This is properly entitled "Loans to Students in Technical and Professional Fields (National Defense) of the Labor-Federal Security Appropriation At 1943," P L 647, 77th Congress 2d Session, approved July

2, 1942 See Ralph r. M. Flynt, Student War Loans ProgramFinal Report

( Washington. 1946), p. 11. This is a succinct account of the program by one

of its chief administrators.

`" Th° pros, am was actr,,e from July 2. 1942, to June 30, 1944, less than

half as long as ESMWT. Figures on participation are given in the text and

fn 115, infra. Table 6, supra, shows the total appropriation for loans although the actual amount of money loaned was considerably less.
DEPRESSION AND WORLD WAR II 135

programs were not, in most cases, flexible enough to permit the

student to meet increasing costs. Consequently, additional help was

needed if the accelerated program were not to defeat its own

%purposes of providing more skilled manpower by forcing the

financially handicapped to leave college."' Suggestions from educational leaders ted to the adoption of a program df financial

assistance to students in certain subject fields. The program was

adopted as a part o Public Law 647, approved July 2, 1942, and

contained the follow' provisions:

... (1) assistance was to be in the form of a loan; (2) only

degree-granting institutions maintaining an accelerated pro- gram were authorized to participate; (3) loans were to be made

to students in the fields of engineering, physics, chemistry, medicine (including veterinary), dentistry, and pharmacy; (4) students receiving loans were required to be within 2 years of graduation; (5) loans were not to exceed $500 to a student in

any 12-month period; (6) interest was to be charged at 21/2 percent per annum; (7) the borrower was required to agree

in writing to remain in the accelerated program and after graduation accept employment as, directed by the Chairman of

the War Manpower Commission; (8) loans were to be cancelled upon induction of the borrower into the armed forces under the Selective Training and Service Act of 1940 before the com- pletion of his course, or upon death or permanent disability; (9) sums repaid were to be covered into.the miscellaneous

.receipts of the Treasury Department.112

The program was obviously intended to be of a temporary

emergency nature. Also, it was to be available only to those students who were well along in their education, usually juniors or

seniors. With the Act as a guide the Office of Education prepared

detailed regulations which were approved by the Chairman of the

War Manpower Commission. Administration was given to the

Division of Higher Education and a small staff was assembled,

headed by Kendric N. Marshall, former president of Chevy Chase

..Junior College, Washington, D.C. Assisting Marshall were an

associate director, four field. representatives, and a specialist in

student personnel problems. This small group administered the

Student War Loans Program through its active operation.13

Ibid., pp. 1-2. On Office of Education activity in the accelerated curriculums see "Adjustment of` the College Curriculum to Wartime Conditions and

Needs," Education for Victory, II, No. 21, May 3, 1944, p. 21.

"'Flynt, op. cit., p. 2.

"'Roy W. Bixler, "The Student War Loans Program," Higher Education,

II, No. 2, September 15, 1945, pp. 3-5; and "Three New Office of Education

Programs," Education for Victory, I, No. 16, October 15, 1942, p. 2.

1
136 HIGHER EDUCATION AND THE U.S. OFFICE

This period of activity was schedued to be quite brief as Studebaker explained in his 1944 Report:

However, as a result of factors arising 'subsequent to the

inauguration of the loan programsuch as the lowering of the draft age and the establishment of college training programs by

the Army and Navythe Congress decided in 194,3 that the usefulness of the loans had been too seriously curtailed to warrant continuation of the program after June 30, 1944."4

During the two year period when loans were arranged and

granted more than 11,000 students were assisted by the rogram.

These were enrolled in nearly 300 institutions and the total mount

of financial assistance they received was approximately three and

one-third million dollars."5

The contribution of'the program was stated by Flynt, the s ff

member who prepared its official history:

The men who were aided by this program, more than 11,000 of them, were in a position where the amount of time saved

by the acceleration of their educational programs sent them into

the service of their country earlier and better prepared, and with a quality of morale that is generated by the satisfaction

of having a job Completed without interruption. Furthermore, these men, by virtue of their completed training, were saved

for postwar civilian services in the fields for which they had

begun preparation.,"

"' Studebaker, Annual Report ... 1944, p. 31. See also Studeloq,ker, Annual

Report . . 1945, pp. 12-13; and John W. Studebaker, Annual Report of

the Federal Security Agency, Section Two. U.S. Office of Education for the

Fiscal Year 1946 (Washington, 1947), pp. 132-133.

"'The exact figures on the number of borrowers, participating colleges,

and amount loaned vary in three Important sources. Flynt, op. cit., in summarizing data for fiscal year 1943 states that 11,081 students received

loans (p 6). He uses the figure 11,081 again on pp. 7, 8, and 9. But in

Appendix IX, "Cumulative report of student war loans program for. fiscal

years 1942 -43 and 1993-44," the total number of students is given as 11,049

(pp. 33-39). This is the figure used in Appendix X, also (p. 90). Studebaker, Annual Report . . . 1946, pp. 132-133, uses 11,081. In an article written in 1949 (George E. Van Dyke, "Government Experience with the Student

War Loan Program," Higher Education, VI, No. 6, November' 15, 1949, pp.

61 -63) the figure 11,044 is given. Flynt lists 287 particpating colleges in

Appendix IX, pp. 33-39; Studebaker states there were 286 colleges and

universities (p. 132); and Van Dyke states there were 287 (p. 62). Flynt

and Studebaker agree on the total amount loaned as being $3,327,838 32;

while Van Dyke uses a total figure of $3,335,521.14.

"'Flynt, op. cit., p. 10. For additional information see Van Dyke, op. cit.,

pp. 61-63, and Kendrie N. Marshall, "Federal Loans for Students." Manuscript prepared for publication in an educational journal in early 1993 (Mr.

Marshall's personal file).
DEPRESSION AND WORLD WAR II 137

The other contributions of the 'Division to the war effort were

of a more routine nature. Specialists contributed regularly to the

Office wartime journal, Education for Victory. In addition to

publishing several articles on higher education in it, the Division

maintained a regular column entitled "Higher Education and the

War" (originally "Higher Educational Institutions and the

War"), and contributed to a feature on "School and College

Civilian Morale Service." The Division attempted to keep readers.

abreast of affairs beyond the immediate scope of the war effort

although, as was to be expected, virtually everything appearing in

the magazine related to it.'"

During the five year period starting in 1941 and ending in 1945,

the Office of Education issued 43 publications relating to higher

education. This was a drop from an average of approximately

12 per year during the preceding decade to about 81/2 per year

during the war period. Nine of these publications were directly

related to the war and national defense but the remainder covered

a surprisingly wide range of subject matter considering the fact

that so much of the national effort was concentrated on the war."

One of the most sensitive and trying problems faced by higher

education was that of speeding up the curricula without suffering

a loss in the quality of education. In 1942 Studebaker appointed

a committee of five people, headed by Lloyd Blauch, to prepare a

series of reports on how this could be accomplished. Only Blauch

was a member of the Division of Higher Education ; the others

came from positions outside the Office.'" This committee immediately "requested the national association of college teachers

in each of the principal fields of study in the arts and sciences to

appoint a committee to prepare the report for that field." 120 In

this manner reports in 21 subject areas were compiled in 1943 and

early 1944, and were then distributed to the heads of departments

concerned in the institutions of higher education throughout the

Nation. Limited publication facilities made it impossible to make

1"Educanon i', to,y began publication on March 3. 1942 (Vol. 1, No.

1) and was published biweekly until June 20, 1945 (Vol. III, No. 24). It replaced the regular journal of the Office of Education, School Life, which

resumed regular publication in October 1945.

"'See Chapter VI, Table 11, infra. For titles of publications see Appendix III.

"'Committee membeh in addition to Blauch were Dean Levin B. Broughton, College of Arts and Sciences, University of Maryland; Dr. Walter C.

Ee113, executive secretary, American Association of Junior Colleges; Dr.

Kathryn McHale, general director, American Association of University

women; and Dr. Levering Tyson, president, Muhlenberg ,College. See

"Adjustment of the College Curriculum.. . .," op. cit., p. 21.

"Ibid., p. 21. A 7
108 HIGHER EDUCATION AND THE U.S. OFFICE

distribution of the studies to each faculty member but apparently

each institution was reached.'2'

The phenomenal growth of educational facilities at all levels

in the Twentieth Century greatly increased the demand for welltrained teachers. The Division of higher Education had perennially been concerned with raising the standards of the teaching

profession and increasing the supply of well-qualified people. The

war aggravated this concern. Studebaker, early in the conflict,

reported "that 7,500 classrooms were closed in October 1942 and

that the number was increasing rapidly." 122 The primary cause

was the drain of the draft and defense industry on the teaching

profession. In 1943 the Division, in cooperation with consultants

from national educational organizations, prepared a series of proposals which were approved by the Offict of Education and the

War Manpower Commission. These were submitted to the Bureau

of the Budget. They called for short courses of college grade,

including part-time refresher courses, for teacher preparation at

various colleges and universities.' The total cost of the program

was set at $3,700,000.

The following year additional studies of teacher shortages were

made and disseminated. It was found, among other things, that

7,700 classrooms were closed in fiscal year 1944 because of the

inability of school systems to find qualified teachers.'" Apparently, the Bureau of the Budget was not greatly impressed by this,

or it found other matters more demanding, for ,the emergency

teacher training program was never instituted.

1r Three events in the history of the Division during the Second

World War exerted their influence beyond the temporary emergency. In fiscal year 1943 it was transferred from the office of the

Assistant Commissioner, where it had been administratively

assigned since Cooper's 1929-1930 reorganization, to a separate

position which made the chief of the Division responsible directly

to the Commissioner.'24

The second event was th'e establishment of Higher Ectumtiott

magazine on January 1, 1945. In an open letter which served as

a preface to the first issue, Studebaker wrote:

'I Ibid., p. 21; Studebaker, Annual Reports . . . 1941-42, 1942-43, pp.

44-45; and Studebaker, Annual Report . . . 1944, pp. 25-26.

'Studebaker, Annual Reports . . . 1941-42, 1942-41, pp. 45-46. Quotation

from p. 45.

'Studebaker, Annual Report . . . 1944, pp. 23-24.

`'`U.S. Office of Education, Educational Directories, 1942-43, 1944-45

(Washington, 1943 et seq.). Directory for 1942-43, pp. 1-4. Cooper's reorganization is discussed earlier in this chapter.

4 1 13
4, DEPRESSION AND WORLD WAR II 139

For years the U.S. Office of Education has felt a need for "a suitable medium of communication with American colleges and.aniversities. To meet this need it is now establishing a new

peiriodical, HIGHER EDUCATION, which this year will be published semimonthly except in July and August.

4. * The Division of Higher Education of the Office will be _re- sponsible for the new periodical. In this undertaking- it will be assisted by representatives of other divisions. The publication will, therefore, represent all the higher education interests of

the Office.'25

-The periodical thus established became the major medium of

communication between the Office of Education and individuals

and institutions in higher education. It continued bimonthly from

January 1, 1945, until May 15, 1953, thereafter becoming a

monthly publication. Except for Volume I which ran until June

15, 1945, publication was suspended annually duiring the months

of June, July, and August.'="

Third, postwar planning absorbed more and more of the attention of the Division of Higher Education as victory approached.

Beginning in the Fall of 1943 groups of college officials began to

study problems higher education would have to face. These groups

were assembled and their work directed and coordinated by the

Division. . The regular staff, supplemented by a temporary specialist employed for the purpose, published a Workbook in early 1944 which

was based on the study of this staff and the findings of field

groups. The Workbook was distributed to colleges and universities across the land and was widely used in post-war planning.?

In Jaml* 1944, a full-time professional member was added to

the staff "to give direction to State-wide and similar conferences

on post-war planning." 128 This new member was Ernest V. Hollis

who came over to the Office from the American Council on Education. Prior to that he had been a college professor and administrator.'2" Within a year from the time of his appointment, Hollis

J. W. Studebaker, "To College and University Officials," Higher Education, I, No. 1, January 1, 1915, p. 1.

'a' In addition to the file of members of Higher Education in the Department of Health, Education, and Welfart7 Library see Studebaker, Annual

Report . . . 1945. pp. 1-2.

'n Studidiker, Annual Report . . . 19; ;, p. 26. The workbook was U.S.

Office of Education, Con feri nee Workbook on Problems of Post-War Higher

Education (Washington, 1944).

'' Studebaker, Annual Report . . . 1944, p. 26.

'' For biographical information see Appendix I.

lia
140 HIGHER EDUCATION AND THE U.S. OFFICE

had assembled a volume of data on post-war planning which

contained information on age and education of veterans. With

Flynt, also of the Division of Higher Education, he prepared a'

"round-up' of information secured from the colleges and from

professional and lay associations on what they are doing to readjust program and procedure to meet postwar educational needs,

especially those of returning veterans and young war workers

whose education has been interrupted." L"'

.When the war ended in 19.15 the Division of Higher Education

could look back with as sense of accomplishment and forward with

assurance. It had made substantial contributions to. the defense

of the Nation, particularly through ESMWT and the Student War

Loans Program. Its efforts had been' Letter organized and far

more beneficial than those of World War I primarily because the

total national effort was itself better organized. But the greater

appreciation among Government officials and educators of the

contribution to be made by higher education was also important.

On Day the Division was not totally unprepared for the tryin, transition from war to peace. It had some plans for conversion

on whit.'1 reliance could be placed since they had been made with

the help of educators tilt oughout the Nation.

4

Studebaker, .4 nnual t . 1 q.1;, pp. t; 7 Quotation from p. 7.

Titles of these publication,: E V 110111,4, Dion t,n Stab -tt trlr idann:nn of

Veteran's Eduoif ton (Ww-hington, 1915) , and E V Hollis. and Ralph (' M

Flynt, lirgiter EditeatIon Looks eth, (Wa,h:ngton, 1915)
The PostWar Years

(1946-1953)

In a sells, ow neg.in long befoie the war had

ended As nail,: N.,rliber 1912, %%hen victory -ryas far from

sight of t; ,en the nnt optino;tn Itoosevelt appointed

a kornmittee of I-di-41.4,r.: tn :41.14 tfit' priasielll of %eteran education after the a it For t. veal; this eornimitee worked on plans rid Thu J WC; r far !Ci101111): its the President inch, ated in his l.ttei list.h,irging the violin

I Am happy lo 0-1te that the Committee has, indeed, done

its n,nll And that many of its lcomnientlations Lire alrt.;ttiy ttPn !hulugh the ono trnent of 1)nblie Law nopti)arly ktifm 11 the GI flill of Rights, and

tbrough posicies est :ihll.lo by the Veterans Administration, the Armed f.'rce, etythan educational

tztOk/titIttiN, ilthz agencie.s

Thu, ":''1""*. "11 ,t factor

rt the trIlati-;(sti t anti 'Amer:W.1es..

t'ott.tt.tort thr Stth's e\perieneed the greatest

fr.m t; t ,11 1`,..', 1 St ! Stoci,i,31t, iteremtwr II 1'14 ..r l'r 191: whtl 141. Jr tj r '<rntffitt-s- NIV4 mtwr

P442

' 0." ( t _ frn Pr, flr Starr-, HU 1) No *A44,

Ttto, t jut Mat:,11 ''F.rirum,. ("or

ramv..64, r,r, . A , 1a Fe,r,i)

.s, rt lir ;., to h r.4 k $)411,rn, USA.

hmrtrahr,, t eSN tirf7%.37', llr R

Harr:. Pr. } M .s(

Adrii,P;Atr..:'1.,t1 Mr 1 : ;0, t ,s!dr! Lot 1. h wi, Cortmt,

clorter Stoii,h,ikr1 I ( s it tit is T1,#t# ## e#, Franev4 T

Sp.v#Mr: c! I II sr JJ r St r.t. Jan

1,ary

I,tr 1.. .)- 1011 f t. P

I :I

1 5 i
112 H !CHER EIWCATII1N A N I e ilE U.S. OFFICE

growth in tinrollment. dui mg 1916-1't that has eer been recorded in any one rear in any. country. The 2,078,095 students

estimated to be in attendance at some 1.700 colleges and umlersities in the autumn of 1916 represented a 100 percent increase

over the enrollment of the preceding. year, and a 50 percent in- . creaseover the peak enrollment of the prewar years.'"

The Division of Higher Education had anticipated some expansion following the war' although it probably did not expect an

increase of suck proportions. It did. howexer, prepare for the

problems that would result from the flow of veterans to college

campuses as best it could. The steps taken mcluded preparation

and publication of the Confit, Nye Workbook the appointment of

a full-time, professrlinal staff member to deal with the problem

of planning, and the publication of bulletins on postwar planning

which have been noted earlie!' In addition, Kelly led his staff

In cooperating with other groups attacking the proble.yri. He observed in 1916 that "hie of the major interests of the Higher

Education Division of the U.S. Office of Education for many

month hp: been to cooperate with national groups, regional

groups, statewide group and individual institutions in planning

for thelgears ahead. The entire staff has participated in this cooperative effort."

Typical of these cooperative meetings was one held in the

Office of Education on December 12,-13, 19.11. The t is was the

post-war editeotion of Negioes, with special referee to returning

vcterans and war workers Dr. Ambrose (gaily , senior specialist

in the education of Negroes. was the director of the meeting at

which four national orgi matins in higher education were

present "As the %ear drew to a close the number of conferen.:es

increased and the tempo of planning stepped up. Furthermore,

"These postwar plans did not call for a mere reconversion to

oil war college practice,,, they were calculated to meet the life

needs of the rtna 1i larger number iond greater variety of our

pusioilmen that 'A to i(qi to he ID rt t h rotwh the provisions of the Sr e% icemen's Readiustment Act "

*3.,hn r, -t re'nt'al pe, .,1 Sorority Agenept,

rtion M/111 1 1,2furat.om Fmrtil 1leer (Washington. 19481, p

' See chapter seer, ons...e0. on rtn,t 'Aar pi:inning On the Work-

,' od :see also "'Conf. retire Workl,onk Plohltn, of l'o.t-stet I1 ghet Etiucateln- Eilidentim. for Viet", q. II. No 22, May JO, 1044. p 14

' Frei 3 belly, -Eolelp.0101." en F, Vi*liolle. and Ralph C NI. Flynt, /hot r Eduf fit,p 1,1p)1, 4Ww.Innizton, 19I), p v

'"(4onferenee on th,. E krat,,n ,tf Nlfr..` 'Ed"' " i". No. 2, Jart.uv 15, 1945, pp 9 in

John W Stu,1$,(1-ey, 4* »/,i; pe," ,h, F ral S. runty Age trey,

152
THE POST-WAR YEARS - 143

Postwar planning touched every level of education and even the

Office of Education, itself. In the 1944 Annual Report Commissioner Studebaker announced a comprehensive program of reorganization developed that year. It did not contemplate any

"innovations in the types of activities which the Office of Education would carry on, but rather an expansion of staff and improvement of organization within the Office by which to accomplish

more efficiently the purpose for which the Office of Education was

established. . . ." 8 His plan, developed with the cooperation of

Federal Security Agency and Bureau of the Budget staff members, called for an expansion from 209 empoyees (105 professional

and 104 clerical) to 1,353 employees (643 professional and 710

clerical). In place of the fifteen divisions and smaller units which

then existed there were to be only eight divisions: Elementary

Education, Secondary Education, Vocational Education, Higher

Education, International Educational Relations, School Administration, Auxiliary Services, and Central Services.9

The Division of Higher Education would expand from a

strength of 11 (7 professional) to 156 (91 professional) under

the reorganization. It would have four sections: Organization, Administration and Finance ; General and Semi-Professional Programs; Professional Schools; and Colleges of Arts and Sciences.

The Division would remain responsible for the same activities

as before which were research and develoPment of plans, collection

and dissemination of information and t onsulting and advising

institutions, individuals, and groups.)

The expansion proposal was favorably received throughout the

educational world. The American School Board Journal observed

Section Two. U.S. Office of Education for the ENcal Year 1946 (Washington, 1947), pp. 124-125. Quotation from p. 124. See also John W. Studebaker, Annual Report of the' Federal Security Agency, Section Two. U.S.

Office of Education for the h'iscal Year 1945 (Washington, 1945), pp. 6-7.

'Studebaker, Annual Report . . . 1945, p. iv.

'John W. Studebire-,---:4-mrtml-44parL of the United StateR Of of Education for the FiRcal Year 1.444 (Washington, 1945), pp. 63-138 See also John

W. Studebaker, "Development of the United States Office of Education,"

Higher Education, 11, No. 12, February 15, 1946, pp. 1-4. Prior to reorganization the Office had the following divisions and administrative units: Higher

Education; Vocational Education; School Administration; General Instructional Services; Physical Education and Health Activities; Inter-American

Educational Relations; Special Programs and Projects; Services for the

Blind; Visual Aids for War Training; Educational Uses of Radio; and

Publications. (Studebaker, Annual Report . . . 1945, p II). The reorganization plan was also prepared ih mimeograph form: John W. Studebaker,

"Plan of Organization to Improve the Service of the U.S. Office of FducaPon, A Three Year Program of Development," (Washington, 1944).

"Studebaker Annual Report ... 1944, pp. 84-86, Chart I, opp. p. 138.

153
111 EIWcATIoN ANL THE (*.S. OFFICE

that if the Office got only a part of what it w anted it would

"build in Washington some respect for education' which the other

governmental agencies have never shown." " The National Education Association was certain that the plan would permit the

Office to provide a "much needed" service to education.12 The

School Exceldice felt the plan v as far from unreasonable even

though it would expand tlus Offwe more than 600 percent. Even

then the Office would be smaller than the New York State Department of Education." The only apparent opposition of importance,

was that of the Congress which was unwilling to vote the appropriation required for the total expansion program to take effect.

Consequently, there was a lot of discussion but not much action

in fiscal year 1915, but the following year the appropriation did

permit some reorganization. The eight divisions were established

as planned In addition, a temporary Division of Surplus Property

Utilization was established. The Division of Higher Education did

not follow the original pInn, of organization in four sections as

noted earlier. Instead, it was organized in three permanent sections (Organization and Administration, Professional Education,

and Arts and Sciences), and a temporary section (Veterans'.Educational Facilities Program) which lasted until fiscal year 1949.

Kelly was promoted from Chief to Assistant Commissioner and

Director of the Division of Higher Education in September 1946."

The Office of Education, however, did not expand to the extent

desired by Studebaker. The total personnel strength in 1950 was

.311, an increase of 77 over 1910. and a far cry from the more

than 1,300 called for in the plan. Appropriations in 1950 totaled

$2,178,600. an increase of more than 130 percent over 1940 but

" "For a Better Office of Educatmn," The A tocruhit School Board Journal,

CX, do 1, Aptil 1945, p. 50. cf. Natumal Education Association of the United

State,, tt Federal-Stott Relations to !Mutation (Washington, 1945).

"'To%tard a Stionger Office of Education," The Joutital of the National

.Eduta! tort .1 ,;wienttion. XXXIV, No 3, March 1945, pp. 53-:54.

'"Reorganization of the U.S. Office of Education, "The School Executive,

I.XIV, No. 7, March 1945, p. stmkbakpli, tnannl Rcpoy f 19,;6, p, 09: and U.S. Office of Education, h'tlurrt ro mil reetw te,;, 1'467 -4,1 1967--6s (Washington,.1945 et seq.),

Directoty for 1945-46, pp. 1-0. 'flit' appointment of Kelly as Assistant Commissioner is not noted in the Directory nor Hight t Education but in Kelly's

Per-onnel Folder, St. Louis Records Center, St. Louis, Missouri, there is a Not I Cs of Personnel Action" dated Septembei 0, 1945, effective September

9, 1945, which piomote,, Kelly from "Specialist in Higher Education," to

"Assistant Commissioner (I/Hector, Division of Higher Education)." This

is an official action of the Office of Education and proves that the head the

Unisons of Higher Education %%as made Assistant Commissioner at that time.

For 1/ivision organization see Part I of Etiututional Directories published

during the period, especially 1917-18. pp 2-3, and 1949-50, p. 3.

1 5 i
THE POST-WAR YEARS 145

not sufficient to meet the planned expansion. The Division had

grown faster than the Office as a whole. It expanded from 12 professional members-in 1946 to 26 by 1953.'5

On June 30, 1946, Kelly retired from office after 15 years of

"distinguished service. " 't' He was succeeded on September 3, by

Dr. John Dale Russell of the University of Chicago. Russell had

an extensive background in higher education and at the time of

his appointment he was "widely known for his work in conducting

surveys of institutions of higher education and for advisory service be has given to a large numbe of colleges and universities." 11

During his half-decade of service with the Division-he earned the

respect and admiration of his colleagues within, and outside, the

Office of Education and added to the stature gained under Kelly.

One of the men in the Division later wrote that "Under the leadership of John Dale Russell . I felt that the Division was making

significant impact on higher education inkthe United States . . . It

was a source of great regret to most of the members of the

"See Tables 8, 9, and 10, chapter VI, infra. The figure for the Division

of Higher Education for 1953 includes the professional staff of the Division

of International Education which was then temporarily assigned. The following comment on the effect of the reorganization, one of the very few that

appeared in print from a source outside the Office, is from Hollis P. Allen,

The Federal Gorr r nt and Education (New York, 195U), p. 10:

"Soon the plan for reorganization was placed in effect [1945], although

most divisions are still -staffed in only skeleton form. In this connection,

some criticism has been leveled at the office for having too many top-flight

specialis,ts and administrators in proportion to individuals in lower positions.

The Office has believed that, if it is to develop more status in leadership

and service to the schools of the nation, it must have capable men and

women on its staff. To this end, if only a few positions, could be filled in the

divisions of the Office, as has often been the case, an effort has been made

to bring strong,. personnel to top positions.k is argued that to fill subordinate

positrons first would deny competent protnsional leadership and service to

the states and unduly complicate, personnel problems if more competent individuals were added at the top later. A tradition of relative incompetency,

_started early in the reorganization, would jeopardize the whole program

The Divisions, of Secondiii7 rducation-and of -Hig Education are rases

in point The high type individuals recently brought to leadership in these

divisions, men though the subordinate staffs therein are as yet very small,

have already demonstrated a degree of leadership and service to the schools

of the country out of proportion to the size of these divisions Within limits, it

is believed that the Office has been justified in its policy of giving priority to

the filling of top positions when its appropriations are insufficient to fill all

positions which are encompassed in its long--itinge plans."

"Studehaker, Annual Report , . 046. p. 119. Kelly's service within the

Division of Higher Ede ation did nut end in 1946. He served as a full-time

member from late 1948 to mid-1952 and later as a consultant. See Appendix

I.

""New Director of the Higher Education Division." Education,

III, No. 2, September 16, 1946, p. 1. 5
146 HIGHER EDUCATION AND THE U.S. OFFICE

Division that a person of John Dale Russell's stature in the field

of higher education saw fit to resign for another position." Like

Kelly, Russell was interested in research and adept at handling

people but he was more interested in the financial problems of

higher education and was a better administrator, more analytical

in his approach to problems, and somewhat less imaginative."

The hundreds of thousands of veterans who returned to college

campuses in 1946 brought with them problems which were of

concern to the highest circles in the Federal Government. They

caused the appointment of the third presidential educational advisory group in 17 years." This was the President's Commission

on Higher Education appointed July 13, 1946, by President Truman.2° The primary purpose for the Commission was to investigate

and report on the ability of higher education to play its full role

in American Democracy. This included discussion of expanding

educational opportunity to all able young people, the ,need for

technical institutes, and the adequacy of the financial structure of

institutions."

The Commission studied higher educational problems and development for eighteen months before issuing its report in December, 1947. Of most immediate concern to the Office of Education

were these recommendations:

This Commission recommends a fundamental change in the position given to the central educational agency in the Govern- ment organization. First, the financial support given to the United States Office of Education must be commensurate with

the great tasks confronting that agency. Second, the status of

the agency within the framework of the Government must be

raised.22

To aid in improving the program carried on in the instituInterviews of author with Mr. H. H. Aimsby. Chief of Engineering Education, Division of Higher Education, October 27, 1959; Dr. George C. Decker,

Chief, -1,,oans-tQ-Schou14_Suetuaf__St ate and 1.oc al S ystems.__Orz__

tober 29, 1959; and Mr Ralph C. M. Flynt, Assistant Commissioner and

Director of Legislative Services Branch, November 4, 1959; all of Office of

Education The quotation is from a biographical Resume prepared by Dr.

Claude Hawley for the author in the Fall of 1959.

"The first two of these groups wore the National Advisory Committee on

Education (1929-31) and the Advisory Committee on Education (1936-38).

They were discussed in Chapter IV.

'See President's Commission on Higher Education. Higher Education for

American Democracy: Report of the Commission (Washington, 1947), Vol.

I of VI, p. iv, for list of members.

21George F. Zook, "President's Commission on Higher Education," Higher

Education, III, No 1, September 2, 1946, op. 1-3.

"President's Commission, op cit,, Yol. III, p. 41.

153
THE POST-WAR YEARS 147

tions of higher eduCation throughout the country, there is need

of a Federal agency staffed with personnel of such high quality

as to enable them to exercise effective leadership without authority. This requires a high place in the Government for

the agency representing education. The position now occupied

by the United States Office of Education does not give the neces- sary status and recognition to education to enable the Office

to-function effectively. The Commission recommends legislation

aimed to raise the status of this office."

The President's Commission proved itself to be the strongest

advocate of Federal aid to education in American history to that

time. If its recommendations had been implemented, the Division

would have expanded tremendously, perhaps even beyond the 156

total strength Studebaker envisioned. But the Commission's findings were to suffer a fate similar to those of earlier groups. That

is, only a few of its recommendations were to be followed and

these over a period of years. The Congress and Executive were

involved in other matters ana obviously felt that the vast Veteran's Readjustment Program made further activity of the kind

recommended by the Commission unnecessary. Instead of concentrating its educational activities in one agency, the United States

Government continued a policy of scattering its educational help

thrdugh a large number of agencies. In fiscal year 1947, for example, Federal aid to higher education including all programs

amounted to $1,772 million and less than $11 million of this was

administered through the Office of Education." Major Federal

agencies involved in higher educational activities that year, and

throughout most of the following years, were:

Department of State Department of the Treasury Department of War and Department of the NaVy

(Later Department of Defense) Department of Justice

"ibui., pp. 72-73 See also George F Zook, "The President's commissift

hcc F.ducation Itep.rts." 11404.-4. February 15,

1948, pp. 133-136; Francis J.Prown, -"Pr44.ident's Commission on Higher

Education Reports Further," Higher Education, IV, No. la, March 1, -1$48,

pp 145-148; Rall 1. Grigsby, Annual Report of the Federal Security Agency,

1948. Office of Education (Washington, 1948), pp, 454-457; and "National

Commission on Coordination in Secondary Education, etc (Including President's Commission on Higher Education, 1946--48)," Acc. No. 57-A-681, RG

12, Federal Records Center, Alexandria, Virginia.

"President's Commission, op, rit., Vol. III, p. 39 (Chart 1); and James

Earl Russell, Ft dcral Actiifie.; in High r Education After Hie Second World

War (New York, 1951), pp 3, 178. The Veteran's Administration charged

with administration of the "G.I. Bill of Rights" expended $1,595 million that

same year, which was 14:; tithes more than the amount administered by the

Office of Education. (Mid, p 210.)

157
118 HIGHER EDUCATION AND THE U.S. OFFICE

Department of Agriculture Department of Commerce Federal Security Agency Federal Works Agency National Housing Agency

U.S. Maritime Commission

Civil Service Commission

The Library, of Congress Bureau of Indian Affairs (Department of the Interior)

The District of Columbia."5

The results of each fragmentation, and of the "marked tendency

of the federal government [sic] to by-pass existing educational

coordinating agencies such as the U.S. Office of Education," were

confusion, inequities, and duplication of effort.2° But the activities

remained scattered, none-the-less, and, the bivision played only

a minor advisory role in the huge Veteran's Readjustment Program. . Two somewhat smaller programs of the post-war period did

utilize the services of members of the Division. One was helping

to implement the Surplus Property Act of 1944.27 This provided

for the sale or gift of certain types of property surplus to the

needs of the Nation to tax-supported and non-profit educational

institutions. The Office of Education determined the educational

need for such property and advised the three-member Surplus

Property Board which administered the Act. This assistance to

the Board was rendered- through an Office of Education Advisory

Committee with Armsby of the Division of Higher Education as

the only full-time member of the Office on the committee. The size

of the program is shown by a two-year period ending May 1948,

when "property surplus to the needs of the government initially

valued at $646,663,358 was made available" under this program.

The Act was amended and liberalized in 1948 and the two following years. Although the Korean conflict brought sharp curtailment it continued to operate past 1953.28

The other was the Veteran's Educational Facilities Program.

t

'Aid, pr. viii-x cf. Charles A. Quattlebaum, Federal Education Activities

and Education Issues Before Congress (Washington, 1952), esp. "Part 3,

Survey of Federal Education Activities," pp. 133-349; and "Federal Educational Activities," Higher Education, VIII, No. 5, November 1, 1951, pp. 49 -55.

"Russell, op. cit., pp. 59-69. Quotation from p. 61.

" P.L. 457, 78th Congress, approved by the President on October 3, 1944.

' Hollis P. Allen, The Federal Government and Education (New York,

1950), p. 57. See also Quattlebaum, op. cit., pp. 280-281; Henry H. Armsby,

"Federal Surplus War Property and Educational Institutions," Higher Education, I, No. 6, March 15, 1945, pp. 1-3; Henry H. Armsby, "Federal Surplus

Property and Educational Institutions," Higher Education, II, No. 1, September 1, 1945, pp. 3-4; and Grigsby, op. cit., p. 512.

153
THE POST-WAR YEARS 149

The increase in enrollment in higher educational institutions

caused a severe shortage of classroom and other instructional

facilities as early as 1946. To combat this shortage, the Congress

enacted Public Law 697 in the summer of that year authorizing

Federal appropriations so educational institutions enrolling veterans could obtain surplus property.29 The program was under

the administration of the Federal Works Agency but the Commissioner of Education had to certify that the institution needed

the facilities because of the increased number of veterans. Determination of need was made under the direction of Hollis who

supervised, at the height pf the program, a staff of more than

twenty people working in regional offices throughout the Nation.

When the Offics had certified need, buildings were taken from

Federal installations where they were surplus and transported to

the campuses of the receiving educational institutions. The cost

of erecting the buildings was borne by the institutions. In addition

to buildings, items of equipment were transferred to qualified institutions. By the end of fiscal year 1948 more than 100 million

items and buildings providing 17 million square feet of instructional floor space had been transferred to schools and colleges."

The program slowed down in 1949 but continued to operate until

the impact of the Korean War brought it to a halt.'"

These activities, important tholigh they were, remained at best

temporary in nature and directed at emergency situations. Russell

was intent on developing an expanded Division to provide continuing and diversified programs in higher education. Accordingly he

worked out a plan which would enable the Division to help institutions of higher education to:

1. Improve instruction in the social sciences in order to develop the fullest appreciation of democracy ;

2. Improve instruction in the natural sciences to maintain a

constant supply of scientists; and

3. Improve services in health and physical education. so young

people could enjoy better lives and make more worth-while contributions to the Nation.32

According to Russell this would require "an associate chief for

"EL. 697, 79th Congress, approved by the President on August 8, 1946.

'° Interview of author with Ernest V. Hollis, Director, College and University Administration Branch, Division of Higher Education, Office of Education, October 27, 1959. Figures from Grigsby, op. cit., p. 513.

"Interview of author with Hollis, October 27, 1959. See also Allen, op. cit.,

pp. 57-58; Russell, op. cit., p. 171; Quattlebaum, op. cit., pp. 280-281; and

E. V. Hollis, "College and University Building Needs," Higher Education,

IV, No. 18, May 15, 1998, pp. 205-20.

"John Dale Russell, "Plans for Development of Federal Services in Higher

Education," Higher Education, IV, No. 2, September 15, 1947, pp. 13-14.

15J
150 HIGHER EDUCATION AND THE U.S. OFFICE

biological sciences, an associate chief for physical sciences and

,.. mathematics, an associate chief for social sciences, and specialists

for history, economics, geography, and psychology." Also "an

associate chief for education in the health professions" was to

be added.'"

An increased salary appropriation for fiscal year 1948 made it

possible for a large part of the plan to be put into effect. Russell

was able to increase his professional staff from 11 to 18. He took

on a specialist in each of five subject areas: junior colleges and

lower divisions; social sciences; land-grant colleges and universities; economics; and history. In addition he assigned special-

- ized areas 'in college and university administration, the health

professions, and the higher education of Negroes to staff members

already in the Division."

The two most characteristic developments in the post-war history of the Division were its involvement in veteran educational

problems, and the growth in the numlibr of specialists. There

had been specialists before. Most of its history it had retained

the services of a man who worked as a specialist in land-grant

college statistics. Dr. Benjamin Frazier had served as specialist

in teacher dinning in the late 1920's, Dr. Chester Jarvis had been

specialist in agricultural education in the post-World War I years,

and Dr. Kline Koon had served as specialist in radio education in

the early 1930's. But the majority of the professional staff had

carried broader titles such as "specialist in higher education" or

"senior specialist." In the post-World War II years, particularly

after 1947, the number and kind of specialists multiplied. From

1948 through 1953 the list of specialists, and persons serving for

all or part of the period, includes:

College and University Administration (Dr. Ernest V. Hollis) ; College Business Management (Mr. George E. Van Dyke, Mr.

Granville Keith Thompson) ; Junior Colleges and Lower. Divisions (Dr. William Conley, Dr.

William Wood) ; Student Personnel Services (Dr. Willard Blaesser) ; Health Professions (Dr. Lloyd E. Blauch) ; Higher Education of Negroes (Dr. Ambrose Caliver; Dr. Walter Daniel) ; Teacher Education (Dr. Wesley Armstrong) ; Engineering Education (Mr. Henry Armsby) ; Physics (Dr. Bernard Watson) ; Social Sciences (Dr. Claude Hawley, Dr. Howard Anderson) ;

"Ibid., p. 14.

" "Staff of the Higher Education Division," Higher Education, V, No. 7,

December 1, 1948, pp. 81-83.

1 60
It

THE POST-WAR YEARS 151

Geography (Dr. Otis Freeman) ; History (Dr. Jennings Sanders) ; Economics (Dr. John Phalan) ; and

International Education (temporatily, assigned when the Di- vision of International Education, then the Division of International Educational Relations, was merged with the Division of Higher Education in 1951-52. Dr. Marjorie Johnston, Dr. Alina Lindegren, Dr. Ilelen,id ,and Dr. Abul Sassani).

In addition to these, there/, were specialists working in tempo-,

rary or emergency progniats for part of the period. Among these

were the Vetern's Eduoational Facilities Program (Dr. Hollis,

Mr. Rob rt Iffert) ; t ?e College Housing Loan Program (Dr.

George Dec Mr. Iklph Moor, Mr. John Rork, and Dr. James

Van Zwoll) ; and the Controlled - Materials Plan (Dr. Robert Wilson, Mr. John Thomas, Mr. John Rork, and Mr. Julius Nelson)."

This expansion enabled the Division to increase and improve

its services to the colleges and universities of the -Nation. It was

able to provide consultative services to a larger number of institutions, groups, and individuals, and there was a sharp increase in

This list is based on Ibid.; "Social Science Unit Organized in Office of

Education," Higher Education, V, No. 1, September 1, 1948, pp. 5-6; Earl J.

McGrath, Annual Report of the Federal Security Agency, 1949. Office of

Education (Washington, 1950), pp. 55, 65; Educational Directories of the

period; and information found in Appendix I.

The complete list of professional staff members of the Division from the

time Dr. Russell took office until the end of fiscal year 1953 (dates of service

with the Division shown in parentheses) : Dr. Frederick J. Kelly (1931-46,

1948-52) ; Dr. Walter Greenleaf (1924-47); Dr. Benjamin Frazier (1927-

48) ; Miss Ella Ratcliffe (1930-46, prior service in clerical position) ; Dr.

John Lund (1940-43, 1947-51) ; Dr. Lloyd Blauch (1921-23, 1940-59) ; Mr.

Henry Armshy (1941- ); Mr. Ralph C. M. Flynt (1942-46, 1951-58) ; Dr.

Ernest V. Hollis, (1944- ) ; Mr. Robert Iffert (1946- ) ; Dr. Ambrose

Caliver (1946-50) ; Dr. John H. Goldthorpe (1947-48, 1953- ) ; Dr. John

Phalan (1947-50) ; Dr. Jennings Sanders (1948-59); Dr. Otis Freeman

(1948); Mrs. Theresa Wilkins (1948- , prior service in clerical position)

Dr,_ William Conley (1948-49) ; Mrs. Elizabeth Layton (1948-54, prior

service in clerical position) ; Dr. Claude Hawley (1946-51) ; Dr. Wesley

Armstrong (1949-56) ; Mr. George Van Dyke, Jr. (1949-51) ; Dr. Willard

Blaesser (1949-53); Dr. Bernard Watson (1949-52); :Dr. William Wood

(1950-54) ; Dr. George DecCer (1950- ) ; Dr. Howard Anderson (1951-54) ;

Mr. Samuel Greene (1951) ; Mr. Julius Nelson (1951); Dr. Robert Wilson

(1951-52); Mr. William Jaracz (1951) ; Dr. Walter Daniel (1951-53); Mr.

John Rork (1951- ) ; Mr. John Thomas (1951-52) ; Mr. Granville Thompson (1951-55); Dr. James Van Zwoll (1951-52) ; Mt-. Ralph Moor (1951-52)

Dr. Buell Gallagher (1952) ; and Mr. Rall Grigsby (1952).

In addition the following became members of the professional staff from

early 1951 until mid-1952-when the Division of International Education was

temporarily merged with the Division of Higher Education: Dr. Marjorie

Johnston; Dr. Alma Lindegren; Dr. Helen Reid; and Dr. Abul Sassani.

16i
152 HIGHER EDUCATION AND THE U.S. OFFICE

the number of field trips oNcr the pre-war period. One or more

representatives of the staff were now able to attend virtually

every important national conference in higher education after

World War II. The Division continued to prepare and distribute

a magazine which was the voice of higher education in the Office;

advised, and helped administer, several veteran's programs ; and

carried on several research projects of national significance to

higher education in the areas of curriculums, finance, administrative practices, and teacher training.."'

The addition of the social sciences and history specialists enabled the Division to take an active role in the "Zeal for American

Democracy" project which the Office of Education launched in

1948 and continued until the Korean conflict. "Zeal for American

Democracy" had as its purpose the affirmation of faith in American democracy, the exposure of the threat of totalitarianism, and

the definition of responsibility of schools and colleges to teach

democracy.''

In 1917 an event took place ,which was destined to affect the

Office of Education considerably although it appeared at the time

to hear no direct relationship to it. This event was the appointment of Oscar Ewing to succeed Watson Miller as Federal Security Administrator. Since the Office of Education was a part

of the Federal Security Agency, the Administrator was the immediate superior (if the Commissioner. Ewing "took a more active

interest in the Oflit'etlfaii had either Miller Or McNutt who had

preceded Miller. Ile had the Office of Education library merged

with the Agency library and curtailed the "Zeal for American

Democracy" program far below the level desired by Commissioner

Studebaker. These, and other actions, motivated Studebaker to

submit his resignation effective on July 15, 1918. Until a successor

was appointed Mr. Rail I. Grigsby, Director of Auxiliary Service,

took over as Acting Commissioner..'"

" The increasing activity of the 1)114100 is shown in the Commissioner's

reports for the pet mil. Listings of duties and projects may be found in John

Dale Rus'sell. "The Role of the Division of Higher Education of the United

States Office of Education," .4merIcon .4,soelation of University Professors.

ThilletIn XXXII!, No. 3, Autumn 1947, mi. 432-442; and "Educational Planning (The U.S Office of Education), The Nehool Ereentlee, LXVI, No. 10,

June 1947, p. 57.

See special issue of Higher Education, IV, No. 17, May 1, 1948; Grigsby,

op. cit., pp. 485-487; and J N. Rodeheaver, sirs, "The Relation of the Federal

Government to Civic Education," (('ambridge, Mass., 1951, typewritten ms.),

pp. 298-313.

"Rodeheayer, op. cit., pp. 191-191 Quotation from p. 193. Studebaker

became vice-president and chan man of the editorial hoard )of Schott/stir

niagaiines in New York City.

162
THE POST-WAR YEARS 153

The eleventh Commissionith of Education,, Earl James McGrath

(1902- ), took office on March 16, 1949. McGrath ,was born

in Buffalo. New York, on November 16, 1902, and had received his

B.A. and M.A. degrees at the University of Buffalo in 1928 and

1930 respectively. Ile was awarded the degree of Doctor of Philosophy at the University of Chicago in 1936 and ten years later

Coe College conferred an honorary 1,11.D. on him. Nearly all of

McGrath's background was in higher education. lie was a lecturer

in psychology and a professor of education at the University of

Buffalo from 1929 to 1919, and Dean of Admissions for part of

that period of time; Dean of the College of Liberal Arts at the

University of Iowa, 1915-19 18; and professor of education at

the University of Chicago at the time of his appointment. McGrath had served on the President's Commission on Higher Education, 1916-1948, and was well known for his activities in

administration, teaching, and writing..

McGrath had been in office only a few weeks when he decided

there was a "need for an evaluation of the purposes and the

program of the United States Office of Education." Accordingly,

he requested and received $15,00 from a special Presidential fund

on manpower improvement to pay the Public Administration

Service of Chicago, a private consulting, research, and publishing

organization, for a survey of office administration." The survey

was conducted under the direction of Dr. Francis S. Chase, professo of educational administration at the University of Chicago.

lie submitted a report on October 31, 1950. The report found that

the energies of the Office had been dissipated by what McGrath

himself termed a "scatter-gun approach . . . the result of the

Office's organization and staffing pattern." " To eliminate this, the

report recommended that activities be consolidated in three di-

' °,.Earl James McGrath Apinonted Commis-qoni r of Education," Highre

Education, V, No IS, April 1, 1949. pp. 169-170; "Earl James McGrath11th Commissioner of Education, Sqmol Lifr, XXXI. No. 8, May 1949, pp.

1-3, 14; and Rodeheaver, up. rd., pp. 194-195.

Since McGrath remained as Commissioner until April 22, 1953, the approximate time tchen this account ends, some comment on his later career

may he made how From 1953 to 1956 he was President and Chancellor of

the Unnersay of Kansas City. and in 195(3 he was made Executive Officer

and professor of higher education at Teacher's College, Columbia University.

Who's Who in Americo. XXX, p 1852.

'' Open letter to educational colleagues from McGrath, March 7, 1951, inserted to pub'', Adminmration Sauce, A R,p,,,t On an Administrative Surrey of the U.S. Office of 1..'ituatioli of the Fed. rat Security Agt Hell

(Washington, 1950).

"Earl J. McGrath, Annual Report of the P1111 tat Security Agency, (951.

Office of Education (Washington, 1952), pp 12-15. Quotation from p. 13.

163
154 HIGHER EDUCATION AND THE U.S. OFFICE

visions: State and Local School Systems; Higher Education; and

Vocational Education.

In February, 1951, McGrath reorganized along the lines suggested in the report with three major operating divisions. The

most immediate.effect, on the Division of Higher Education 'was

the consolidation of the Division of International Educational

Relations with it. Aside from the tacit recognition of its importance and the temporary role assigned in international education, the 1951 reorganization appeared to have had no other effect

on the activities and responsibilities of the Division.42

In the fall of 1949 the Division, in conjunction with the American Council on Education, completed plans for a conference which

was to stimulate as much discussion as any held in the field of

education from 1946 to 1953. This was the Conference on the

Preparation of College Teachers which met in Chicago from

December 8 to 10, 1919. Fred Kelly, who had returned to the

Division in the fall of 1948, was a major figure in planning this

Conference which was attended by 175 representatives of all

phases in the preparation of college teachers."

p. 14; and Public Administration Service, op eft pp. 68 ff. and

Chart II. The Division of International Education was established in the late

summer of 1952 taking over the same pet sonnet as the forme' Division of

International Educational Relations For additional comment on McGrath's

reorganization see "Reorganization of the Office of Education," The School

Review, LI X, No. 5, May 1951, pp. 255-257: and -"To Strengthen and Improve

Office of Education Administration," Schoot Life. XXXIII, No. 7, April

1951, pp. 97-101, 10-109. There was some opposition to the reorganization

within the Office of Education. The Nation's Schools published an article

after the reorganization Kad begun which stated that "Nobody, but nobody,

in Washington was happy about the reorganization of the U.S Office of

Education. Tempers were hot. Feelings were ruffled" (p 86) The major

cause of appeared to be the feeling"' among some personnel of the

divisions scheduled for elimination that the reorganization indicat.'1 a lack

of interest in their work and a' loss of statuie to them personally. See

"Tangled Office of Education," Tht Nation's Schools, XLVII, No. 4, April

1951, 86, 88; and "Office of Education *Reorganization Completed," The

Nation's Schools, LXVII, No. 6, June 1951, p 92.

Some comment on the discussion of a strengthened Office of Education, or

a separate Department, is germane to this discussion of McGrath's reorganization. The major writings on this matter in the post-war period were

stimulated by the "Hoovel Commission" T(i.sk Forte Repot.? en Public Welfare

(1949). c.f. Allen, op, rot., pp 298-310; Russell, op, rtt., pp. 69-77; Hollis P.

Allen, "The Place of the Office of Education in the Federal Government,"

The School Executive. LXX, No. 1, September 1950, pp. 47-50; anti Hollis

P. Allen, and Frankltn K. Patterson, "Federal Policy and Organizati.on for

Education,1 Higher Education, VI, No. 13, March 1, 19p, pp 149-155.

Fred J. Kelip, "The Preparation of College Teacbetiv,: Report of a Conference," Higher Education, VI, No, 11, February 1, 1950, pp 125-131; and

No. 12, February 15, 1950, pp 143-147.

164
l'o,sT-1i YAR.S. 155

The y..01 mou,ated oicia.,ing need for

college teachers rcurmoss4liner McGrath had summarized the

problem in .11 few Sentence, in his 1950 kl port

Before World War II. the common assumption in colleges and universities was that a ratio of 1 tea, her to 10 students was

"'satisfactory Under the pressures of post-war enrollments. that ratio has been generally disregatcled. Furthermore, all estimates of fotote college enrollments over a period of years

indicate a continuing upward trend. These estimated increases

vire to be welcomed in the national interest and need enceuritge- ment if the "national IV of the able- is to be corrected.

Assuming mere!!. 'tiro/mai enrollment for higher education in

the decade ahead, the college,: will need approximately 20,000 new full-time teachers annually for the next 10 Years, Over against this need is the tragically inadequate supply of well- qualified personnel The number of doctorates awarded to per-

'inns entering or continuing in college teaching in any one year

has never exceeded Ili. That was less than half of the normal

number of retiiements and deaths in the profession. While the

doctorate may not necessarily be a prerequisite for on college

teaching, the maintenance of educational standards in the face of fuck ,aril as te.e haN become a 11 'or dittIt'llit V' for AmenC:111 Ii iglier I'd EP atiOn

At its final ses,ion the iinfrence adopted a resolution to ap

poJiit a committee -including leprvwutifion from the United

st;,te, lace of F.:dm:Mem" to negotiate w, ith the Affierio, an Council

Educatnill for vitotkollAIMPot 1,1 comoll,,ton on teacher preparation " The follow mg De( ernbef t11e, commission working w ith

the American rouni. ailed ,iseconii conference in Chicago to

rhscai, --opr,,vemeto ot oir:ge fa iliac,. The result-4 of this

:.i'road confer cure, alYuie Ilith the summarLeed work of the corn

nn4Nion, wvi pti1d4.dtrd in a edited 1, Kelly and financed

lir the Amer e Council In addition to 0114 11 iii h, several special

.o4.ete mode fwld, of tv;irhing ;: den-.

tlArttivet lug, Sod! t ,t'terk, ;trod teach:ng of college

v sour-c,, 111 Ultitklf )11,1ttr1',,'-

1'he 1919 :ma 1(4:',O Chic:Igo meet Inv w,,ie ...igrufic..nt in focusing national attention pro1.14".111 grol% mg more acute e ich

"Earl 3, M.o,r 1)0 F,, o .05

W,1-1,. 1' -, I, 14"

"Mrfir.011 L, , ,,e 111

the Amer...km .,t, h 1. 4- J K hoorr,,or,/

4b l, 4,1erl i i .1 '*t.31' tile11114-rf: Ichvo

t1 the Aurk -i;ta,.P r? %kn

)1.-o,t1; Aravot,,, 'bts w 't% -I,. ,t foe), 1 ky.1

E h ; Ir 13, t railhogher,

Lloir P.tr( r, t, 3 v F ;.i r PiC 189
1:t6 ithdtilt

acaderrin year Tic conferee.. p.iinted out twit ,fitwhing

One was, 4,4-, ',mink the uppl; e,t qualda d (ollege teachers, was

not meeting the demand ,ind the situation as. likely- to grow

wor-4. The seiond U..1 1114 some le-e% ahlanon of the processes

of Kem/ dig people to tea. h..111 t ol:ege tlotiltl he :Spill opti.tte, But,

as, has, h,ippened I often befote in hitotv theoiclely process of

improvement "0, :Is inter! opted by alliemerful outsnte force. This

time it was the Korean (lists of 197)0.1913 with this interference. the ipiest toning of the c.inferees left an Jtritating lesidue

of doubt -ibout the .apphv of college t(acher: among those in

higher educat

On June 2",, Ifroi, tile North Korean military forces invaded

South Konya For the thud time in its brief histoly of forty years

the Division of Higher Education found its attention concentrated

on efrieigein v defense programs This time. however, these programs mild not he demanding as those of oild War I and

Woi id War II

Th. M1a,ion South Korea, followed by the prompt action

of the I'mted Vitions atotinst unikruk4.ked aggression, lead three

effects on highel education whit h began to be felt tt ithin a matter

of weeks The first was the los, of students betausa. of increased

draft quotas tllii the iti ain wai-stimulated Industry_ As early

as the fall of 1910 theie .o .as 'let lint of about 200,000 from the

preeeling yeai This v. as due largely to the smaller number of,

slatterns entermg college andel the "GI but the situation in

bout., stimulated the decline and as fife cuntlict continued it

exerted a gleater elect e Second. ?hoe was a loss of teachers

ho left the To ofe,sion "in increasnn4 mdmbet to take' etter bald

Job, Ile) 'rll11 ZI, `-',11/1/1 ( it Rai materials had

had to be di\ erted lion) 'school on-lino:fin, maintenance, .and

opelatam and applied to dolor4.. need,.

The, Ito.ision could do little about the 14o. of college students

nl 10. 109 s 1,,,1ond those fumtions it had aways exeitied:

consultIng, ieearching, and disl.ributing information. For

eXtillislk, in the .pi illy 44. 197,1 it assembled information.on the

tilMlbel. of 001100' leAChet , '0,11f) et 1.1,e their appointment i.e. Ause of the anti( tp.ited decline in enrollment raised by

Select t % e' Sol k e (,).101(ttit hc the Di% ision prepared

,f 'V.! 4,, c. t,, , 1,',/,,,tt

1 I 1 1 i. I t ' '; .0,0 ;4/ 140) :t1

N1, 4,r t'!,

r, 1, ,

14 . 1 '

' 4, ,.t 14r 11 41^^1471
THE POST-WAR YEARS 157

defense information of interest to higher education and distributed

it in various ways including through the columns of Higher

Education and School Life. It made a survey of needs for personnel workers in the armed forces, prepared studies on teaching

in specialized subject areas, and helped work out a plan for a

revised form of World War II's Engineering, Science, and Management War Training.4" In these and other ways, the Division

did what it legally ,could to hold students and teachers in college.

It is not possible to give an exact measurement of its contributions

but, considering the wide distribution of the Office of Education

publications, it is probable they were substantial.

During the Korean War year control over the human resources

for defense rested in the hands of the National Security Resources

Board, a part of the Executive Office of the President of the

United States. Robert L. Clark, Director of the Manpower Office

of that Board, announced the role the Office of Education was

expected to play shortly after the United Nations entered Korea:

In the field 0 education, the National Security Resources Board and the rresident ale looking to the Federal Security Agency and the Office of Education as the focal point within

the Federal Government where we will attempt to bring to- gether all the information we can g-th?r to provide assistance

to the schools and colleges and uni .ities of this country in making their contribution to the total national effort.5"

The Office of Education interpreted this statement to mean that

they were to investigate the educational resources of the Nation,

and to work toward safeguarding and improving educational

standards." McGrath assigned 27 professional staff member s

within the Office of Education to work in individual areas of

responsibility where they could seek various courses of action.

These people were also the Office channels between Government

" McGrath, Annual Mita: t . . . 1')51, pp 3, 38239 The plan for the revival

of ESMWT has been noted in chaptei IV in the discussion of the World

War II period. It will be recalled that the plan was not put into effect although prepared in some detail There was one lage conference of note early

in the Korean War period. The Office of Education helped the American

Council on Educatmn organ'ze and tin the Confeience on Higher Education

in the National Service which was held in Washington on October 6-7, 1950

There were 974 persons in attendance of which approximately 600 represented

specific institutions of higher education. 400 of them being presidents of

their institutions. For information on the Conference ste Francis J. Brown,

"Conference on Higher Education in the National Service." Higher Education

VII, No 6. November 15, 1950, pp 67-69

Robert L Clark, "Planning for Defen,e High, r Education,

VII, No, 5, November 1, 1950, pp 49-50 Quotation from p 511

McGrath, Annual Report . 19.71. p. 3

16
158 HIGHER EDUCATION AND THE U.S. OFFICE

departments and agencies, and individuals and institutions concerned with defense problems. Twelve men who ekvere, at some

time or other, to serve as members of the Division of Higher Education were among the 27 given these "defense mobilization assignments." They covered a variety of subjects including teacher

recruitment, acceleration of programs, education for the health

professions, and legislation on student loans and fellowships.52

Unlike World Wars I and II, there was an effort made to provide

specialized sources within the Office for every imporWtt problem

the schools and colleges of the Nation 'would be likely to meet in

the defense situation. While this was made possible because of a

larger professional staff, it would not have been done unless there

had been the recognition of the need for highly specialized attack

on a variety of problems.

But the most direct services the Division was to provide were

those involving physical facilities for institutions of higher education such as the Controlled Materials Plan and the College Housing Loan Program,

The Controlled Materials Plan was essentially a system for

the control of materials critical to defense needs. Under this Plan,

established by the Defense Production Act of 1950, certain designated Federal agencies were to appear before the Defense Production Authority as claimants for civilian activities. The Federal

agencies were authorized to request quantities of those materials

on the critical list which were essential to the civilian authorities

they represented. The Federal Security Administration was the

designated claimant for materials used in school and hospital

construction and for supplies and equipment relating to health,

education, and welfare. The Federal Security Administrator,

Oscar Ewing, in turn appointed the Commissioner of Education

to perform claimant functions relating to schools, colleges, and

1 Ovaries.'"

In order to comply with this directive the Division assigned

five regular staff members to full-time or part-time work and

took on four others as temporary members to assist's' By March

1, 1951. the Office of Education had completed a survey of anticipated needs of education at all levels through calendar year 1952.

'Defense Mobilization Assignments in the Office of Education," Higher

F7(lucation. VII, No. 6, November 13, 1950, p. 69. The twelve were: Russell,

Marshall, Hollis, Flynt, Plata+, Arnisby, Caliver, Gallagher, Watson, Hawley,

Wood, and Armstrong.

"Earl James McGrath. "Civilian Education Requirements Program,"

Higher Ediv.ation, VIII, No. 6, November 15, 1951, pp. 61-66.

"New Appointments in the Division of Higher Education," Higher Education, VIII, No. 1, September 1, 1951, p. 10.

163
THE POST -WAR YEARS 159

When the Controlled Material Plan ivent into effect in July, 1951,

the Division was prepared to present a detailed list of needed

materials, and the quantities needed, in 'higher education." From

the time the Plan began functioning until the end of fiscal year

1953 when it was discontinued the Office of Education was the

claimant for materials used in construction of schools, colleges,

libraries, and eventually, museums Within the Office the official

title for this work was the Civilian Education Requirements Program of the Controlled Materials Plan. After September 1, 1951,

it iiiiist[tIministered through a temporary Division of Civilian

Ed RequirementA with the other divisions advising and

assisting in the work'" . The College Housing Loan Program, unlike the Controlled Materials Plan, was not inspired by the international situation

although it was soon affected by defense needs. The College Housing Loan Program was motivated by the rapid increase in

enrollments far in excess of the construction of housing facilities

for students and faculty. From 1940 to 1949 enrollments nearly

doubled in institutions of higher education while housing construction remained at a virtual standstill. To alleviate this situation

the Housing Act of 1950 contained a title (Title IV) which permitted low interest-bearing loans to colleges and universities for

periods up to 40 years.'7

The Korean War intervened before the College Housing Loan

Program could get started. On July 19,71950, less than three

months after the passage of the Housing Act, Title IV was

suspended. On January 15 of the following year, however, an

executive order released $40 million of the $300 million which

the Congress had authorized for college housing loans under the

Act. It stipulated that "the funds thus released were to be used

for college or university housing which contributed to defense

activities." 'm So the College Housing Loan Program was quickly

integrated into the defense policies of the Nation. During the following years as construction materials became available, additional sums were released for loan purposes.

The Division became involved in this program in a consultative

capacity. Institutions of higher education desiring loans made

`'' McGrath, Annual Report . . . 1951. pp. 3-6.

"S. M. Brownell, "Office of Education" in Oveta Culp Hobby, Annual Re- port of the 11.S. Departolint of Health, Education, and Welfare, 1953

(Washington, 1954), pp. 197-198.

" P.L. 475. 81st Congress, approved by the President on April 20, 1950.

"George C Decker, "College Housing Loan Program," Higher Education,

VIII, No 6, November 15, 1951, pp 69-71 Quotation from p. 70.

163,
160 finnfER EDUCATION AND THE U.S. OFFICE

application to the housing and Home Finance Agency, the administrator of the Housing Act. This agency submitted the appliation to the Office of Education for investigation. Within the

Division in 1951 there was established a "Housing Loan Program" section headed by Dr. George C. Decker.'''' This section

conducted the reouired investigation and recommended on the

loan request relative to

1. Whether the applicant . as an educational institution as defined by law;

2. Whether the statement of need for housing was justified;

and

3. Other pertinent professional factors relative to the statement of need."

The College Housing Loan Program filled an urgent need in

higher education. Colleges and universities plagued with cramped

dormitories aml housing facilities and lacking the financial resources to alleviate the situation found it was a way out of what

appeared to be an otherwise insoluble problem. The acceptance of

the program slam,, the need it filled. the end of fiscal year

1953 there had been S80,5 million committed. This sum of money

Was to provide housing for WO student and faculty families and

25,661 single students." The progi am continued beyond fiscal

Year 1953 and gained even greater acceptance as the defense situation eased, It was the most significimt long -range physical facilities program in Inch the I); vision participated after World

War ILL'

Fiscal year 1951 had ".- ear of armed conflict in Korea.

It began a week or aftit 1;, ilvasion of South Korea; it ended

a week or so after the Umil ti Nations broadcast by the Soviet

delegate, Jacob Ala lik, which set in motion the truce negotiations

between the United Nations i'ffin Mail(' and that of Communist

'Otheis in the plaig.1.411 net. 1)1 James A. Van 7.,%%011, Mr John Rork,

and Mr Ralph C. Nloo

Intervien of author %ith.Decke, Octoliet 1,1-,9, and College Housing

Loam Progiain material Ill 1.11/,,C.,11/11 Of Ili Il.,ker

BicAncll, c cc., p.

"- After the Korean sitliatoit, had settled chmti enough to allow a more

noitnal resumption of building, the College Housing Loan Progiarn had a

ide acceptance In fiscal year 19o1 loans nearly doubled from $86 5 million

to a total of $15o million and applications on file Here ut e\cess of $350 million By August 1950,1:17 insaitutions hail tocel ed loans totaling more than

A2$0 million See S. M Firnnncll, "Office of Education" in Oveta Culp Hobby,

.1 norm/ poet f / pp. r0 of lbottit, Education, mu( 'Welfare,

193; (14'ashington, 1955), pp 1f4T 188, and 1.100 E. Rlaueh, 'Higher

cation and the Federal (lci;eirmic (mitneographed, 1956), p. 6.

4
THE POST-WAR YEARS 161

China in North Korea. " "` Folio ing the year of "hot war" in

which the attention of the Division, and of virtually the entire

Office, had been concentrated on defense activities, the tedious

period of truce negotiations began. It continued to drag on until

the middle of 1953. There V% ati one advantage to this as far as

the Division was concerned. It was now possible to devote more

time to peacetime pursuits.

Russell was not destined to remain in office much beyond the

"hot war" period, On January 15, 1952, he resigned as Assistant

Commissioner and Director of the Division to become Executive

Secretary of the New Mexico Board of Educational Finance.

Three months later the position he vacated was filled by Dr. Buell

Gordon Gallagher who !lad been Assistant Commissioner and head

of the Program Development and Coordination Branch. Gallagher

was to.serve less than four months, the shortest period of time

that anyone had held that position, before he resigned effective

August 1, 1952, to accept the presidency of the College of the

City of New York. His incumbency was to have little, if any,

lasting effect on the Division."' After Gallagher left, the position

was filled by "acting heads" and it was not until September 1955,

that a permanent Assistant Commissioner was appointed.°

In fiscal year 1953 the Division of Higher Education was

organized as follows:

College and University Administration Branch Administrative Section

Educational Advisory Services on College Housing Loan Program Section General and Liberal Education Branch

General Education Section

Professional Education Branch.''"

'" McGrath, Annual Report . . . 1.951, p. 1.

'Gallagher apparently did not particularly desire the position. He stated

in a letter to the author, dated October 20, 1959: "Frankly, 1 took the position

at the eainest personal request of the Commissioner who had been attempting

for some time to find an incumbent from the outside and had been unsuccessful." Gallagher further stated in the letter that he felt he had had no

lasting effect on the DiNision. One of the Office of Education staff members

regarded Gallagher as "one of the most 1)111h:int men to have occupied that

position." (Waite' H. Gauninitz. "Reminiscences Concerning. Chiefs of the

Division of Higher Education," typewritten ms prepared for author in 1959.)

'Following the resignation of Gallagher on August 1, 1952. Rail I. Grigsby

served as "Acting Head" until Septaimber 15. He was succeeded b1 Wesley E.

Armstrong but the positem was not peimanently filled until the appointment

of Lloyd E Blauch on September 11, 1955 See Appendix I.

" U.S. Office of Education, Educational Directory, 1951-52 (Washington,

1952). Part 1; and U S Office of Education, Educational 1 ctory, 1952-

5.1 (Washington, 1953), Part 1.
162 HIGHER EDUCATION AND THE U.S. OFFICE

In that year of administrative transition the Division was engaged in three types of activity:

1. Routine or continuing responsibilities such as contributing to

the annual Educational Direct°, y and to Higher Education and

other periodicals, investigating college housing loan applications,

administering land-grant college funds, collecting and disseminating statistics, advising and consulting, and visiting institutions of

higher education;

2. Major projects not directly related to national defense such

as studies of ways to improve college teaching, promoting teacher

education, fdrthering the cause of engineering education, studying

causes for student withdrawal from college, and other studies on

scholarship and fellowships, costs of attending college, community

college programs, college accreditation, promoting international

understanding.; and . 3. Defense-related projects, such as college-level training for defense industry, assisting in he Controlled Materials Plan, and

liaison with other Government agencies."

This was its organization, and these its functions, at the time

of the creation of the Department of Health, Education and Welfare on April 11, 1953, one of the first acts of President Dwight

David Eisenhower." For the first time in American history !education was a part of the title of a member on the President's

cabinet." This achievement was symbolic of a growing sense of

awareness of the role of the Federal Government in the education

o. f its citizens. The Office of Education, and its Division of Higher

Education stood on the threshold of a new period of responsibility,

expansion, and service.

' S. M. Brownell, "Office 6f Education" in Hobby, Annual Report . . . 195d,

pp. 182-189. Also valuable for a brief discussion of Division duties although

written prior to fiscal year 1953 is E. J. McGrath, "Program of the Division

of Higher Education in the Office of Education," fhgher Education, VIII, No.

15, April 1, 1952, pp. 169-172.

' P.L. 13, 83rd Congress, approved by the President April 11, 1953.

' S. M. Brownell, "Office of Education" in Hobby, Annual Report . . . 1953,

p. 159.

1 7 2
cHAPT 1.1 H VI

Conclusion

The years from 1910 to 1950, roughly the period covered by

li. this account of the Division of Higher Education, were marked by

dynamic growth and change in higher education. The number of

institutions reporting to the Office of Education nearly doubled;

growing from 951 in 1910 to 1,851 in 1950. Total enrollment increased nearly 700 percent and earned doctorates went up by

1,500 percent.' The variety of courses open to undergraduates and

graduates alike increased to a bewildering extent. An undergraduate in 1950 could find a fully developed program of study available to prepare him for virtually any imaginable profession.

Those wishing to enter a profession lacking a progy old

usually locate some obliging college or university rea y and able

to develop a course of study to follow.

These indicate the two outstanding characteristics of American

higher education at mid-century. One was the opportunity to

attend college available to an extent never realized by any people

before. The other was a variety of programs almost beyond

imagining.

Through all this period of change and growth, the Division of

Higher Education was the Federal conscience in regard to the

post-secondary education of the American people. Like other

forms of conscience it could not be ignored and yet it was not

fully heeded. Paradoxically, the Division was a recognition that

the government of a democracy should do something to foster and

promote higher education while, at the same time, this government should not go all out to provide strong and forceful leadership.

The three tables that follow show that the Federal Government

expanded its facilities in the Office of Education to meet the

needs of education at all levels. For example, Table 8 shows that

' See Table 4, Chapter II, supra.

163

173
161 111miER EDUCATION AND THE U.S. OFFICE

appropriations for the Office of Education, excluding certain special appropriations and transfers of funds, amounted to $122,200

in 1910. By 1950 they had increased about 18 times over. This

is impressixe unless one remembers that a large part of this

increase in appropriations was nullified by a very substantial

growth in operating costs due to the shrinking alue of the dollar.

Even more significant, the total Federal expenditures in 1950 were

about 57 times greater than in 1910. So the appropriation increase for the Office did not conic close to keeping up with the

average for the Federal Government as a whole.2

Similarly, Tables 9 and 10 show there were substantial increases

in the number of employees in the Office of Education generally,

and in the Division of Higher Education, but they were not equal

to the gains made throughout the Executive Branch of the Federal

Goi ernment, of which the Office was a part.3

Figures are, in themselves, no final measurement of trends and

developments in education. Sometimes they are actually misleading. Rut these few statistics do support the conclusion that the

Federal Government recognized the need for helping education

hile refusing to give it the support extended to many other

activities of the American people.

The Division of Higher Education was not the only organization through which the Federal Government aided higher education, as the Office of Education was not the only agency through

which it aided education as a whole. As the Twentieth Century

progressed the Federal Government, realizing at first that more

help was desirable and later that it was essential, gave more and

more assistance to higher eduction. But this was not done through

the logical coordinating agency, the Office of Education. It was

(lone through a variety of departments, agencies, and offices. So

di\ ersitied were its activities that by 1950 the Office of Education

was handling only about 1 percent of the Federal expenditures

for educational purposes(

= Expendaur,,, rounded to the neatest million, It. ere $694 million in 1910,

and,$39.017 million in 11050 (Information supplied by the Treasury Department and published in Hairy Hansen (oil', Tin Wor/d Almanac and Book

of Poi rioio IN No York. 19601, p. 749)

'Total civilian employment in the Executive\Branch of the Federal Government in 1910 was approximately 384,000, and In 1953 the average monthly

..mplonient figure was 2,278,81M. (Based on Bureau of Labor Statistics in

Ili 1, p 767: and Bureau of the Census, HiAorical Statistics of the United

slot, 1750-19;5 (Wa:iiitigtori, 1919), p. 294 ) Civilian employment in the

Exe.ut,ve Blanch increa,,od approximately 600 percent while increasing only

about Ion pet cent in the Othee of Education as a whole.

' ('hat le. A Quattlebaum, Flaetai EthieUttoMelt .40170}C,Z and Educational

bisui (Washington, 1952), pp. 140-141, 148.

17
CONCLUSION 165

TABLE 8.Apptoin iations and Opel ating Costs, Office of

Education

This Table does not include appropriations for work in Alaska nor transfers

of funAs from other agencies. Figures are rounded off to nearest dollar.

Flscai year

1867-68

Appropriation

24,676

Operating costs

_ (not available)

1870 9,150 9,150

1875 43,825 43,825

1880 37,116 37,116 - 1885 76,239 76,239

1890 91,932 91,932

1895 112,914 112,914

1900 101,180 101,180

1905 99,941 99,941

1910 122,200 122,200

1915 __ _ 175,500 175,500

1920 307,629 507,629*

1925 _ 274,303 549,303"

1930 __ 351,624 739,144

1935 520,398 o 587,520"

194Q 838,880 947,080*

1945 983,100 2,098,885

1950 -2,178,600 (not available)

1953 2,992,000 (not available)

Figures for the years so indicated ineulde cost of temporary provrama (such as defense

programs and relief programml and other programs no longer performed by the Office of

Education,

(Appropriation figures supplied by Mr4 Genevieve Pane, Assistant Budget Management

Officer Office of Education, from material in Budget Management Office files, operating

costs from :Oho. Bo P , The Federal aoterninerit and Education I New York, 19501,

p Ill, based on Inforrruit,on supplied by the Office of Education in 1948.1

TABLE 9.--Numbe1 of Employees, Office of Education

This table shows the total number of employees for selected years. It includes those in the Alaska Division and those engaged in temporary assignments in survey wolk, or employed under VE, CWA, CCC, and ERA funds.

Year Number i Year Number

1868 __ 4 1935 170

1888 60 1940 __237

1908 127 1945 495

1928 298 1950 314

1933 136 1953 A87

(Figures for 1888 to 1931, 1910, and 19:3 aupplied by Mrs. Genevieve Dane, Assistant Budget

Management Officer, Offi4e of Education, from material in Budget Management Office Files:

figures for 1940 and 1911 from Allen, Hollis P. The Federal Governmnt and Education

(New York, 19501, p. 191, based on information supplied by the Office of Education in 1948.1
ii

166 HIGHER EDUCATION AND THE U.S. OFFICE

TABLE 10.--Niiiitht 1 of Piofessional Employees in the Division of

Higher Education

This table includes the specialists in land-grant college statistics. It also

include Miss Ella Ratcliffe after 1930 because she was given a sub-professional rating in September of that sear, and Mrs. Elizabeth Layton from

May 1948 when she was promoted to research assistant. It does not include

field or regional representatives such as those involved in the World War

II Engineering, Science, and Management War Training I'mgrant.

Fiscal yin! Numb., i Fim al y ear Number Fiscal yea, Number

1911 ____ _2 1926 ,4 1941 14

1912 211927 k 1942 _12

1913 __ _____2 '1928 4 1943 13

1914 2 1929 4 1944 12

1915

.

'3 1930 _4 1945 11

1916 ___2 1931 5 1946 ___12

1917 ___2 1932 _6 1947 11

1918 , __3 1933 6 1948 18

1919 __-3 1934 _6 1949 21

1920 __3 1935 6 1950 _21

1921 3 1936 _7 1951 27*

1922 3 1937 . 7 1952 31*

1923 3 1938 _7 1953 26*

1924 3 1939 _6

1925 3;1940 8

Outlaw part of this period the Division of International Lduent,on was merged with the

Diviiion of Higher Education.

(Compiled by author from 11 S. Office of Education, Educational ()freeform, 1894-1908, et seq.. Personnel Folders, St Low.; Records Center. Per;onnel Card File and Kardex, Office

of Education Personnel (iffice, and the annual Report's and Statements of the Commissioners

of Education.)

ti The Office of Education, and all of its component parts, operated

under two handicaps that limited its effectiveness. It was not

given enough money to pay the expenses necessary for it to keep

pace with the demands for its services, and it was not permitted

to become the central educational activity of the Federal Government. These were factors beyond the control of anyone in the

Office but they were certainly not beyond the knowledge of any

(Commissioner. Almost every year the Commissioner of Education

called attention to the fact that the Office of Education was

understaffed and unable to meet demands for'its services. Repeatedly, although not as often as he requested additional funds

and personnel, the Commissioner would point out the inefficiency

which resulted from scattering educational activities through a

large number of departments and agencies.

The Division suffered from these Federal policies. Understaffing,

1 7 4,i
CONCLUSION 167

lack of funds, and fragmentation of programming cut into the

accomplishments of the Division:1 But to look at this side of the

picture only would be to completely ignore the positive accomplishments of the Division in the comparatively brief time it had been

operating.

Most tangible of its achievements was the increase ill publications relating to higher education, most of which were prepared

by specialists in the Division and all of which were in some way

or other affected by the Division acting as consultant and editor.

In the first forty-four years of operation the Office of Education

produced 218 publications relating to higher education. Nearly

all of these were prepared by persons outside the Office and approximately one-third of the total amount were either studies of

foreign institutions or nations, or were historical studies. There

was only a scattered number of statistical studies, and there were

no surveys, directories of colleges published separate from the I Annual Reports, or studies of graduate programs. Publications

relating to curriculum matters or teacher education were virtually

unknown. In the forty-three years following 1910 publications

relating to higher education increased by 160 percent. There were

substantial declines in only two types of publications: reports on

foreign institutions, and historial studies. These, incidentally,

had amost invariably been prepared by persons outside the Office.

Along with this increase in quantity there was a growth of both

variety of mat vial published and quality of publication! The

development of inexpensive and efficient methods of reproducing

materials, such as the mimeograph machine, permitted a wide /

distribution of items prepared by the Division but not listed as /

official publications. Furtherm6re, members of the Division /

reached a large audience interested in higher education through/ -- /

' Ina letter to the author, dated November 19, 1959, Dr. Bernard Watson

who served as a Orofessional member of the Division of Higher Education

from July 1949, to February 1952. wrote: "If its mission [Division of

Higher Education's mission] were merely to collect and analyze facts concerning higher education then its staff might have been reasonably adequate

for the task. If, on the other hand, It was expected to exercise leadership in

the field of higher education, as some of us believed, then its staff was

grossly inadequate and the almost complete absence of travel and printing

funds made its inadequate staff entirely impotent." This judgment is harsh but essentially true. There was not enough money

to allow the publication of all the material that was prepared and travel funds

were not adequate. However, there was enough money to allow attendance of

one or more members at the most important conventions and conferences, and

the material that was of the greatest national interest and importance was

ptiblished.

'See Table 11, infra.

177

,.,
168 HIGHER EDUCATION AND THE U.S. OFFICE

TABLE 11. Subject Mat t t of Public& ions Relating to II tglicr

Education Prepared and Issued by the Officor of Education,

M67-19.;3

This table has been prepared after a study of the material listed in Appendix III. It includes chapters in the Annual Reports of the Commissioner of

Education when those chapters are devoted to higher education. The "Miscellaneous" coluom.is used for those publications which are devoted to more

than one broad topic, or for certain subjects which are not recurring such as

"College Extension Work." "Summer Sessions," "Scholarships and Fellowships," and so forth There \ e re no publications 'elating to higher education

in 1867, 1869, or 1884.

II G

1868

1870

1871

1872

1873

1874

1875

1876

1877

1878

1879

1

r

1

f

1

1

1 1880 1 1881 2

1882 1 1 1 1883

1885 1 1886 1 1 1 1 1887 1 1 1 1888 3 1 1889

1890 2 1 1891 3 1 1892

1893 2 1 1 1894 1 2 1 1 1895 2 2

18911 1 1 1897 3 1 , 1 i 1898 3

9 I 1 1899 I 3

12

5

3

3

3

3

3

3

11

'2

1

11 2 3

2

2

4

8

1 11

o 6

4 10

14

3 11 2 9

1' 8

2 8

3

1 3 9

3 3 12

.1 9

170 111,,1i1 1H\ t IFF

F I I # ..t Jot ft,

P= j= =1 r ."I= l'g 11111= rot' 1

1 4

1

1

1 4

a: 11

I2

1 Dr

4

1 t .t) hi,,,; '

I' *1,71. ",

.c # 7 1

10 I., ,1,4 : `.% t h,

%It otv,,,,e L. 11,1r.'#`

PiotIte ii/ , i" "!, I 1-04 t .0 4 ,t5. 4,1. tilt

t,,!t I): Pogit
CONCLUSION 171

With these stir% eys came more efficient and academically sound

institutions in many States of the Nation.

Early in its history the Division interested itself in the maintenance of the highest levels of academic performance. Although

its first attempt. : erve as a classifying agency resulted in protests followed b, ippression of a well-intentioned but rather

tactless document, and although it could not take direct action to

suppress degree mills and other questionable educational institutions, the Division did succeed in directing attention to those weak

spots in the American postsecondary system of education. It

pointed out the need for it stronger accediting system to people

who had not been aware of it to that time. It also effectively

warned of the damage degree mills could cause to all ,reputable

educational institutions if they were permitted to operate. The

fight for high academic standards, and against shoddy institutions,

continues today but the progress which has been made owes much

to the Division.

In national defetee it has helped organize colleges and univeisities for effective contribution to the cause of democracy.

Even though the marshalling of American educational resources

in World War 1 left much to be desired, much was learned from

failure. In World War II such programs as Engineering, Science,

and Management' War Training 'and Student War Loans attest to

the sound organization of higher education. The Division of

Higher Education, working with organizations outside the Federal G.,vernniet and with ottli sal group- as well, provided the

ginilance and tioection that institutions of higher education

needed to make a maximum contribution to victory

There ate a Loge number of innovations in higher education

that mix,. tutu h to the DIN I.10n It helped to de f'101) the American

coomii in Edo( anon and gate that body its first permanent

Inrectra ape .sittke the early 12.'s thew has been a lively

and multi:11k profitable echange of ideas and personnel between

it and the Atei.a an Coun. is Meentigs on pi oblems of educational

esealch called b% the ommissetner and conducted by Division

personnel helped stimulate the development of research throughout togliet cilia anon and laid the foundation for the cooperative

tese.ttelt linguini The In%;sion %\ as instrumental in foundjng

the Anwia, an A1-sot ration of Junius Colleges. Specialists it/the

Inve-ion led the mo% ement to false the standards of teacher

pi ipni nit ion and of te,ii in general.

n her cowl !buttons %%Cif' the de%elopment af a clearing house

for taint mai higher edit at ion studies, suggestions

for Imprit ,.Inent in the collet tion of educational statistics in

1
172 HIGHER EDUCATION AND THE U.S. OFFICE

higher education, fostering of education through emergency relief

projects such as the National Youth Administration and the university research project, and assisting with veterans' educational

programs by administering aid advising in such things as the

Veteran's Educational Facilities Program and the College Housing

Loan Program.

Above all else, and more important than any single contribution or any combination of them was the significance of the

Division itself. The fiery fact that it existed and aimed throughout the years was its greatest contribution. The Di% ision of Higher

Education was an acknowledgnient that higher education was

not the right of ti privileged few from a certain social or economic

group. It was established and grew stronger as the century advanced because it represented an admission that higher education

belonged to the Nation and was essential to the welfare and

progress of that Nation. The Division was not as big or as strong

in 1933 as it should have been to do all it needed to do, but it was

larger and healthier than it had ever been before. It was an

integral part Lf the edu, ational structure of the Nation, firm in

its accompli,'iments and tontident of its futuie role.

I "
Appendices
% I' 1' E \ DI I

Biographical Sketches

of Professional Staff Members of

the Division of Higher Education

The following luief biographical sketches are concerned esv.lth the pi ofesional qualifications of the various members of the Ib ision of Ilight,r Education from 1911 through 1953.

I have tried to include the same basic kind of information on

each. Ifow('Ner, the length of each sketch depends upon the amount

of biographical information which Nva mailable w hen they were

compiled in 1960. Information on certain persons, particularly

those NS ho served on a «ufsultant or temporary basis, is lacking.

This appemli% is diN ided into tt'o sections. Section A contains,

the bmgraidoral ;mdi, he, of those men 1%ho en NI in the capacity i.z of di Isioa chiefs to 197,:t. They ale listed chronologically. Section

11 list, all others alphabetically.

Brief sketches me int haled in Sec tom 11 of persons who were

never rnombei s of the do. ision but IN ho tilled positions relating to

higher edu..itt ion prior to t he estalihshment of a dp. con ( \Vellford

,fame E. Mc('lintock, and Ft edenck F: Upton) or those

he 'kat positions v hieh greatly influent ed the di\ moon ( Henry

Badger, Hall 1, Grigsby, Lev is Kalliachind Harlan l'pdegratfE

Staines of information ale listed immediately following each

cskrt, h. ( diw of Education public.itions Itt4M by these people

ire nol li,tttl .illhough (hc,sa public,11,4ins relating to higher edli

cation rnaN be found in Appendo, Ill

thIlslott (

BABC(WK, KENDRIC CHARLES B0111 Selltell1111* 8, 1861 in

Nev. 1t,ik , 1.11t It , of Minnesota Minneapolis

SS9 / Ph 1) 11,tt \ ,iii 1 !mei sity, Cambridge, :1lassathuI TC;
176 HIGHER EDUCATION AND THE U.S. OFFICE

setts (1895, 1896) ; taught in country schools in New York, 1F81-

85; Instructor in history and English, University of Minnesota,

1890-94; Professor of American history and political science,

University of California, Berkeley, 1896-1902; President ando

professor of history, University of Arizona, Tucson, 1903-1910,

Appointed as first Specialist in Higher Education, November

9, 1910. Resigned on May 2, 191:3, to accept position as Dean of

the College of Literature, Arts, and Science of the University of

Illinois. Appointed "Special Collaborator in the Bureau of Education" at $1.00 per annum, Accepted this position on May 23, 1913;

postdated to May 3, 1913. This appointment terminated on June

30, 1921 due to completion of work for which he was appointed.

Dean, University of Illinois, Urbana, 1913-20. Provost, University of illine is, 1920-31. Died March 11, 1932.

ISources; Pentonnci Folder, St Lout, Records Center; Cl\ton, P. P.,

Statement . . 012, pp 3. 5; Ltt A,,t Sec of Intenor F M Goodwin to

K. ('. Babcock, through Commi,t,,iont r of , Jun,' 30, 1921; Memo (ltd. Oct.

21, 1910 pr, pat, d for Acting Commi'z.tioncr of Ed.; 11.1"a's Who in Amertra.

1930-31, XIV, p. 211)

CAPEN, SAMUEL. PAUL. Born March 21, 1878 at Sommerville,

Massachusetts; A.B., A.M., 1.11.11., Tufts College, Medford, Massachusetts 11898, 1898. 1921) ; A.M., Harvard University, Cambridge Massachusetts (1900) ; Ph D., LL.D., University of

PennsylN area, Philadelphia 11902, 1933) ; studied at University

of Leipzig, Germany (1901-02) ; se\ eral honorary degrees; Instructor in modern languages, Clark University. Worchester,

Massachusetts, 1902-03; Assistant Professor, Clark University,

1903-08; Professor, ('lark Uni\ ersaty, 1908-11.

Appointed Specialist in Higher Education and assigned to Division as Chief on February 1. 1911. Resigned on December 1, 1919.

First pet manent Du ectot of the American Council on Education, Wasintly,1 ttri.. ( , 1919 22; (liancellor of the University

of Butialo. Nev York, 1922 -1950; Chancellor Emeritus. 1950

197)6 Died June 22. 1956

(swine-. ; Fold, s;i u , 1' S. Other of Educalmr, I Prot , laxtnn. P P Staff

en t 1 1 pi, and I i,"i 1, 1., Mb Edwatton

t I am.e.,toi, 194),1 p 14.7, Elliott Edv..cid "A Trii,ate to Samuel Paul

Capon," The Ed,r,el'Ioral \XXVIII, No 1, Jail 197,7, pp. 18 19)

ZOOK, GEuRGE FREDERICK Born April 22. 1885 at Fort

Scott, Kansas, 11 A. M A.. Universit of kans.ii,. Lawrence 11906,

1907) Ph,D , Col neli l'i(versit. Rhin a, Nev. York 11909) ; Instructor in Eniopean histoi Ponnsykama State College, State
N

APPENDIX I 177

College, 1909-11; Travelling fellowship from Cornell for special

investigation of modern European history in London, Oxford, The

Hague, 1911-12, Assistant, Associate, and Professor of modern

European history, Pennsylvania State College, 1912-20; Head of

Department of History, Political Science, and Economics, Pennsylvania State College, 1914-1920; Committee on Public Information, United States Government, 1918; Educational Adviser,

United States Treasury Department, 1919; Author of numerous

historical studies and pamphlets on war savings programs.

Appointed Specialist in Higher Education on February 1,

1920. Also appointed as Chief of the Division. Resigned effective

August 31, 1925. Served as alternate to the Federal Council of

Citizenship Training. Appointed Special Collaborator at $1.00

per annum on September 17, 1925. Resigned on June 6, 1931.

President of the University of Akron, Ohio, 1925-33; United

States Commissioner of Education, July 11, 1933-June 30, 1934;

Director of the American Council on Education, 1933-1950. Died

August 17, 1951,

(Source,: EikIN and Wright, TI, 1',S. ()titre Education (unpublished,

19,9), pp 7la-7Iti; Per,ionnel Foldet, St. bw: Record,: ('enter; U.S. Office

of Education, Edueolonal Ihreetm "Gent g& F. ,Zook," Hight EduraNon. VI11, 2, Septembei 15, 1951, pp 22-23.)

KLEIN. ARTHUR JAY. Born December 10, 1881, in Sturgis,

Michigan; B.A. and Phi Beta Kappa. Wabash College. Crawfordsville. Indiana (1902) ; B.D, Magna cum laude. Union Theological

Seminary, New York City (1909) ; M.A., Ph.D. Columbia Unierity, New York (191)9, 1916) ; Instructor in history, College

of the ('its' ot New York, 191(1-1915; Head of the Department

of lIn,tory and Economics, Wheaton College, Norton, Massachusetts, 1915-18; Assistant Director, Service Bureau, Committee on

Public Information, Washington, I). C., 1918; Captain. U.S. Army,

PHs; Associate Director of the Di\ 'stun of Educational ExtenDepartment of the Interior, in charge of University Extension Teaching Service, 1919; Execute o Secretary of the

National Unier,,ity Extension Association. Inc., 1919-20; Assistant Chief and E\ecutie of Research and Development Service

of the United State,. Ai my Education Service, 1920-21; Lt. Col.,

Education and School, Section of the General Staff, U S. Army,

V:21 -27).

Appointed Senior Educatrinit and Chief, Division of Higher

Education, on emla'i 10, 1925 N1 hen Dr. John Tigert resigned

('onunpsniner of Education in 1928 there was a strong effort

made by se' eta) of Dr, friends to have hint succeed to the

18,i
178 HIGHER EDUCATION AND THE U.S. OFFICE

office. However, Dr, W. .1, Cooper was appointed in 1929. Dr.

Klein resigned on June 10, 1930 effective July 15, 1930.

Professor of Education, Ohio State University, Columbus, Ohio,

1930-1937; Dean of the College of Education, Ohio State University, 1937 -15 ; Retired, 1915; Author of numerous articles and

Into loaner in the fit iqn nj Eltzobeth, Quo en of England (1916).

(Sources: Personnel Folder, St. Louis Record, Center; U.S Office of Education, Edw (it watt! ltueatotlt, 026, It seq.; ittr'a Who tn. Amt flea, XXVI,

p. 151)3; Cattell and I2o..; (ed.) ; L, mufti; in Edtirtit tan (Lane4ster, Pa., 1948),

p. 599.)

KELLY, FREDERICK JAMES. Born September 7, 1880, in

Wymore, Nebraska; A.B., University of Nebraska, Lincoln

(1902) ; Ph.D. in Education, Teachers College, Columbia University, New York t191 1) ; LL.D., University of Nebraska (1943) ; Teacher in public school systems, 1902-08; Superintendent of

Training School, State Normal School, Spearfish, North Dakota,

1908-12, State Normal School, Emporia, Kansas, 1914-15; Dean,

Schoojf Education, University of Kansas, Lawrence, 1915-20;

Resear5fh Professor and Dean of University Education, University

of Kiotsits, 1920-23; Dean of Administration, University of Minnesota, Minneapolis, 1923-28; President, Unkersity of Idaho,

Moscow, 1928-3; 'SurNev Specialist and Professor of Higher

Education at University of Chicago, Illinois, 1930-31.

Appointed Specialist in Higher Education on June 15, 1931.

Appointed A-41:tarit Conirms-:ioner and Director of the Division

of Higher Education on September 9, 1915 Retired on June 30,

1916.

1p 19 18 Dr. Kelly expressed a de'- it to return to the United

States Office of Edut at ion. Reemployed as Specialist for Land - ( ;rant Colleges and Unkersities on November 8, 1918. Served as

Acting Assistant Commissioner in Intel im period between resignation of Di. Russell (January 19, 1952) and appointment of Dr.

Gallagher ( Api 11 15. 1952) Retned on June 2t), 1952. Reemployed

as Consultant in Higher Education May 28, 1951 to May 27, 1955

Reemployed as, Om-mit:int to the Piesident's Committee on Education Beyond the High Schot+l June 15- 20, 1956. Died on August 1, 1959.

1Soun es Per,onni I t tt,l File. (0E4, 1.' 8

Office of Fdlucation. Ite,t, tot .11, r eel Pers.onn,1 Folder,

St I ''i<14 Itre Ce,/tt tit )',' i 1,?, XVI, 5. Apt.1 1931 p 158; Fligho Eduent Ion, VIII 12, F..1,r 15, 1'1)2. p 141. 11 hip ill 1 me ilea, XXVI,

p 1458. Ih t,um of r Edui at ion, "t. red .1 Kelly Rowe*, f tom the ()titre Of Edw.:010ln," Nigh( r Fdr.n, 111, No 2, Sept 16, 1946, pp 2-3 )

lay
APPENDIX I 179

RUSSELL, JOHN DALE. Born November 8, 1895, in Bloomington, Indiana; A.B., A.M., Ph.D., Indiana University, Bloomington

(1917, 1924, 1931) ; Graduate work at University of Kentucky,

Lexington, and University of Chicago, Illinois; Ambulance Driver

in United States Army, 1917-19; Farmer, Indiana, 1919-22; Assistant to the Dean of the School of Education and Assistant

Director of Summer Session, Indiana University, 1922-25; Director of Research and Statistics, State Department of Public

Instruction, Indiana, 1925-27; Assistant Professor of Education

and Director of Research, Ball State Teachers College, Indiana,

1927; Associate Professor of Education, University of Kentucky,

1927-29; Assistant Director of Surveys, Board of Education of

the Methodist Episcopal Church, 1929-31; Professor of Education, Associate Dean of Division of Social Sciences, Dean of Students, University of Chicago, 1931-1946; Dean and Academic

Advisor,-Biarritz American University, France, 1945-16.

Appointed Assistant Commissioner and Director of the Division

of Higher Education on September 3, 1916. Resigned January 15,

1952 to accept position as Executive Secretary of the Board of

Educational Finance of the State of New Mexico. Author of a

large number of articles relating to many phases of higher education,

(Sources! U.S. 0 e of Educatitm. Edurat tonal I)ectory. 1546-47, et seq.:

Personnel Card File. (Mice of Education Personnel (Mice; Personnel Folder,

St Louis Records Center, Who's It in) in .1 nicrlea. XXVII, p 2101, "New Director of the Higher Educ,ition MON r Ettu,ntwo. III. No. 2, Sept

16, 1946, p. t )

GALLAGHER, BUELL GORDON Born February 1. 190.1, in

Rankin, Illinois, B.A., Carleton College, Northfield, Minnesota

(1925) ; Union Theological Seminary, New York (1929) ;

Ph.D. in Education Columbia University, New York (1938) ;

Fogg Traveling FellOwship, London School of Economics (19`29-

30) ; Minister, Congregational Church, Passaic, New Jersey,

1931-33; President of Talladega College, Alabama, 1933-45; Pro -

fe'.sor of Christian Ethics, Pacific School of Religion, Berkeley,

California, 19,15-19; unsuccessful candidate for Congress, 7th

District of California, 1918, although polling 49t of the vote in

the general election; Consultant to Federal Security Administrator, 1919 -50; Special Consultant on Technical and Professional

Problems, Federal Security Administration, 1950-51; Assistant

Commissioner, Office of Education, Program Development and

Coo/Alma:on Branch, February, 1951.

Appointed Assistant Commissioner for !Uglier Education, April

1 8
180 HIGHER EDUCATION AND THE U.S. OFFICE

15, 1952. Resigned on August 1, 1952, to become President of the

College of the City of New York.

Dr. Gallagher is the author of numerous articles and three

studies of race reattions: Ano'rreon Caste and the Negro College

(1938) Color and Consci( Ire( : The I tt'l in I SSthie Conflict (1946) ;

and Poi trait of a Prigilm: A Sfurh for th( Chi (stroll Way in Race

Relatimis (19-10.

(sources, Personnel ('aid File, Office of Education Personnel Office; Per -

sonnel Folder, St Lour Records ('enter ; 1,tr., J. Donald Kingsley, Acting

Admitusttator, ESA, to Dr, Gallagher, March 3, 1949, U.S Office of Education, Educational Pic.elutrl, 19,71-4,?: 11710%; Who to A,ort tee, XXX, p. 991;

Higher Erimatton, VIII. 18, May 15, 1952, p. 205 1

Following resignation of Dr. Gallagher, Mr. Ball I. Grigsby

served as Acting Head, Division of Higher Education until September 15, 1952 when Dr. Wesley Earl Armstrong was made

Acting head of the Division. The position of Assistant Commissioner was not permanently tilled again until the appointment of

Dr Lloyd E. Illituth on September 11, 1955.

(soloce.; Higher Etto4ofmn, Xil, 2, October 19:;5, p 17; Personnel Card

Ede, Office of Education Personnel Office, Intel lew, Di. Blanch, November

5, 1959, U S Office of Education, E41.11efinon411 Inee'enn u, 195..?-5 ;, et 'eq.;

Per,onnel Folder (Atuptrong), St Lour., Records Center 1

1(1111t1011111 Pro fessional Personnel

A001s, WELtsoit0 Addis -zerved in the Office of Education (then a

Bureau) from 1882 to 1902. Prior to his appointment in "proof

reading- and revising-editorial work" on August 17, 1882, he had

served as an employee of Western Union in Washington, D.C. He

served as a copyist and a clerk in the Bureau until April 30, 18

lien he resigned. On <June 10, 1895, he was reappointed to the

Bureau :c "Clerk of Class 4" to work as a specialist in the Agri-

( ultural College al ea. His salary when accepting this appointment

was 51,8110, appioximately $1,000 more per annum than he was

making at the tune of his iesignat ion less than two months earlier.

This position as Agricultural College (leek was the first in the

Bureau (tooted full-time to the field of higher education. Addis

resigned on June 30. 1902 and w,, s succeeded by Frederick E.

Upton.

iSnurtc Official Ref iird Card, St I iiue, Record:- Cenur; flarriq W , Sta.!, et, pt t tt Ag131. to Conimp-,,Ioner of Penswn =, Nov.

20, 1884 in Per,linnel Foldef

13 J
APPENDIX I 181

ANDERSON, HOWARD Ricitmom). Born October 1, i898 in New

York City; B.A., Augustana College. South Dakota (1922) ; M.A.,

UniversitY of Chicago, Illinois (1928) ; Ph.D. in history, University of Iowa. Iowa City (1930) ; World War I veteran ; Head of

social studies at Roosevelt High School, Wyandotte, Michigan,

1922-28; Instructor and Assistant Professor of History at the

University of Iowa, 1928-37; Professor of Education, Cornell

University, Ithaca, New York, and Director of Social Studies,

Ithaca Public Schools New York, 1937-44; Director, School of

Education and Summer Session, Cornell University, 1944-46.

Dr, Anderson joined the staff of the Office of Education as

Specialist for Social Science and Geography in Secondary Education on February 15, 1946. Assigned to Division of Higher Education as Specialist on October 28, 1951, Resigned on January 29,

1954, to accept position as Dean, University School of Liberal and

Applied Studies, University of Rochester, New York, Author and

co-author of a large number of articles on education and the social

studies. Co-author with Preston Slosson of a text on world history.

(Sources U.S. Office of Education, Educational Directory, 1951-52, et seq.;

Personnel Card File, Office of Education Personnel Office; Personnel Folder,

St. Louis Records Center; 11'Wq Who in A1)11'1101, XXX p. 67.)

ANDREWS, BENJAMIN FRANCIS. Born 1876; B.A., Wesleyan University, Connecticut (1898) ; attended Columbia Law School,

New York (1898-99) ; in real estate and construction business

which failed in 1908; elected to position as Secretary-Treasurer

of the University of Puerto Rico, 1909. In 1914 Andrews was

making $2,500 per annum in Puerto Rico but he desired a position

in the United States where he could be with his wife and daughter

who were unable to live in Puerto Rico.

Appointed Specialist in Charge of Land-Grant College Statistics

at $1,800 per annum on temporary basis on April 2, 1914. Appointment made permanent on September 1, 1911, Transferred to

Bureau of Internal Revenue on January 27. 1918. Andrews probably left Federal service in 1919 or 1920 because Commissioner

Claxton wrote a strong recommendation for him on September

18, 1919, to the Guaranty Trust Company of New York.

(Sources: Claxton, P P., Statement .. , 191 ;, pp. 3-4; U S Office of Education, Educati0no1 Dtrectorq, 1914-1i, I t .4"(1.: Per,,onriel Folder, St. Louis

Records Central-, Ltr , Claxton to Guaranty Trust Co.. Sept 16, 1919.)

ARMSBY, HENRY NORTON. Born March 12, 1891, in State College,

Pennsylvania ; .B.S., ('.F... Pennsylvania State University, State /

College (1911, 1916) ; D. Eng., Newitrk College of Engineering,

1 .)t)
182 HIGHER EDUCATION AN!) THE U.S. OFFICE

New Jersey (1955) ; Lowell Technical Institute, Massachusetts, (1956) ; Instructor in Civil Engineering, Pennsylvania State

University, 1911; Engineer in Maintenance of Way Department,

Pennsylvania Railroad, Altoona, Pennsylvania, 1912-14; Tea Cher

of mathematics, drawing, and surveying, Wisconsin Mining

School, Platteville, 1915-17; Instructor, Assistant Professor, Associate Professor of Civil Engineering, Missouri School of Mines,

Rolla, 1917-22; Registrar and Student Adviser, Missouri School

of Mines, 1922-41.

On March 7, 1941, Mr. Armsby joined the U.S. Office of Education as Field Coordinator of the Engineering, Science, and

Management War Training Program. On May 20, 19.16 he became

the Specialist for Civil Engineering Education in the Division of

Higher Education and on January 20, 1950, Assistant Chief for

Engineering Education.

Mr. Armsby is the author of several articles and pamphlets

dealing with engineering education. He is a member of two honor

societies: Tau Beta Pi and Phi Kappa Phi. He has held national

offices in the American Society for Engineering Education and

served as a member of the Engineering Manpower Commission.

(Sources: Larder, Office of Education Pf, honnel Office; U 9. Office of

Education, Eibicaf lona/ Dirertory, ();;;--4h, it if y., Blogn,phIcal Iti.suna prepared by profes,gonal qtaff of the Divi:.ton of Higher Education; Who.:4 Who

Engineertmq, 1954, pp. 64 -65 )

ARMSTRONG, WESLEY EARL. Born March 18, 1899, in Arkansas.

A.B., East Central State College, Ma, Oklahoma (1927) ; M.S. in

Education, Oklahoma A & M, Stillwater 119:31) ; Ed. D., Stanford

University, Palo Alto, California (1937) ; Supervisor of High

School Teachers, Salt Lake City Public Schools, Utah, 1934,37;

"Convenor," School of Education, Mills College, California, 1937-

,10; Field Coordinator, Committee on Teacher Eduction, American Council on Education, 1938-13; Dean of Ohio Wesleyan

College, Delaware. Ohio, 1913-15; Dean. School of Education,

University of Delaware, Newark, 1915-19.

Appointed as Associate Chief. Teacher Education, Division of

Higher Education, on Februai y 11, 1919. Detailed to position of

ssistant Commissioner for Higher Education on Septembet15, 1 ) On :January 4, 1951 requested leave without pay for one

year t serve as Executive Director of the National Council for

Accreditation of Teacher Edth aim'. Resigned on May 4, 1956

from Office of Education to take position with the National Council.

In addition to several educational articles, Dr. Armstrong was

i
APPENDIX I 183

the co-author of The ty, and naeh,r Ediwat ion (1911). He

also has served as consultant in teacher education at GoOrge

Washington Unix ersity. D.C.

tSour,,A. Pet i V41. r, St I ow, Cvnt.r. t S °flee of Education, Eila.4.finmul I;(;, 1'4: a.. h t.otandl c.tid Foe. (Moe

of EtItuatom Pr i.ortt.o Catti,11 ,s in Edueorion

(Lanen,;trr. Pa , 1948), pp 32 ) BADGER, 11ENRY not n .June 10, 1892; B.A,. DePauw

versity, Indiana (1917) ; M.A.. Indiana University, Bloomington

(1925); graduate study at Indiana University and George Washington University, D.C.; Public Shoo' teacher, supervi:44r,

principal, and super intendent in school systems in Illinois,

Philippine Islands, and Indiana, 1912-15. 1917-27; Visiting professor of Education. Central Normal College (now defunct) ,

Danville. Indiana. summer of 1927,

Mr. Badger joined the Office of Education as Principal

Statistical Assistant on September 1, 1928. Served unit the U.S.

Ciril Ser% ice Commission from July 20, 1930 to May 5, 1931.

Specialist in education statistics from 1931 to present, specializing

in higher education statistics from 19 18 to present.

Mr. Badger is the author or cm-author of approximately 80

statistical survos and studies.

S Office of Edurat 1.3n, Krb4,-,0),,rust ;In :9 ;f 47,

KA/ i.'X, Othl of Educat yin Pcr,,,r,w1 BAger to

author. lIctot.1 21', VI:o)

BLAESSER, 11 11.1.1Am Born Nox ember 11. 1912. in ("Warburg. Wisconsin; B.A., M.A cork on Ph.D in oogress at time

he was einpIned by the t Mice of Education, University of Wisconsin, Madison (1930, 1910) ; Tea( her of social studies in

Wisconsin high schools. 1931 36; Assistant Director, I)ivi'ion of

ISOcial Education and Instruction. University of Wisconsin, 19:3(3 --

39; Assistant than of Men, Coordinator of Student Personnel,

Unix ers ity of Wisconsin, 1939 -15; Spet_fal Consultwit, American

Council on Education. Washington. for college trat4 mg programs,

19 13; Assistant Dean of Students and Inreetor of Counseling

('enter. Imleisitv of Chicago 19 15-10; Ihrec.tor of Student Per

sound! and Associate Professor of Education, Univer .y of Montana, 191(3 -- 17 ; Dean of Students and Assot late Professor of

Education, Washington State ('allege, Pullman. 191719.

Appointed Specialist for Student Personnel Services, Office of

Education, on May 20. 19 19 Resigned on .lane R. 1953, to become

Dean of Stuctents at the UnixerNIty of Utah. Salt Lake City.

1
184 HIGHER EDUCATION AND THE U.S. OFFICE

Most of his publications were in the field of guidance and

,personnel work. The majority were prepared for the American

Cotincil on Education. One volume published by the University of

Wisconsin is Educational Guidance and the War (1944).e

(Sources: Personnel Card File, Office of Education Personnel -Once; Personnel Folder, St. Louis Records Center.)

BLAUCH, Lim) E. Born May 26. 1889, in- Myersdale, Pennsylvania; A.B., Goshen College, Indiana (1916) ; A.M., Ph.D., The

University of Chicago, Illinois (1917, 1923) ; Teacher, principal

and superintendent of public schools 4-905 -14; Statistician, Sure

of Education, February 15June 30, 1919; Special Agent, 1,:S.

Department of Labor, 1920-21; Specialist in charge of LandGrant College St4istics, August 25, 1921November 5, 1,923;

Professor of Education, North Carolina College for Women (now

University of North Carolina at Greensboro, Greensboro, 1923-30;

Member, Survey Staff, Methodist Board of Education, 1930-31;

Secretary, Curriculum Survey Committee, American Association

of Dental ,Schools, 1931-36; Principal Educational Specialist, National Advisory Committee on Education, 1936-39; Taught summer sessions at University of Mar land, Joliet Junior College,

Loyola University (Chicago), and the University of Chicago.

Appointed Consultant to Division of Higher Education on

October 4, 1939; Senior Specialist in Higher Education, August 1,

1940; Specialist in Land-Grant Colleges and Universities, May 20,

1946; Associate Chief for Education in the Health Professions,

August 8, 1948. On September 11, 1955, Dr. Blauch Lecame Assistant Commissioner and Director of the Division of Higher

Education, a position which he held until his retirement on May

31, 1959. He remained on duty as a Special Consultant until

September 11, 1959.

Dr. Blauch published a large number of articles on a variety

of subjects and more than a dozen books and long reports on

accreditation. curriculum, and the health profession. Received

superior service award of Department of Health, Education, and

Welfare in 1955 for outstanding service to American education.

(Sources: U.S. Office of Education, Educational Directory, 1921-22, seq.:

Personnel Card File, Office of Education Peisonnel Office; Biographical

Resumé furnished the author by Dr. Blauch: Higher Education, 2,

October 1955, p. 17; Who'c Who in America. XXX, p. 261; Lloyd. John H.,

"New Assistant Commissioner for Higher Education," Higher Education,

XII, No. 2, Oct. 1955, pp. 17-18.)

BUTLER, GEORGE NORWOOD. Born November 26, 1912, in Pernam1:33
\

APPENDIX 1 185

buco [Recife], Brazil; B.S., Wilson Teachers College, Washington,

' D.C. (1936) ; graduate stud, at Catholic University, D.C. and

-University of Maryland, Coll ge Park; employed as a teacher in

D.C. public schools and with, the General Electric Company,

1936-41.

Appointed as a Junior Educationist, Division of Higher Education on January 2, 1911; resigned, on June 15, 1941.

(Sources: U.S. Office of Education, Educatlokal Directory, 1941; Personnel

Folder, St. Louis Records Center.)

CALDWELL. OTIS WILLIAM. Born December 18, 1869, in Lebanon,

Indiana ; graduated from Franklin College and received a Ph.D.

from the University of Chicago, Illinois (dates not available) ;

Assistant in Botany, University of Chicago, 1897-99; Professor

of Botany, Eastern Illinois State Normal School, 1899-1907;

Professor!of Botany, University of Indiana summer session, 1904;

Associate Professor of Botany. School of Education, University

of Chicago, 1907-11.

Appointed to temporary position as Specialist in Higher Education for the purpose of making a personal inspection of the

'teaching of science in some of the more important schools in the

Southern States on January 13, 1914. Appointment terminated on

January 31, 1914.

Following his assignment with the Bureau of Education Dr.

Caldwell served as a Dean at the University of Chicago until

1917; Professor of Education at Teachers College, Columbia

University, 1917-27; and Director of the Institute of Educational

Research. 1927-30. At the time of his death, July 5, 1947, he was

General Secretary of the American Association for the Advancement of Science.

(Sources: Claxton, P P., Stat,orent . . . 19,;, pp. 3-4; Personnel Folder,

St. Louis Records Center; 117/0' Who in A oo run, II, p. 97.)

CALIVER, AMBRosE. Born February 25, 1891, in Saltville, Virginia;

B.A., Knoxville College. Knoxville, Tennessee (1915) ; M.A., University of Wisconsin, Madison (1920) ; Ph.D., Columbia University, New York (1930) ; Diploma in personnel management,

Harvard University, Cambridge, Massachusetts (1918) ; principal

of colored high school, Rockwood, Tennessee, 1916; instructor and

assistant principal, Douglass High School, El Paso, Texas, 1917;

teacher, director of summer school, and Dean, Fisk University,

Nashville, Tennessee. 1917-30.

Dr. Caliver joined the professional staff of the Office of Education on September 2, 1930, as Senior Specialist in Negro Edu-
186 HIGHER EDUCATION AND THE U.S. OFFICE

cation. During this period of time he was engaged in activities

involving all types of educational )vork with Negroes. On May 20,

1946, Dr. Ca liver became Specialist for Negro Higher Education

and on July 14, 1950, Assistant to the Commissioner in the Office

of Education. He held this position until July, 1955, when he became Chief of the Adult Education Section.

Dr. Ca liver has published nearly one hundred articles and

studies, most of which relate to Negro education or adult education. Among his h3nors have been an honorary Doctor of Law:

Virginia State College, Ettrick (1951) ; honorary Doctor of Letters, Knoxville College, Tennessee (1953) ; honorary Doctor of

Laws, Morgan State College, Baltimore, Maryland (1956) ;

Superior Service Award, Department of Health, Education, and

Welfare (1955) ; and winner of a national essay contest (1924).

Ile has held several positions on national surveys and studies

relating to education.

(Sources: Biographical Resume prepared by the professional staff of the

Division of Higher Education; Kardex, Office of Education personnel office;

,U.S. Office of Education, Educational Directory, 1(#45-!,6, et seq.; Who Who

in America, XXX, p. 428.)

CASE, GEORGE WILKINSON. Born March 2, 1880, in Fowler,

Indiana; B.S. in C.E., Purdue -University, Lafayette, Indiana

(1905) ; Master of C.E., Cornell University, Ithaca, New York

(1912) ; Assistant Instructor, Instructor, and Assistant Professor,

Purdue University, 1905-13; Assistant ProfesSor and Professor

of Sanitafy and Hydraulic Engineering, University of Pittsburgh,

1913-22; Chief Engineer and Executive Officer, American City

Engineering Co., Pittsburgh, Pennsylvania, 1920-25; Dean, College of Technology, University of New Hampshire, Durham, 1925-

49.

Dean Case entered duty as Principal Specialist in Engineering

Education on November 4, 1940. The temporary appointment was

extended in October of the next year. On June 24, 1942 Dean Case

succeeded Dean Roy A. Seaton as Director of the Engineering,

Science, and Management War Training Program. fie remained

as Director until January 31. 1946 when the Program was

liquidated,

Dean Case returned to New Hampshire where he resumed his

duties at the University. He retired in 1949 and became Emeritus

Dean.

(Sources: Armsby, H. S , nrpneering, Science, and Management War

Training. Final Report (Washington, 1946), pp. ix, 10-14; Personnel Pokier,

St. Louis Records Center; U.S. Office of Education, Educationai Directory,

19;2-43. it seq.; Who's Who in Amenca, XXVII, p. 441.)
APPENDIX I 187

CONLEY, WILLIAM HENRY. Born February 13, 1907,1p Sharon,

Wisconsin; B.S.C., M.A., Loyola University, Chicago (1930,

;1935) ; M.B.A., Ph.D., Northwestern University, Evanston, Illinois

(1932- 1942) ; Dean of Wright City Junior College, Chicago,

Illinois, 1935-1946, with leave of absence from 1941 to 1946 for

service with the Office of Price Administration, Chicago, and as an

instructor and officer with the United States Navy ; Dean, School

of Commerce, Loyola University, Chicagd, 1946-48.

Dr. Conley was appointed Specialist for Junior Colleges and,

Lower Divisions in the Division of Higher Education on March

26, 1948. He resigned on August 19, 1949, to return to Loyola

University as Dean of the School of Education.

(Sources: Personnel Card File, Office of Education Personnel Office;

Personnel Folder, St. Louis Records Center; U.S. Office of Education, Educational Directory, 1948-49, et seq.; Cattell and Ross (ed.), Leaders in Education (Lancaster, Pa., 1948), p. 215.)

DANIEL, WALTER GREEN. Born June 21, 1905, in Petersburg,

Virginia ; A.B., Virginia Union University, Richmond (1926) ;

Ed. B., A.M., University of Cincinnati, Ohio (1927, 1928) ; Ph.D.,

Columbia University, New York (1941) ; Director of Practice

Teaching, Winston-Salem State Teachers College, North Carolina,

1927-29; Assistant Professor, Associate Professor, and Professor

of Education, Howard University, D.C., 1929-51.

Dr. Daniel was appointed Specialist for Higher Education

(Negro Higher Education) on June 4, 1951. He resigne'l on

September 11, 1953, to accept a position, with Maryland State

Teachers College at Bowie.

Prior to joining the Office of Education, and while in the

Office, Dr. Daniel authored approximately forty articles relating

to higher education and Negro education.

(Sources: U.S. Office of Education, Educational Directory, 1950-51,4t seq.;

Personnel Card File, Office of Education Personnel Office; Personnel Folder,

St. Louis Records Center; Cattell and Ross (ed.), Leaders in Education

(Lancaster, Pa., 1948), p. 253).

DECKER, GEORGE CLARE. Born May 5, 1900, in Menomonie, Wisconsin; B.S., Stout Institute, Menomonie, Wisconsin (1928) ; M.A.,

Ph.D., Ohio State University, Columbus 1932, 1942) ; secondary

school teacher and supervisor in Kansas, California, and Ohio,

1921 -35; teacher and supervisor in State colleges in North

Dakota and New York, 1928-29, 1935-42 ;-officer in United States

Navy, 1942-46.

Dr. Decker joined the Office of Education on October 14, 1946,

193
188 HIGHER EDUCATION AND THE U.S. OFFICE

as a Regional Educational Officer with the Veterans Educational

Facilities Program with headquarters at Fort Worth, Texas, and

Atlanta, Georgia. On June 22, 1950, he came to Washington,

D.C., as Program Representative, Housing for Institutions of

Higher EducatAon;Programs. On October 23 of that year he was

made Field Operations Advisor for school construction in .the

newly established program of School Assistance in Federally Affected Areas. On "May 3, 1951,- -he was appointed Chief of the

College Housing Loan Program, a,position which he held throughout the remainder of the period.

(Sources: Kardex. Office of Education Personnel Office; Biographical Résumé prepared by Dr. Decker, February 24, 1956; U.S. Office of Education,

Educational Directory, 1950-51, et seq.)

FLYNT, RALPH COMER MICHAEL. Born September 6, 1904, in

Washingtea, Georgia; Mercer University, Macon, Georgia (1922-

24) ; B.S.. M.S., University of Virginia, Charlottesville (1928,

1931) ; M.A., Princeton University, New Jersey (1933) ; completed all but thesis for Ph.D. at Princeton ; instructor and high

school principal in Georgia public schools, 1925-26; instructor,

Shenandoah Valley Academy, Winchester, Virginia, 1928-29; instructor in history, University of Virginia, 1929-31.

Mr. Flynt entered Federal Service on Mardi 7, 1934, as a

district educational advisor with the Civilian Conservation Corps

in Anniston, Alabama. In August 1938, after serving in Columbus,

Georgia, he came to the Office of Education in Washington, D.C.

as Special At.sistant to the Director of the CCC educational program. On April 20, 1942, he was made Corps Area Educational

AdVisor in Baltimore, Maryland. Two months later he returned

to Washington as Senior Specialist in CCC camp education.

On August 24, 1942, Mr. Flynt began his service with the

Division of Higher Education as a field representative of _the--

Student War Loan Program. In May 1944 hef was appointed a

Senior Specialist in Higher Education serving'as a consultant to

State-wide groups of higher institutions in planning education of

returning war veterans. On February 10, 1946, he was appointed

Assistant Director of the DiViS101: of Central Services and in

April 1948 he became Director and Executive Assistant to the

Commissioner. On June 15. 1950, Mr. Flynt began serving as

Director of the Division of Special Educational Services, and on

May 11, 1951, Chief of Civilian Education Requirements Branch

in the Office of the Assistant Commissioner.

Mr. Flynt returned to the Division of Higher .Education when

in October 1951 he was detailed as Associate Director. On
APPENDIX I 189

SepteMber 11, 1952, he was appointed Director of General and

Liberal Education in the Division of Higher Education. He remained with the Division of Higher Education until 1958 when

he became Director of the Laws and Legislation Branch under

the Commissioner. Seven months later he was appointed to the

rank of Assistant Commissioner.

In addition to being a Phi Beta Kappa Associate, Mr. Flynt

has served as Chairman and Vice Chairman of the Atlantic

Treaty Association, and Vice Chairman of the American Council

on NATO.

i (Sources: Biographical material loaned author by Mr. Flynt; Kardex,

Office of gducation Personnel Office; U.S. Office of Education, Educational'

Directory, 1943-44, et seq.; Who's Who in America, XXX, p. 932.)

FRAZIER, BENJAMIN WILLIAM. Born February 18, 1892, in

Watauga Valley, Tennessee; A.B., University of Tennessee, Knoxville (1917) ; A.M., Columbia University, New York (1929) ; D.

Ed., George Washington University, D.C. (1938) ; Principal of

rural and junior high schools in Tennessee, 1910-15; high school

teacher, Hartshorne, Oklahoma, 1917-18; U.S. Marine Corps,

1918 -19; Superintendent of schools in Tennessee, 1919-21; Head

of Department of Education and Director of Training, Alabama

State Normal School, Jacksonville, Alabama, 1922-27.

Dr. (then Mr.) Frazier entered service- with the Bureau of

Education on June 16, 1927 as Specialist in Teacher Training. In

1930-31, during the interim period between the resignation of Dr.

Klein and the appointment of Dr. Kelly, Dr. Frazier served as

Acting Chief of the Division of College and Professional Schools

(Division of Higher Education). He was Director of the University Research Project from '1935 to 1937. During his years of

s rvice, he prepared many articles and pamphlets on teacher traing and teaching as a career.

Dr. Frazier died on September 15, 1948, while still in office with

he Division of Higher Education.

\--(Sm.trees: Personnel Folder, St. Louis Records Center; U.S. Office of

Education, Educational Directory, 1928, et seq.: Cattell and Ross (ed.),

Leaders in Education (Lancaster, Pa., 1948), p. 368; Higher Education, V,

No. 9, January 1, 1949, p. 107.)

FREEMAN, OTIS WILLARD. Born April 13, 1889, in Otsego, Michigan; A.B., Albion College, Michigan (1910) ; M.S., University of

Michigan, Ann Arbor (1913) ; Ph.D., Clark 'University, Worcester, Massachusetts (1929) ; teacher in high schools in Michigan,

Montana, and California, 1910-23; Professor of Geography, San

193
190 HIGHER EDUCATION AND THE U.S. OFFICE

Francisco State College, 1922-24; Head of the Department of

Physical Sciences and Mathematics, and Professor of GeOgrapiry,

Eastern Washington College of Education, Cheney, Washington,

1924- -47. II, Dr. Freeman was appointed Specialist for Geography in the

Division of Higher Education on January 5, 1948. He resigned

on September 14,1948, to become visiting Professor of Geography

at the University of Hawaii and return to his position as Head

of the Department of Physical Sciences and Mathematics at

Eastern Washington College of Education. He served as President

of that institution from 1951 until his retirement in 1953.

Dr. Freeman his published more than a hundred articles in

geographical, scientific, and educational journals. He is the

author of the Pacific Northwest, Essentials of College Geography,

and Economic Geography of Hawaii.

(Sources: Personnel Folder, St. Louis Records Center; U.S. Office of

Education, Educational Directory. 1947-48, et seq.; Higher Education, IV,

14, March 15, 1948, p. 161; Ibid., VI, No. 5, November 1, 1959, p. 53; Who's

Who in America, XXX, p. 967.)

GOLDTHORPE+, JOHN HAROLD. Born in 1898, in Missoula, Montana;

A.B., Ham line University, St. Paul, Minnesota ,(1920) ; M.A.,

Ph.D., University of Minnesota, Minneapolis (1923, 1928) ;

teacher and superintendent, Minnesota, 1920-24; survey statistician, registrar and instructor, Northwestern University, Evanston,

Illinois, 1924-26; teaching fellowship, University of Minnesota,

1926-28; Assistant Professor, Associate Professor, and Professor.

of Education, University of Rochester, New York, 1931-37; Field

Studies Division, Teachers College, Columbia University, New

York, 1937 -39; Research Associate, American Council on Education, 1939-45; Administrative Analyst, Assistant Chief of

Division of Exchange of Persons, Department of State, Washington, D.C., 1945-47.

Dr. Goldthe -)e began his service with the Office of Education

as a Specialist it, Higher Education in 1947. The following year

he entered a program for the exchange of teachers with foreign

lands, returning to the Division of Higher Education in 1953.

Dr. Goldthorpe is the author of approximately 60 articles relating to higher education in various professional publications as

well as five long studies of current higher education problems.

(Sources: Biographical Rhume prepared by professional staff of the Division of Higher Education; Higher Education, IV, 14, March 15, 1948,

p. 157; Cattell and Ross (ed.), Leaders in Education (Lancaster, Pa 1948),

p. 405.)

DJ
APPENDIX I 191

GREENE, SAMUEL L. Born SepteMber 10, 1925; A.B., work on M.S.

in progress, Indiana University, Bloomington (1950) ; U.S. Navy,

1943-46 ; Engineering Assistant to U.S. Department of Agficulture, Indiana, 1946-48; Head Resident Counselor, Indiana, University, 1948-51.

Appointed March 13, 1951 as Research Assistant in the Division

of Higher Education. Resigned August 28, 1951 to accept teaching

position.

(Sources: Personnel Folder, St. Louis Records Center; Personnel Card

File, Office of Education Personnel Office; U.S. Office of Education, Educational Directory, 1950-51, et seq.)

GREENUF,AF, WALTER JAMES. Born March 23, 1889, in Norridgewock, Maine; A.B., Bowdoin College, Brunswick, Maine (1912) ;

M.A., Princeton University, New Jersey (1918) ; Ph.D., George

Washington University, D.C. (1922); additional study at Columbia University and Marine Biological Laboratory, Woods Hole,

Massachusetts, Bailiff, U.S. Court, Pogtlandy Maine, 1913 ; teacher

of science in high schools in Maine and New Jersey,-191-1-18;

U.S. Army, 1918-19; supervisor of adVisement and training,

Veterans Bureau, 1919-24.

Dr. Greenleaf joined the Bureau of Education on July 16, 1924,

as Associate Specialist in Land-Grant College Statistics. On January 1, 1931, he was appointed Specialist in Higher Education.

He was transferred from the Division on September 5, 1947, when

he was appointed Specialist for Educational and Occupational

Information in the Vocational Education Division. Dr. Greenleaf

remained with the Vocational Educational Division until his retirement on March 31, 1956. While in the Office of Education he

published 19 guidance leaflets and more than two score articles

in periodicals and reference volumes.

(Sources: Personnel Folder, St. Lo\ uis Records Center; Personnel Card

File, Office of Education Personnel Office, U.S. Office of Education, Edamhowl! Dircetory, 1925, et seq.; CaLtoll and Ross (ed.), Leaders in Education

(Lancaster, Pa., 1948), p. 422.)

GRIGSBY. RALL ILLINGSWORTH. Born November 22, 1897, in Greencastle, Indiana; A.B., Cornell College, lyIount Vernon, Iowa (1918,

1949) ; A.M., Drake University, Des Moines, Iowa (1928) ; high

school teacher in Illinois and Iowa, 1919-23; secondary school

principal, Des Moines, Iowa, 1923-29; Assistant Superintendent

of Schools, Des Moines, Iowa, 1929-39.

Mr. Grigsby entered on service with the Office of Education

on May 1, 1939, as a technical consultant. On September 9, 1942

2 J0
192 HIGHER EDUCATION AND THE U.S. OFFICE

he was appointed Special Assistant to the Comniissioner and on

November 4, 1945, promoted to Assistant Commissioner. On May

5, 1947, he became Director of the Division of Auxiliary Services

and on April 12, 1949, Deputy Commissioner. His direct relationship with the Division of Higher Education came in 1952 when he

served as Acting Head between the resignation of Dr. Gallagher

on August 1 and the appointment of Dr. Armstrong as Acting

Head on September 15.

Dr. Grigsby was appointed Assistant Commissioner for School

Assistance on March 17, 1954.

(Sources: Kardex, Office of Education Personnel Office; Who's Who in

America, XXX, p. 1129; "Studebaker Resigns; Grigsby Acting Commissioner," Higher Eillicaim, V, No. 1, September 1, 1948, pp. 1-3.),

HAMILTON, FREDERIC RUTHERFORD. Born July 31, 1881, in Richland Center, Wisconsin; Ph.M., University of Wisconsin,

Madison (1906, 1917) ; Ph.D., Columbia University, New York

(1924) ; Superintendent of Schools in Wisconsin, 1901-12; Extension Division, University of Wisconsin, 1912-14; Director of

Extension Division, University of Kansas, Lawrence, 1914-19;

President of Marshall College, Huntington, West Virginia, 1919 --

23; Associate in Education, Columbia University, 1923-24; President of Bradley Polytechnic Institute, Peoria, Illinois, 1925-42.

Dr. Hamilton wasiappointed to the position of Principal Specialist in Higher Education on December 9, 1942. He served in a consultant capacity until M,ay 31, 1943, when he resigned to return

to full-time duty as President 'of Bradley Polytechnic Institute.

(Sources: ,U S. Office of Education, Educational Directory, 1942-43 ; Personnel Folder, St. Louis Records Center; Cattell and Ross Ed.), Leaders

in Education (Laneastei, Pa., 1948), p. 444.)

HAWLEY, CLAUDE EDWARD. Born November 11, 1914, Milwaukee, Wisconsin; A.B., Ph.D., University of Chicago, Illinois (1935,

1939) ; Research Assistant in Public Administration, University

of Chicago, 1936-39; Instructor in Business and Public Administration, University of Missouri, Columbia, 1939-40; Assistant

Professor, and Professor of Social Science, University of Florida,

Gainesville, 1940-16; Professor of Political Science, Northwestern

University, Evanston, Illinois, summers of 1946 and 1947; Associate Professor of Public Administration and Political Science,

University of Southern California, Los Angeles, 1946-48: Field

Secretary to the Mayor of Los Angeles, 1947-48; Army Officer

during World War II, 1942-46.

Dr. Hawley joined the Division of Higher Education as Asso2
APPENDIX I 193

s ciate Chief for Social Sciences in June 1948. He transferred to' the

United States Informs' ion Agency as Deputy Director, Information Center Services, in September 1951.

Dr. Hawley is the author of approximately fifty articles relatingto social science and public administration. They have been published in a wide variety of scholarly journals and periodicals. With

Dr. John Russell, he wrote along study of Public Higher Educa- 'tion in Kentucky in 1951.

(Sources: Biographical Resume prepared by Dr. Hawley for the author,

November 6, 1959; U.S. Office of Education, Educational Directory, 1949-50,

et seq.; Who's Who in American Education, XVIII, p. 495.) '

ssc

HIGSON, JOHN H. Born 1886 in ;England; studied at Sedbergh

College, Sedbergh, Yorkshire, England; received "Society of Arts

and Accountants Certificate" in England; Certified Public Accountant in the United States.

Mr. Higson was appointed Specialist in Charge of Land-Grant

College Statistics replacing Mr. Floyd B. Jenks on January 3,

1914. After. investigating several Negro colleges in the Southern

States his appointment was terminated on March 15 of the same

year. Following his service with the Bureau of Education, Mr.

Higson did some accounting-work in southern colleges (Tennessee,

Alabama, Mississippi, and Arkansas) with payment being made

by the institutions concerned.

(Sources: Letter, Higson to P. P. Claxton, December 22, 1913; Personnel

Folder, St. Louis Records Center; Claxton, P. P., Statement . . . 1914,

pp. 3-4.)

HOLLIS, ERNEST VICTOR. Born November 24, 18

Mississippi; B.S., M.S. Mississippi State Univer

(both in 1918) ; A.M., Ph.D. Columbia University,

1938) ; Honorary degrees from Shurtleff Colleg

Bucknell University, Lewisburg, Pennsylvania,

versity, Philadelphia ; teacher and principal in

5, in Vardatnan,

ity, State College

New York (1922,

, Alton, Illinois,

end Temple Uniississippi, 1912

15; instructor in botany, Mississippi State University, 1918-19;

President, Georgia State Teachers College, Statesboro, 1920-26;

Head, Education Department, State Teachers 'College, Morehead,

Kentucky, 1927-35; lecturer in education, College of the City of

Nsw York, 1936-40; Coordinator, Commission on Teacher Education, American Council on Education, Washington,-D.C. 1940-44i

Visiting Professor, Columbia University, Duke University, and

Northwestern University, 1935-41.

Dr. Hollis joined the Office of Education as a Specialist in

Higher Education on January 26, 1944. On June 14, 1946, he was

2 2
194 HIGHER EDUCATION AND THE U.S. OFFICE

made Specialist for State-wide Programs and on December 1,

1946, Chief of the Vete' ans' Educational Facilities Program. On

June 13, 1948, Dr. Hollis became Associate Chief for Administration in the Division and on June 6, 1954, Chief for Administration.

He was appointed Director of the College and University Administration Branch, Division of Higher Education, on January 1$,

1957.

Prominent among the large number of publications by Dr. Hollis

are Philanthropic Foundations and Higher Education (1938) ;

The College and leacher Education (1944), and Social Work

Education in the United States (with Alice Taylor, 1951.)

(Sources: Biographical Résumé prepared by the professional staff of the

Division of Higher Education; Kardex, Office of Education Personnel Office4

U.S. Office of Education, Eduedtional'Directory, 19.13-44, et seq.; Who's Who

in America, 1312.)

IFFERT, ROBERT EARL. Born December 28, 1899 in Greenville,

'Pennsylvania; attended Slippery Rock State Normal School, Pennsylvania and Allegheny College, Meadville, Pennsylvania (1916-

19, 1920-21) ; B.S., M.A., University of Pittsburgh, Pennsylvania

(1922, 1927) ; Teacher and Principal, Pennsylvania high schools,

1919-25; Research Associate and Instructor in Educational Measurements and Statistics, University of Pittsburgh, 1925-33 ;

Special Assistant, to the Superintendent of Public Instruction,

Harrisburg, Pennsylvania, 1933-36; Assistant Director, CCC

NYA study, American Youth Commission, American Council on

Education, Washington, D.C.

Mr. Iffert entered Federal Service in \1941 as Special Repiesentative for vocational training of war Production workers: He

joined the Division of Higher Education on January 26, 1946, as

Resident Education Officer with the Veterans' Educational Facilities Program. On September 21, 19'47, he was promoted, to Assistant Chief of that program, and on October 11, 1953, to Specialist

for Faculty and Facilities in the Division.

(Sources: Kardex, Office of Education Personnel ,Office; Biographical Résumé prepared by the professional staff of the Division of Higher Education; U.S. Office of Education, Educational Director, 1947-48, et seq.; Cattell

and Ross (ed.), Leaders in Edueation (Lancaster, Pa., 1948), p. 540.)

JARACZ, WILLIAM A. Born September 2, 1916; Instructor in Marketing at the University of Pennsylvania, \ Philadelphia.

Jaracz joined the Division of Higher alon on May 21,

1951 as a. Research Assistant on a temporary assignment to help

with the inventory of physical facilities and human resources. On

July 1, 1951, he was made an Educationist and on March 3 of the

2J3
APPENDIX I 195

following year he became a Statistician in Program Development

and Coordination. He remained with the Office of Education until

March 31, 1956, when he joined the staff of the National Science

Foundation.

(Sources: Personnel Card File, Office of Education Personnel Office;

Higher Education, VIII, No. 1, September 1, 1951, p. 10.)

JARVIS, CHESTER D. Born March 29, 1876, in' London, Ontario,

Canada; B.S.A., Ontario Agricultural College, Guelph (189D1 ;

Ph.D., Cornell University, Ithaca, New York (1008) ; Assistant

Horticulturalist, Ontario Agricultural College, 1899-1904 ; Horti--

culturalist, Storrs, Connecticut, Agricultural Experiment Station,

1906-13; Director, Connecticut Agricultural Extension Service,

1913-14.

Dr. Jarvis was appointed "Special Collaborator" in the Bureau

of Education on January 16, 1915. On October 8, -1917, he was

appointed Temporary Specialist in Agricultural Education. The

appointment was made permanent on April 22. 1918.

He resigned on March 31, 1921 following a leave of absence of

four months because of poor health and began farming in

Grimsby, Ontario, Canada.

i

(Sources: Personnel' Folder. St. Louis Records Center; Ltr., Jarvis to,

Claxton, October 24, 1914; -U.S. Office of Education, Educational Directory,

1918-19, et seq.)

JENKS, FLOYD B. Born July 7, 1876, in Vermillion County, Indiana ;

B.S. in Ag., Purdue University, Lafayette, Indiana (1898) ; manager of dairy farm in Nebraska, 1899; taught in Indiana,

1900-08; instructor in agricultural-education, Massachusetts Agricultural College, i908-10; Assistant Professor of Agricultural

Educationf Massachusetts Agriculttiral College, 1910-11. /

Appointed Specigtiet ift Charge of Land-Grant College Statisticson December 11, 1911. Resigned on August 31, 1913 to become

Professor of Agricultural Education, University of Vermont,

Burlington.

(Sources: Personnel Folder, St. 'Louis Records Center, Claxton, P. P.,

Statement . . . 1914, pp. 3-4.)

JOHN, WALTON COLCORD. Born January 30, 1881, in Ridott, Illinois ;

A.B., Kenner Institute, Mexico City, Mexico; A.B., A.M., Ph.D.,

George Washington University, D.C.; Principal of private high

school in Dramante, Argentina: 1D08-13 ; Assistant, Department

of Education, Seventh Day Adventist Church, 1915-18; Instructor

in Spanish, George Washington University, D.C., 1913-18.

2 ) 4

.
. - . IN HIGHER EDUCATION ANDTHE U.S. OFFICE

. Dr. John was appointed Specialist in Charge of Land-Grant

College Statistics on March 11, 1918, replacing Benjamin F. Andrews. On February 12, 1921, he was promoted to th0 position

of Specialist in Blind and Technical Education and on July 1,

1924, he was made Specialist,in Higher Education. Dr. John was

made Senior Specialist in Higher Education on December 1, 1931.

He prepared most of the early reports on Howard University! He

dieciin office on June 16, 1942.

, .

. (Sources: Personnel Folder, St. Lou-is Records Center, U.S. Office of

cation, Ethirational I firectory, 1918-19, et seq.; 'Education for Victor , I,

No. 10, July 15, 1942, p. .)

_JOHNSTON, A.ItJORIE CECIL. Born December 27, 1904: in Luray,

- .

1 Missouri; B.A)

, M.A., Ph.D., University of Texas, Austin (1927,

..14;11, 1939) ; additional study at the' National Univefsity of

xico, Mexico City, Radcliffe College, Cambridr, Massachusetts,

and thfg University of New Mexico, Albuquekque; teacher of

tirisli in' Texii, 1927-37.; critic teacher anti demonstration

teaciter. University of Texas, 193k-41yinstructor in Spanish,

Stephens College. Misiouri, 1940-42; Director of Foreign Lan-

.' guags and Professor of Spanish American Institute for Foreign

Languages, and Professor of Spanish, American Institute' for

Foreign Trade, Phoenix, Arizona, 1946-49.

Dr. Johnston began her career with the Office of Education

inq942 when she was a consultant in the teachink of Spanish in

the Division of Inter-American Educational Relations. She left

in 1916 to take the position in Phoenii, Arizona, noted above.

She retyrnivciin 1950 as a Specialist in 'Latin American Educationn.hiSion of Internfitional Education. From May 2, 1951 to

SPpternber 1952. Dr, Johnston served as Acting Chief, Comparative Education Branch, Division of -Higher Education. In September she was transferreil to the Division of International

Education and fn 1r156 to the Division of State and Local School

Systems.

Dr. Johnston has cooperated in writing or editing seven Spanish

textbookt; and has contributed essays to a large number of scholarly works and learned journals.

(slo ces Bwfiraphical";sume prepared 1,v Dr hiiston for the author;

U.S late of Education, Pthmitionql.tiliertory, 19 , et seq.; Who's Who

it A no clean II non, n, I, ii 4;60,) ' UDD. CHARI.Es HUBBARD. Born Felmuary 20, '873 in Bareilly,

India; All.. Wesleyan University, ConnecticU', (1894) ; Ph.D.,

I Loipzig, Germany, (1896) ; Instructor in Philosophy,

2)
APPENDIX I 197

Wesley.an University, 1896-98; Professor of Psycholl3gy, New

York Univetsity, 1898-1901; Professor 9f Psychology and Pedagogy, University of Cincinnati, Ohio, 1901-02; Instructor, Assistant Profeisor, Professor of Psychology and Director of Psychology

Laboratory, Yale University, New, Haven, Connecticut, 1902-09;

Professor-and Hea&of DeTlartment of Education and Director,

School of Education, University of Chicago, Illinois, 1909-1938.

On July 1, 1913, Dr. Ju-crd-wakappointed Specialist in Higher

Education on a temporary basis. The-appointment was to expire

on August 34, but was extended to Septber 15, 1913. Allowing

this brief period' of service he returned to the University of

Chicago but served as a "Special CollaboratOr" at $1.00 per year

from January 15, 1914 to June 30, 1919. On at least two other

occasions Dr, Judd served the Office. From November 4, 1929 to

June 30, 1932, he was appointed an "Expert Consultant in Secondary Education withOut Salary" although paid travel expenses

to prepare a report on the training of teachers for, elementary

and secondary schools in certain FurOpean countries. In 1940 he

assisted as a Director in 'the educational program of the National

Youth Administration. , , Dr. Judd died July 18, 1946 in Santa Barbara, California.

(Sources: Claxton, P. P., Stateniii4 . . 1914,pp. 3-4; Memo re appoint.

ment of Charles H. Judd from Claxton, January.14, 1914; Personnel Folder,

St. Louis Records Center; "Forams, Correspondence," Alexandria Federal

Records Center; Who's Who America, XXIV,"p. 1239.)

KALBACH, LEW1S.A. Although never a member of the Division of

Higher Education, Kalbach should be- noted because Of his early

work in compiling information on colleges and universities.

He was born on December 12, 1866 in Hamburg, Pennsylvania.

Following three years of education at the United States Naval

Academy, Annapolis, Maryland, he was appointed' a copyist in the

Bureau on April 22, 1887. He gained attention early in his career

with the Bureau when in 1888-89 he compiled the first complete

table of courses of study from more than 100 colleges and universities of the country in classics, mathematici, astronomy,

English, modern languages, philosophy, chemistry, physics,' biOlogy, geology, mineralogy, history, p itical economy, and "technics."

On May 16, 1907 Mr. Kalbac was appointed a Specialist in

Charge of Land-Grant College Statistics. On July 1, 1909 he became Chief Clerk of the Bureau, a position which roughly corre'

sponds to the present 'day position of Deputy Commissioner.

Except for a period of approximately three years, September 1917

2J6
198 HIGHER EDUCATION AND THE U.S. OFFICE

;$to July 1920, when he was Director of Statistics, Mr. Kalbach

held the position of Chief Clerk until his retirement. on December

1, 1935, after 48 years of distinguished service.

(Sources: Harris, W. T., Report . . . 1888-89, p. III; Dawson, N. T., Report

. . . 1887-88, .p. 1120; Personnel Folder; St. Louis Records Center.)

KOON, KLINE MORGAN. Born January10, 1894, in Shinnston, West

Virginia ; B.S., West Virginia University, Morgantown (1915) ;

A.M., Teachers College, Columbia University, New York (1918) ; Ph.D., Ohio State University, Columbus (1931) ; Principal of high

schools in West Virginia, 1920-28; Assistant Director of Ohio

School of the Air, 192941. . Dr. Koon joined the Office of Education on September 8, 1931,

as Senior Specialist in Education by Radio. He resigned on September 8, 1937. In his letter of resignation, to Commissioner Studebaker he said, "in view of the fact that with the ever-increasing

responsibilities and opportunities, I have been fOrced to work with

more and more restrictions and handicaps, I do not feel that it will

be mutually advantageous to continue in my present condition."

(Sources; Memo from Koon to Studebaker, May 22, 1937; Memo Sec.

Ickes to Zook, March 2, 1934; Personnel Folder, St. Louis Records Center;

U.S. Office of Education, Educational Directory 1935, et seq.)

LAYTON. ELIZABETH (PArrEksoN). Born October 17, 1896,. in

'Stockholm, Sweden and appointed to the Bureau of Education as

a Clerk on July 18, 1918; remained in administrative work until

May 2, 1948 when she was appointed a Research Assistant in the

Division of Higher Education. Mrs. Layton retired with the rank

of Research Assistant on July 30, 1954.

(Sources: Personnel Card File, Office of Education Personnel Office; U.S.

Office of Education, Education Directory, 1948-49, et seq.)

LINDEGREN. ALINA MARIE. Born January9, 1887, in Vasa, Finland ;

Diploma from State Normal School, Superior, Wisconsin; Ph.B.,

M.A.. Ph.D., University of Wisconsin,' Madison (1921, 1922, , 1928) ; teacher in Superior, Wisconsin, 1906-20; professor, Oxford College for Women, Ohio, 1925-28; member of Department

of History, Superior Teachers College, Superior, Wisconsin,

192841.

Dr. Lindegren joined the Office of Education on November 2,

1931, as Specialist in European School Systems. Her service with

the Division of Higher Education was quite brief lasting from

February 9, 1951, when she trimsferred from the Division of
APPENDIX I 199

International -Educational Relations, until July 15, 1952, when she

transferred to the Division of International Education.

Dr. Lindegren died while in office on January 25, 1957, six

days piiior to her scheduled retirement.

( Sources: Personnel Folder, St. Louis Records Center; Personnel Card

File, Office of Education Personnel Office; U S. Office of Education, Educational Director, 1950-51, et seq.; Cattell and Ross (ed.), Leaders in Education (Lancaster, Pa., 1948), p. 649.)

LUND, JOHN. Born February 10, 1891, in Nordrelana, Norway ;

A.B.,'Clark University, Worcester, Massachusetts (1913) ;

Columbia University, New York (1914) ; Ph.D., Yale University,

New Haven, Connecticut, (`1938) ; instructor, in Suffield School,

Connecticut, 1914-15; principal, Lanier School, Eliot, Maine,

1915-17; high school teacher, Bridgeport, Connecticut, 1917-18;

Superintendent of Schools in ConneCticut, 1918-34; instructor and

graduate student, New York University, 1934-35; lecturer and

graduate student, Yale University, 1936-0 ; State Director of

Connecticut Educational and Recreation Program of the W.P.A.

with later service in the national program in Washington, 1937-39.

Dr. Lund joined the Office of Education as a Specialist in

School Administration, Division of Higher Education, on March

16, 1940. He remained with the Division until August 24, 1943

when he entered military service. On July 1, 1946, he returned

to the Office of Education as a Specialist for State School Administration but on September 2, 1946, he transferred to the War Department (Department of the Army). He returned to the Office

of Education on July 1, 1947, and remained until April 1, 1951,

when he joined the Institute of Inter-American Affairs. He was

assigned to Mexico and remained there until March of 1956.

(Sou'rces: Personnel Folder, St. Louis Records Center; Cattell and Ross

($d.), Leaders in Education (Lancaster, Pa., 1948), p. 670; U.S. Office of

Education, Educational Directory, 1941, et seq.)

MACLEAN, GEORGE EDWIN. Born August :31, 1950, in Rockville,

Connecticut; A.B., A.M., LL.D., Williams College, Williamstown,

Massachusetts (1871, 1874, 1895) ; B.D., Yale University, New

Haven (1874) ; Ph.D., University of Leipzig, Germany (1883) ;

Presbyterian Minister, 1874-81; Professor of English Language

and Literature, University of Minnesota, Minneapolis, 1883-95;

Chancellor, University of Nebraska, Lincoln, 1895-99; President,

State University of Iowa, Iowa City, 1899-1911.

Dr. MacLean was given a temporary appointment on May 2,

1913, following the resignation of Dr. Babcock. He was assigned

2 J
200 HIGHER EDUCATION AND THE U.S, OFFICE

the duty-bf visiting universities and colleges of Great Britain and

Ireland. From 1914 through 1916 he studied institutions of higher

education in those countries. Following this he was with the

United States Educational Commission in the United Kingdom

and served as Director of the British Division of the American

University Union in Europe. lie returned to the United States in

1923 and died in Washington, D.C, on May 5, 1938.

(Sources: Claxton, P. P., Statement . . . 191.1, p. 5; Personnel Folder

(Judd, Charles Hubbard), St. Louis Records Center; Who Was Who in

America, I, p. 765.)

MCCLINTOCK, JAMES E. Born 1881 or 1882, in Whigsville, Ohio;

B.S., Ohio State University, Columbus (1906) ; teacher in Ohio,

1900-01; Deputy Inspector of Orchards and Nurseries in

Ohio, 1904; Special Assistant in Bureau of Soils, Ohio Department

of Agriculture, and Supervisor of the Department of Agricultural

Extension, College of Agriculture, Orono, Maine, 1906-09.

On July 1, 1909. McClintock was appointed Specialist in LandGrant College Statistics vice Kalbach. He entered on duty in

August and spent a large part of his time travelling throughout

the New England and Southern States visiting land-grant colleges.

He resigned on March 31, 1910 to take a position with the International Correspondence Schools. Scranton, Pennsylvania.

(Sources: Brown, E. E., Report ... 1909, p. 28; Personnel Folder, St. Louis

Records Center.)

MCNEELY, JOHN HAMILTON. Born May 19, 1882, in Evansville,

Indiana; Culver Military Academy, Culver, Indiana (1899-1901) ; , student at University of Virginia, Charlottesville (1901-03) ;

M.A., George Washington University, D. C., and work on Ph.D.;

Reporter, News Editor and Managing Editor, Evansville Journal,

Indiana, 1903-17; U.S. Army, 1917-19; newspaper correspondent

in Washington, D.C. 1920-22; Clerk in U.S. Post Office Department, 1922-23. . Mr. McNeely remained in the Federal Service after entering

the Post Office Department in 1922. On March 5, 1923, he transferred to the Department of the Interior in a clerical position and

entered into professional status through excellent publicity work.

He was appointed Specialist ;n Higher Education on May 1, 1936,

and remained in this position until his death in office on August

11, 1940.

(Sources: U S. Office of Education, Educational Directory, 1932, et seq.;

Personnel Folder, St. Louis Records Center.) ,
APPENDIX I 201

MARSHALL, KENDRIC NICHOLS. Born June 17, 1899, in Portsmputh,

New Hampshire; B.A., Harvard University, Cambridge, Massachusetts (1921) ; M.A: and completion of course and residence

requirements for Ph.D., Harvard University (1934 ) ; graduate stuffy at Institute of International Studies, Geneva, Switzer-

'and and University of Paris, France (1926) ; history master,

schools in Connecticut and Massachusetts, 1922-26; lecturer in

Political Science, Lingman University, Canton, China, 1927-30;

instructor in government and tutor in the Division of History,

Government and Economics, Harvard University, Cambridge,

Massachusetts, 1930-40; President of Chevy Chase Junior College, Washington' D.C., 1940-42.

Mr. Marshall began his service with the Office of Education on

September 2, 1942 as Director of the student War Loans Program,

Division of Higher Education. In February 1945, he transferred

to the United Nations Relief and Rehabilitation Administration as

Assistant Chief, Far Eastern Division, and Chief, China Branch.

He was in Shanghai, China, serving as Regional Director,

UNRRA, from November 1945 to November 1946. On December

6, 1946, he rejoined the Office of Education as Chief, Near and

Far Eastern Section, Division of International Educational Relations. In April 1947, Mr. Marshall was made Director of that

Division.. He lTsigned on April 6, 1951 to become Chief of the

UNESCO Misson to, Thailand, returning to the Office of Education as a Specialist in the Financial Aid Branch, Division of

Higher Education, on October 9, 1958.

(Sources: Biographical Resumelloaned author by Mr. Marshall; Kardex,

Office of Educatio Personnel Office; U.S. Office of Education, Educational

Directory, 191,2-41, \t seq.)

MONAHAN, ARTHUR COLEMAN. Born March 24, 1877, in Framingham, Massachusetts ; B.S., Massachusetts Agricultural College,

Amhufst (°1900) ; taught at the College and in public high schools,

serving also as a high school. principal ift Massachusetts, ,1900-

1910.

On July 1, 1910, Mr. Monahan became Specialist in Rural and

Agricultural Education in the Bureau of Education. He remained

in the Bureau, serving with the Division of Higher Education,

until January 8, 1918, when he left for service in the Army.

In 1921 he was relieved from duty with, the rank of Major and

he became Director of the Educational ,Bureau, National Catholic

Welfare Council. He remained with the Council until 1932, serving

as an editor and educational advisor. Following this he served with

2 i 0
202 HIGHER EDUCATION AND THE U.S. OFFICE

the United States Office of Indian Affairs and retired with residence in Washington, D.C.

(Source: Who's Who in Airieriea, XXII, p. 1570).

MOOR, RALPH CARL.. Mr. Moor was born on December 18, 1912,

and saw military service in the Second World War. He was appointed on October 1, 1951 as a Program Representative in the

College Housing Loan Section, College and University Administration Branch, Division of Higher Education. He remained in this

capacity until November 9, 1952, when he took a field position

in Atlanta, Georgia, with the Division of Veterans Educational

Services. A reduction in force in 1953 required him to leave

Federal Service on April 3.

(Squrces: Personnel Card File, Office of Education Personnel Office; U.S.

Office of Education, Educational Directory, 1951-52.)

NELSON, JULIUS. Born Augut 15, 1910. At the time he was given

a temporary assignment at t e Office of Education he was an instructor in Business Educati n at the _University of Baltimore,

Maryland.

He joined the Office on Ma3r 21, 1951 as an Educationist with

the Division of Higher Education to help with the Controlled

Materials Plan of the National Production Authority as it affected

institutions of higher education. On July 1, 1951, he was made

a Research Assistant and on September 14 of that year he resigned

to enter private industry.

(Sources: Higher Education, VIII, No. 1, September 1, 1951, p. 10; Personnel Card File, Office of Education Personnel Office.)

PATTERSON, JOHN CLARKE. Born March 25, 1894, in Montell,

Texas; A.B., A.M., University of Texas, Austin (1921; 1928);-

Ph.D., Duke University, Durham, North Carolina (1930) ; U.S.

Army Officer, 1917-19; Instructor in Walde High School, Texas,

1921-23; Commandant of Cadets, Schreener Institute, Kerrville,

Texas, 1923 -28; Professor of History and International Affairs, Westminster College, Fulton, Missouri, 193048; Director

of Latin American Studies, The American University, Washington, D.C., 1938-39; Director of School of Public Affairs and

Graduate School, The American University, 1939-4Q.

Dr. Patterson joined the Division o Higher Education on

November 12, 1940 as a Senior Specialist. He remained with

Higher Education until August 24, 1942, when he was made Chief,

Branch of Inter-American Educational Relations, Division of International Educational Relations. He resigned on January 15,

2 '1
APPENDIX I 203

1946 to become Consultant on Area and Language Studies, American Institute for Foreign Trade, Phoenix, Arizona. He later served

as Dean of the.Institute.

(Sources: U.S. Office of Education, Educational Directory, 1941, elt seq.;

Personnel Folder, St. Louis Records Center; Who's Who in America, XXVII,

p. 1887.)

PHALAN, JOHN LAURENCE. Born August 28, 1907, in Boston,

Massachusetts; A.B., Boston College,- Newton, Massachusetts

(1937) ; M.A., Ed.D., Harvard University, Cambridge, Massa-'

chusetts (1940, 1944) ; Ph.D., Boston University, Boston (1948) ;

Instructor in Economics, Boston College, 1937-41; Field Inspector, Economist, Analyst, U.S. Department of Labor, Boston and

New York, 1941-45; Regional Economist with Office of Price

Administration and Office of Housing Expediter, Boston, 1945

47 ; Professcr of Economics, Middlebury College, Vermont, 1947.

Dr. Phalan was appointed Specialist for Economics, Division

of Higher Education, on December 15, 1947. He remained in

Washington until January 5, 1950, when he took a position as

Economist in the Boston Field Office of the Housing and Home

Finance Agency of the Federal Government. He left Federal

Service on June 30, 1953, because of a reduction in force.

(Sources: Personnel Folder, St. Louis Records Center; Personnel Card

File, Office of Education Personnel Office; U.S. Office of Education, Educational Directory, 1947-48, et seq.)

POTTER, ANDREY ABRAHAM. Born August 5, 1882, in Vilna, Russia ;

S.B., Massachusetts Institute of Technology, Boston (1903) ; D.

Eng., Kansas State College, Manhattan (1925) ; D. Sc. Northeastern University, Boston, MassachuSeitg- (P3136Y'reniployed-b-YGeneral Electric Corporation, 1903-05, 1913 ; Assistant Professor,

Professor, Dean, Kansas State College, 1905-20 ; appointed Dean

of School of Engineering, Purdue UniverSity, Lafayette, Indiana,

1920.

Dr. Potter took leave of absence from Purdue University from

mid-1940 through early 1945. During this period of time he was

with the Engineering, Science and Management War Training

Program, serving as first head ("Expert Consultant") of the

Program, from July to November 1940, later as the Senior Advisor. After his services were no longer needed he returned to

Purdue University.

(Soweto: Who's Who in Engineering, 1954, p. 1918; Armsby, H. H.,

Engineering and Management War Training Final Report, (Washington,

1946) pp. 10, 17.)

Gs.Z
204 HIGHER EDUCATION AND THE U.S. OFFICE

RATCLIFFE, ELLA BURGESS. Born September 2, 1876, iii Doncaster,

Maryland; entered Federal Service with the Civil Service Commission in August 1906; service with the Navy Department,

Bureau of Plant Industry, and Department of Justice, 1908-10.

Miss Ratcliffe joined the Bureau of Education as a Copyist on

August 28, 1911. From then until her retirement in 1946 she

remained with the Bureau and Office except for a brief period as

Under-clerk with the Geological Survey in April and May of 1913.

Nearly all of her service was with the Division of Higher Education, first as a Clerk and later as a Stenographer. In September

1930, Miss Ratcliffe was appointed to the position of Chief Educational Assistant, a sub-professiOnal rating. She retired on September 30, 1916, as an Educationist

(Sources: Personnel Folder, St. Louis Records Center; U.S. Office of

Education Edueat.onal Diteetory, 1916-17, et stg.)

REID, HELEN DWIGHT. Born November 7, 1901, in Glasgow, Scotland; A.B., Vassar College, Poughkeepsie, New York (1922);

M.A., Ph ii, Radcliffe College, Cambridge, MassachUsetts (1924,

1933) ; instructor and Associate Professor of Government'and

Diplomatic History, University of Buffalo, New York, 1924-39;

lecturer in Politics, Bryn Mawr College, Pennsylvania, 1940-44;

Associate in International Education, American Association of

University Women, Washington, D.C., 1944-47; visiting lecturer

and professor at several institutions of higher education during

short periods of time from 1938 through 1917.

Dr. Reid joined the Office of Education' on-December 1, 1947,

as Chief, European Educational Relations Section, Division of

International Educational Relations. When the Division of International Educational Relations was abolished in February 1951,

she became Chief of Comparative Education in the 'Division of

Higher Education. In June of the same year, Dr. Reid was redesignated as Chief for Education about InterMitional Affairs,

Division of Iligher Education, and on August 17, 1952, she became

Specialist for Political Science in the Division. She was reassigned

as Assistant to the Chief of the Division of International Education on December 21, 1952: On Match 29, 1954, Dr. Reid left the

Office o .:ducation to take an overseas assignment with the

Aerations Administration.

Dr. Reid has contributed sections and chapters to several books

on foreign affairs and diplomacy. She has also contributed tg

large number of learned journals and served as Chairman of the

Board of Editors of World A ftuii s as well as a member of several

other committees dealing with international relations and higher

education.
APPENDIX t 205

(Sources: Personnel Card File; Office of Education Personnel Office;

Biographical Résumé supplied author by Educational Office, ICA; U.S. Office

of Education, Educational Directory, 1950-51 et seq.; Who's Who in

America, XXX, p. 2287.)

RORK, JOHN i3IEHL. Born February 17, 1905, in Albany, New

York; B.S., M.B.A., University of Denver, Colorado (1932, 1957) ;

Accountant, University of Denver, 1932-37; Accountant, Colorado-Utah Coal Company, Denver, Colorado, 1937 ; Chief 'Accountant, Purchasing Agent, Assistant Business Manager, Assistant

to the Treasurer, University of Denver, 1937-51.

Mr. Rork joined the Office of Education on July 23, 1951, as

a Consultant, Division of Civilian Education Requirements. On

November 17, 1952, he was assigned to the College Housing Program, Division of Higher Education, as a Program Representative. He returned briefly to the University of Denver as Assistant

Business Manager, April-October 1953, returning to the College

Housing Program on October 21 of that year. In 1957 he was

appointed Specialist for College and University Facilities and the

following year became Specialist for Campus Planning.

Most of Mr. Rork's articles and publications have been in the

fields of cost and financing, and planning of physical plants.

(Sources: Kardex, Office of Education Personnel Office; Biographical

Resume prepared by professional staff of the Division of Higher Education;

U.S. Office of Education, Educational Directory, 1952-53, et seq.)

SANDERS, JENNINGS BRYAN. Born March 18, 1901, in Martin

County, Indiana ; A.B., Franklin College, Indiana (1933) ; A.M.,

Ph.D., University of Chicago, Illinois (1925, 1928) ; member of

history staff at Unhersity of Chicago; taught history at Denison

University, Granville, Ohio, and University of Alabama, University (suburb of Tuscaloosa), Alabama, 1926-35; Professor of

History and Head of Department of History, University of Tennessee, Knoxville, 1935-43; President of Memphis State College

(now Memphis State University), Tennessee, 1943-46; Visiting

Professor, University of Washington, Seattle, Washington,,1946

47.

Dr. Sanders was appointed Specialist for History in the Division

of Higher Education on January 5, 1948. He remained with the

Division of Higher Education, devoting his attention largely to

education in history and the other social sciences until his resignation on April 10, 1959, to engage in independent research and

writing.

In addition to numerous articles on history-and history teaching,

Dr. Sanders wrote a textbook on Colonial America, Early American History, 1492-1789 (1938), an essay on John Fiske for the

2 1 4
1

206 HIGHER EDUCATION AND THE U.S. OFFICE

memorial volume, Jet ',cyan Essays on American Historiography

(1937), and two volumes on the administration and activities of

the American Continental Congress.

40- (Sources: Information supplied the author by Dr. Sanders, October 13,

1959; Personnel Card File, Office of Education Personnel Office; U.S. Office

of Education, educational Directory, 1947-48, et seq.; Cattell (ed), Directory

of American Scholars (New York, '1957), p 654.)

SASSANI, ABUT. H. K. Born September 6, 1906, in Tabriz, Iran;

B.S., M.S., University of Idaho, Moscow (1937) ; Ph.D., University of Missouri, Columbia (1940) ; additional graduate study at

University of Chicago, Illinois, and University of Minnesota,

Minneapolis; lecturer on life and culture of the countries of the

Near East, 1940-42; Examiner and Consultant, U.S. Office of

Censorship, New York City, 1942-43; Occupational Analyst, War

Manpower Commission, 1943-44; Training Editor, Reports

Officer, and Consultant on various assignments with the War

Department and Department of the Army, 1945-48.

Dr. Sassani joined the Office of Education on February 2, 1948,

as a Specialist in Near and Far Eastern Education in the Division

of International Educational Relations. When the Division of

International Educational Relations was abolished in February

1951, Dr. Sassani, with the other members of the Division, was

transferred to the DivisiOn of Higher Education. He served as the

head of Near Far East and Africa Branch. When the Division of

International Education was established in 1952, Dr. Sassani was

transferred to it.

(Sources: Memo from Abul Sassani to author, October 22, 1959; U.S.

Office of Education, Educational Directory, 1950-51, et seq.)

SEATON, ROY ANDREW. Born April 17, 1884, in Glasco, Kansas;

B.S., M.S., Kansas State College, Manhattan (1904, 1910) ; S.B.

in M.E., Massachusetts Institute of Technology, Cambridge

(1911) ; Sc.D., Northeastern University, Boston, Massachusetts

(1942) ; Instructor and Assistant Professor of Mathematics,

Kansas State College, 1904-06; Instructor and Assistant Professor

of Mechanical Engineering, Kansas State College, 1906-10; Professor of Applied Mechanics and Machine Design, Kansas State

College, 1910-20; Dean of School of Engineering and Architecture

and Director of the Engineering Experiment Station, Kansas

State College, 1920-49.

Dean Seaton joined the Division of -Higher Education in 1940

replacing Dean Potter as Director of the Engineering, Science,

and Management War Training Program on November 25, 1940.

2 15
APPENDIX I 207

He was succeeded in the position of Director by Dean George W.

Case on June 24, 1942.

Dean Seaton returned to Kansas State College. He was made

Dean Emeritus in 1949

(Sources: Who's Who in Engineering, 1954, p. 2151; Armsby, H. H.

Engineering, Science, and Management War TrainingFinal Report (Washington, 1946), pp. 17-18.)

THOMAS, JOHN TREVOR. Born June 29, 1913, in Nottingham,

England; B.Sc. and additional work at University of South Dakota, Vermilion (1939) ; book store manager, University of

Omaha, Nebraska, 1940-41; World War II service as an officer,

1941-45; Assistant. Business Manager, University of Omaha,

1946-47; Business Manager, South Dakota School of Mines and

Technology, Rapid City, 1947-51.

Mr. Thomas served as a contract employee advising for the

Civilian Education Requirements Program from April 27 to June

30, 1951. On July 2, 1951, he was appointed Civilian Education

Requirements Officer and on September 22, 1952, Assistant Director of Liaison, Division of Civilian Education Requirements. He

resigned April 24, 1953, to return to his position with the South

Dakota School of Mines and Technology.

(Sources: Personnel Card File, Office of Education Personnel Office; Per.

sonnel Folder, St. Louis Records Center; U.S. Office of Education, Educational Directory, 1950-51, et seq.)

THOMPSON, GRANVILI.E KEITH. Born November 21, 1920; A.A.,

Grace land College, Lamoni, Iowa (1940); M.B.A., University of

Chicago, Illinois (1942) ; U.S. Army, 1942-45; additional study

at University of Chicago, 1946-47; Office Manager, Division of

Roentgenology, University of Chicago, 1945-47; Business Manager, Grace land College, 1947-51.

Appointed Specialist for Business Management, Division of

Higher Education on July 2, 1951. Resigned on February 11, 1955

to take a position with the New York management firm of Cresap,

McCormick, and Paget.

(Sources: Personnel Card File, Office of Education Personnel Office; Personnel Folder, St. Louis Records Center; U.S. Office of Education, Educational Directory, 1950-51, et seq.)

UPDEGRAFF, HARLAN. Born 1874 in Sigourney, Iowa; Ph.B., Cornell College, Mount Vernon, Iowa (1894) ; A.M., Ph.D., Columbia

University, New York (1898, 1908) ; LL.D., Syracuse University,

New York (1926) ; taught in public schools in Iowa and Baltimore, and at Columbia University to 1907.
208 HIGHER EDUCATION AND THE U.S. OFFICE

\

, I

\ Dr. Updegraff joined the Bure,ou of Education as Chief of the

Alaska Division in 1907. In 1910 he became Chief of the Division'

of School Admiriistration, a position which he held for two years.

Dr. Updegraff was never a member of the Division of Higher

Education but he served as an adviser and promoter of higher

educational activity in the Bureau prior to establishment of that

Division. ,e Following his service with the Bureau, Dr. Updegraff was associated with several institutions of higher education including

Northwestern University, Evanston, Illinois, the University of

Pennsylvania, Philadelphia, Cornell University, and the University

of California, Berkeley. He served as President of Cornell College

from 1923 to 1927. Dr. Updegraff died on April 14, 1953.

(Source: Who's Who in America, XXVIII, p. 2720.)

UPTON, FREDERICK E. Mr. Upton, from New Jersey, entered the

Bureau of Education on January 3, 1886. He became the Specialist

in Charge of Land-Grant College Statistics on July 1, 1902. He

remained in this work until May 9, 1907. His successor in landgrant college statistical work was Lewis Ka lbach.

On February 12 1910, Mr. Upton was promoted to the position

of Editor with thel Bureau but he was forced to resign on April 9

of the same year because of poor health.

(Sources: U.S. Office of Education, Commissioner of Education . . . Annual

Statements, 1887-1907 (Brown, 4.:. E., statement for 1906-07, p. 39) ; Personnel Folder, St. Louis Records Center.)

VAN DYKE, GEORGE E. Born November 4, 1896, in Knoxville,

Arkansas ; B.S., M.S., University of Illinois, Urbana (1926, 1928) ;

graduate work at University of Chicago,'Illinois (1929-32) and

Northwestern University, Evanston, Illino-is (1934-35) ; Technical

Secretary, American Council on Education, Washington, D.C., , 1935-36; Secretary and Treasurer, Case School of Applied Science,

Cleveland, Ohio, 1936 -11; Treasurer, Syracuse University, New

York, 1941-49.

Mr. Van Dyke was appointed Specialist for Business Management, Division of Higher Education, on April 1, 1949. This was

his second period of service with the Office having served as Junior

Specialist in Secondary School Administration from July,25, 1930

to June 30, 1932. He remained with the Division of Higher Education until June 18, 1951, giving as his reason "Insufficient salary

on present position. Acceptance of better-paying position."

il (Sources: Personnel Folder, St. Louis Records Center; Personnel Card

File, Office of Education Personnel Office; U.S. Office of Education, Educational Directory, 1948-49, et seq.)

2 Li
APPENDIX I 209

VAN ZWOLL, JAMES ADRIAN. Born November 15, 1909, in Rochester, New York; A.B., Calvin College anld Seminary, Grand

Rapids, Michigan (1933) ; A.M., Ph.D., University of Michigan,

Ann Arbor (1937, 1942), secondary school teacher, Michigan,

1934-38; Adfninistrative Intern, Board of Education, Detroit,

Michigan, 1940-41; Assistant Superintendent of Schools, Port

Huron, Michigan, 1942 -43; U.S. Navy, 1943-46; Lecturer, General

School Administration, University of Michigan, 1946-47 ; Assistant \Professor, .State University of Iowa, Iowa City, 1947-48;

appointed Professor, University of Maryland, College Park, 1948.

Dr. Van Zwoll was appointed Consultant to assist in analyzing

and interpreting applications for college housing loans on July 5,

1951. He completed his service on July 31 and on September 4 he

was appointed Civilian Education Requirements Officer in the

School Housing Section of the Division of State and Local School

Systems. He returned to the University of Maryland on September 12, 1952. Since that time he has twice served as a Consultant

to the College Housing Loan Program; MayJune 1953, and May

December 1957.

(Sources: Higher Education, VIII, No. 1, September 1, 1951, p. 10; Cattell

and Ros ed.), Leaders in Education (Lancaster, Pa., 1948), p. 1097; Personnel Card ne, Office of Education Personnel Office.)

WATSON, BERNARD BENNETT. Born May 17, 1911, in Philadelphia,

Pennsylvania; A.B., Temple University, Philadelphia (1932) ;

Ph.D., California Institute of Technology, Pasadena (1935) ;

graduate study at Wharton School, University of Pennsylvania,

Philadelphia (1940) ; Instructor, Assistant Professor, Associate

'Professor of Physics, Arizona State College, Tempe, 1935 --41;

Assistant Physicist, National Bureau of Standards, Washington,

D.C., 1941; Assistant Professor of Physics, University of Pennsylvania, 1941-47; Senior Research Fellow in Physics, California

Institute of Technology, 1947-48; Associate Professor of Physics,

Temple University, 1948-49.

Dr. Watson was appointed Specialist for Physics, Division of

Higher Education, on July 1, 1949. He remained with the Division

until February 10, 1952. At that time he transferred to the Defense Manpower Administration as a Scientific and Professional

Manpower Specialist in Washington. He left Federal Service on

June 30, 1953 to become Operations Analyst and Group Chairman,

Operations Research Office, The Johns Hopkins University, Baltimore, Maryland.

Dr. Watson has written several articles on physics. He is the

author of a textbook, Problems in College Physics, and co-author

of Randal Morgan Laboratory Notes, Series III.

213
210 HIGHER EDUCATION AND THE U.S. OFFICE

(Sources: Personnel Folder, St. Lquis Records Center, Personnel Card

File, Office of Education Personnel Office; U.S. Office of Education, Educational Directory, 1949-50: et seq.; Ltr. Dr. Watson to author titd. November

19, 1959.)

WILKINS, THERESA BIRCH. Born Novembet. 44, 1906; B.A., Fisk

. University, Nashville, Tennessee (1927) ; M.A., Columbia University, New York (1939) ; graduate study at University of

Chicago, Columbia University, and the United States Department of Agriculture Graduate School, Washington, D.C.;

Registrar, Fisk University, 1927-30; Registrar, Dillard University, New Orleans, Louisiana, 1935-44; togistrar, Hampton Insti-

.- tute, Virginia, 1947-48.

Mrs. Wilking TIM served as a Research Assistant in Negro

Education with the Office of Education from 1930 to 1933. She

served in the Division of Higher Education in a clerical position

from 'July 1944 to September 1946, resigning to study at Columbia University. Off March 1, 1948, sher0urned to the Office as a

Research Assistant in the Division. From then on she continued

her service with the Division, devoting her attention largely!to

the preparation of the Educational Directoty, Part 3: Higher

Education, an annual publication, and Accredited Higher Institutions, a quadrennial publication.

(Sodtces: Kardex, Office of Education Personnel Office; Memo from

Theresa Wilkins to author, October 15, .1959; U.S. Office of Education,

Educational Director4, 1947-48, et seq.)

WILSON, ROBERT JAMES. Born February 13, 1906, in Sharpsburg,

Pennsylvania; A.B., Westminster College, Fulton, Missouri

(1929) ; M.A., Ed.D,, Teachers College, Columbia University, New

York (1941, 1962) ; Instructor, Hadmond High School, Indiana,

1931-42, military service, 1942-45; Purdue Univlrsity Teachers

Institute, Lafayette, Indiana, 1945-47 , Instructor, Brooklyn Polytechnic Institute, New York, 1949-50.

/Mr. Wilson joined the Division of Higher Education on May 28;

1951, shortly before completing his doctorate at Columbia. He was

appointed as an Educationist to assist with the Controlled Materials Plan of the National Production Authority as it affected

institutions of Higher Education. On July 1, 1951, he was made a

Research Assistant and on November 1 of that year a Project

Analyst in the Division of Civilian Educational Requirements. He

resigned on December 20, 1952, to accept a position with the Department of the Navy. He was appointed Training Officer, Bureau

of Yards and Docks, in The Department of the Navy.

(Sources: Higher Education. VIII, No. 1, September 1, 1951, p. 10; Per-

".J
\\ APPENDIX I 211

sonnet Card File,\Office of Education Personnel Office; eho's Who in American Education, XV14I, p. 1239.)

WOOD, WILLIAM RANSOM. Porn February 3, 1907, in Motgan

County, Illinois; A.B., Bib 'e College, Jacksonville,. Illinois

' (1927) ; M.A., University of II s, Urbana (1928) ; Ph.D., State

University of Iowa, Iowa City 939) ;.Secondary school teacher

sand coach, Wakefield High School, Michigan, 1929-35; First Assistant in English, State University Of Iowa, 1935-39; Chairman

o1 English Department in Evanston, Illinois, High School, 1939

43 ; Officer in U.S. Navy, 1943-46; Assistant Superintendent and

Director of Community College, Evanston Township High School

and Community College, 1946-50.

Dr. Wood was appointed on February 1, 1950 to the position

of Specialist for Junior Colleges and Lower Divisions, Division of

Higher Education. He remained in this position until March 26,

1954, except for a brief period of service from January to March

1953, as Program Planning Officer. Dr. Wood resigned in 1954 to

become Dean of Statewide Development of Higher Education and

Professor of Efiglish, University-of Nevada, Reno.

Dr. Wood's writings 'include several textbooks in English instruction and approximately 100 -professional articles in educational journals. /

(Sources: Personnel Folder, St. Louis Records Center; Personnel Card

File, Office of Education Personnel Office; U.S. Office of Education, Educational Directory, 1949-50, et seq.; Who's Who in America, XXX, p. 3043.)

2 ,.,'' 0_

so

*re...

a
r

APPENDIX II

The Suppressed. Babcock Report

and

Commissioner Claxton's Explanation

A CLASSIFICATION

OF UNIVERSITIES AND COLLEGES

WITH REFERENCE

TO BACHELOR'S DEGREES

By KENDRIC CHARLES BABCOCK

Specialist in Higher Education

Bureau of Education

i

* WASHINGTON

GOV ElOrK ENT PRINTING OFFICE

1911
21.4 HIGHER EDUCATION AND THE U.S. OFFICE

Classification of Universities and Colleges

with Reference to Bachelor's Degrees

The classifiefition of universities and colleges presented in this

circular is the result of an attempt to estimate the work and status

of a large group of insetutions whose graduates in considerable

numbers have sought admission to graduate schools and to professional schools requiring either a bachelor's degree or some part

of an undergraduate course for admission to regular standing. No

effort has been made to include all of the institutions listed as

colleges by the Bureau of Education nor should it be assumed that

this classification represents a final judgment of the bureau relative to the institutions named. The preparation of this tentative

classification was undertaken at the urgent suggestion of the deans

of graduate schools at their meeting held in connection with the

meeting of the Association of American Universities at Charlottes7

ville, Va., in November, 1910. The circular is sent out at this time

semi-confidentially for their use, in the hope that the frank and

thorough-going criticisms by those who may make use of its lists

will materially assist the Bureau. of Education in its preparation

of a classified list of a large number -of institutions for regular

publication, within the next year or two years, within which time

the Division of Higher Education should have arrived at a reasonable, well-informed, and definite judgment.

The basis for the judgment expressed in this classification and

in the one proposed is not merely a study of catalogues, registers,

reports, and statistical statements of the institutions concerned.

Information and opinions from widely different sources have been

sought and used. The Specialist in Higher Education ,during the

past six months made personal visits to nearly all of the large

institutions having graduate schools ; he has studied their practice

in dealing with applicants holding degrees from other institutions,

both before and after admission to graduate status; he has conferred with deans, presidents, and committees on graduate study;

And he has inspected 4,credeiitials and records of several thousands of graduate NtTdents taking courses during the last five

years, in order to ascertain how such students stood the test of

transplanting. In several case the deans placed at the disposal of

the specialist their own classified lists of institutions. Some of

these lists were merely the accumulations of rulings of .various

officers of varying standards running over many years; others; as

in the case of the University of Chicago, represented a recent attempt at rating the worth of degrees froin colleges having students

in the particular graduate school concerned.
APPENDIX II 215

The institutions thus visited were: Johns Hopkins University,

University of Pennsylvania, Bryn Mawr College, Princeton University; Columbia University, New York University, Vassar College, Yale University, Harvard University, Cornell University,

University of Michigan, University of Chicago, Northwestern

University, University of Wisconsin, University of Illinois, Indiana University, and Ohio State University. On visits to State

universities special endeavor was made to ascertain their practice

in dealing with undergraduates entering the State university from

the other colleges and universities in their respective States, as

well as with the graduates of these contributing institutions.

Special mention should also be made of helpful interviews with

the officials of the Carnegie Foundation for the Advancement of

Teaching, and of the General Education Board ; with the first

assistant commissioner of education of New York State, who is

charged with oversight of colleges, professional and technical

schools; with similar State education officers of Illinois, Virginia,

North Carolina, and South Carolina ; and with the heads of several

agencies for teachers who have supplied members of faculties to

the small institutions and have dealt with large numbers of

graduates desiring positions as teachers.

The rating of institutions in this classification is based upon

the course which .might be followed by the ambitious student

proceeding under normal conditions: (1) An earnest student of

good ability and health who has complied with the requirements

for a bachelor's degree in a standard college (one requiring the

usual four yeari of high school work, or at least 14 units, for

admission, and four years of well-distributed college work for

graduation, in charge of a competent faculty of not less than six

persons giving their whole time to college work). (2) Whose work

includes a solid foundation for the courses which he desires to take

for the advanced degree. (3) Who enters upon graduate work

within a year or twoafter taking his bachelor's degree,' without

intervening special study and without such advantages as might

arise from teaching-subjects of a speOarnature in high school or

college, thereby making up in some part deficiencies in his college

preparation for graduate work. Since many of the smaller colleges

do their soundest and most efficient work in classical lines, the

names of several such institutions are placed in Class II, but With

the limitation that this recognition of their work is confined to

students trained in the particular line of study mentioned in the

parenthesis, as A, for the traditional classical or distinctively arts

course.

It is of course assumed that the line of study pursued for the

2' 3
216 HIGHER EDUCATION AND THE U.S. OFFICE

higher degree is closely allied to the work done as an undergraduate, and n widely divergent as would be the case if a graduate froth the classical course desired to take a masters' degree

in forestry.

CLASS I

Institutions whose graduates would ordinarily be able to take

the master's degree at any of the large graduate schools in one

year after receiving the bachelor's' degree, without necessarily

doing more than the amount of work regularly prescribed for

such higher degree.

CLASS II

Institutions whose graduates would probably require for the

master's degree in one or the strong graduate schools somewhat

more than one year's re m:1W graduate work. This. would mean a

diffeiential which might/be represented by one or two extra yearcourses, by one or more summer school sessions, or by a fourth or

fifth quarter. In accordance with the practice of some graduate

schools a brilliant student with a brilliant record from the strong

institutions in this class (those marked *) might be admitted

probationally to regular candidacy, and if he gives satisfactory

evidence of his ability to do the prescribed work during the first

term or semester he might be given an individual rerating in the

middle of the year and granted the higher degree on the completion of the regular minimum amount of work.

CLASS III

Institutions whose standards of admission and graduation are

so low, or so uncertain, or so loosely administered, as to make

the requirement of two years for the master's degree probable.

The alternative for this requirement of two years might be one

year in undergraduate status, terminating with a bachelor's

degree, and a second year in regular candidacy for a higher degree

with the ordinary amount of work. The older private institutions,

such as Harvard University and Yale University, usually prefer

not to give their bachelor's degree after a single year in residence.

CLASS IV

Institutions whose bachelor's degree would be approximately

two years short of equivalency with the standard bachelor's

degree of a standard college as described above. It should be said
APPENDIX II 217

in connection with this class that the information upon which to

base judgment of individual institutions is less sufficient and

satisfactory, and in larger proportion drawn from catalogues,

than is the case for the otheyclasses, since a relatively smaller

proportion of the graduates of institutions in this class appears

in the registration in graduate and professional schools. Presumably a much larger number of institutions will appear in this

class when work upon the classification of colleges and universities has further progressed. Many of these institutions make

the claim that cert of their graduates have taken the master's

degree in one year at some one of the great graduate schools, but

in practically all such cases the original deficiency has been

measurably supplied by summer, schools, teaching, field work, or

practical experience extending over several years.

2 ..'4' 5
Classification of Universities a7d Colleges With Reference to Bachelor's Degrees Class I Class II Class HI Class IV Amherst College. Barnard College. Beloit College. Bowdoin College. Brown University. Bryn Mawr College. Adelphi College. Agnes Scott College. Alabama, University of. Albion College. Alfred University. Allegheny College. Alma College (A). .Arizona, University of (engineering). 'Armour Institute (engineer- ing). A-agustana College (A). *Baker University. Baths College. Baylor University. Bethany College (Kansas). *Boston College. *Boston University. Brooklyn Polytechnic Institute. 'Bucknell University. Buchtel College (science). Butler College. Adrian College. Alb right College. Amity College. Antioch College. Arkansas, University of. Baldwin University. Bellevue College (Omaha). Berea College. Bethany College (West Virginia). Blackburn College. Bridgewater College. Alabama Polytechnic Instituter Ashland . College. Atlanta Llniversity. Atlanta Baptist dollege. IND s. 00
Classification of Universities and Colleges With Reference to Bcithelor's Degreescontinued Class I Class II Clam III Clams IV California, University of. Catholic University of America' Chicago, University of. Colgate University. Colorado, University of. Columbia University. Cornell University. Dartmouth College. Carleton College (Minnesota). *Case School of Applied Science (engineering). Colorado Agricultural College (science and engineering). Central College (A) (Missouri). Central University,of Iowa (?). Ceritral University (Kentucky). *Cincinnati, University of. Clark College (Massachusetts). Coe College. Colby College. *Colorado College. Colorado School of Mines (min- ing engineering). *Cornell College. Davidson College (A). 'Denison University. Denver, University of. *De Pauw University. Des Moines College. Detroit University (A). *Dickinson College. Doane College. *Drake University. *Drury College. Carroll College. Carthage College. Chattanooga, University of. Charles City College. Charleston, College of. Converse College. Cotner University. Dakota Wesleyan University. Delaware College. Campbell College. Carson and Newman College. Cedarville College. Citadel (South Carolina Military College). Clemson Agricultural College. Cox College. Cumberland University. Defiance College.

,
Classification of Universitjes and Colleges With Reference to Bachelor's Degreescontinued Clam I Class II Claw III Om IV Goucher College. Grinnell College. Hamilton College. Harvard University. Harverford College. Illinois, University of. Indiana University. Iowa, State University of. Earlham College (A). Elmira College. Emory College (A).. Emporia College (A). Fairmont College. Fargo College. Franklin College (A) (Indiana). Franklin and Mushall College (A).

, George Washington University. Georgetown College (A). Georgetown University (A). Georgia, University of. Gustavus Adolphus College (A). Hemline University. Hanover College (A). Hillsdale College (A). Hobard College (A). Hope College (A). *Holy Cross College. Idaho, University of. Illinois College (A). Iowa State College (science- recent degrees). Iowa State Teachers College. Elon College. , Emory and Henry College. Eureka College. Ewing College.' Findlay College., Fisk University. Florida, University of. Florida State College, for Women. Franklin College (Ohio).

, German Wallace College. Georgia School of Grand Island College. Technology. Greenville College. Greensboro Female College. Guilford College. Hampden-Sidney College. Heidelberg University. Hendrix College. Highland Park College. Hiram College. Howard University. Illinois Wesleyan University, Iowa Wesleyan Univer- sity. Hardin College. Hedding College.
Classification of Universities and Colleges With Reference to Bachelor's Degreescontinued Class I Class II Class IIL Class I V Johns Hopkins University. James Millikin University. Juniata College. Kansas, University of. Kalamazoo College (A). Kingfisher College. Kansas State Agricultuial Knox College. Kentucky, State University of. College. Kenyon College (A). Lafayette College. Lake Erie College (A). Leander Clark College. Leland Stanford, Jr., University. Lawrence College. Lebanon University. Lake Forest College. Lebanon Valley College (A). Louisiana State Univer- Lehigh University. Lewis Institute (engineering). sity. Lombard University (A). Loyola College. Luther College (A). Massachusetts Institute Macalester College. McKendree College. Maryland Agricultural of Technology. *Maine, University of. McMinnville College. College. Michigan, University of. Manhattan College. McPherson College. Mississippi Agricultural Minnesota, University of. Marietta College. Marquette University. and Mechanical College. Missouri. University of. *Massachusetts Agricultural Maryville College (Ten- Mississippi College. Mount Holyoke College. College (science). nessee). Michigan College of Mines. *Miami University. Mercer University. Milligan College. *Middlebury College. Mills College (A) (recent degrees). Missouri Valley College (A)._ *Monmouth College (A) (recent degrees). Montana, University of. Morningside College. Muhlenberg College (A). Meredith College. Michigan Agricultural College (science). Millsaps College. Milwaukee-Downer College. Mooreshill College. Mt. Union College (A). Muskingum College (A).
s. Classification of Universities and Colleges With Reference to Bachelor's Degreescontinued Class I Claw II Class III Clam IV Nebraska, University of. Northwestern University (Illinois). Oberlin College. Ohio State University Nevada, University of (science and mining engineering). New Hampshire College of Agri- culture and Mechanic Arts. New Mexico Agricultural and Mechanical College (science). New York, College of the City of. New York, Normal Cog of the City of (degrees since 1905). New York State Normal College (degrees since 1905). New York University. *North Carolina, University of. North Dakota, University of. Notre Dame, University of. Occidental College Ohio University. Ohio Wesleyan University. Olivet College (A). Oklahoma, University of. Oregon, University of. Otterbein University. Pennsylvania, University of. Penn College (A). Princeton University.

' Park College. Nebraska Wesleyan Uni- versity. New Mexico, University of. North Dakota Agricul- tural College. Northwestern College (Illinois). Ohio Northern University (degrees since 1910). Ottawa University. Ouachita College. Pacific, College of the. New Mexico School of Mines. North Carolina Agricul- tural and Mechanical College. Northwestern University (Wisconsin). Oregon State Agricultural College. Oklahoma Agricultural and Mechanical College. +IF Pennsylvania Military # College.
6 Classification of Universities and Colleges With Reference to Bachelor's Degreescontinued Class I Class II Clams III Class IV Purdue University (science and engineering). Radcliffe College. Rensselaer Polytechnic Institute (civil engineering). Smith College. Stevens Institu of Technology ,(mechanical engineering). *Parsons ,College. Pennsylvania College (A). Pennsylvania State College (science and engineering). Pittsburg, University of (recent degrees). Pomona College. Randolph-Macon College. Randolph-Macon Woman's College. *Richmond College (A). Ripon College. . Roanoke College (A). Rockford College. Rochester, University of. Rose Polytechnic Institute (engineering). *Rutgers College. St. John's College (A). (Maryland). St. Lawrence University.' St, Olaf College (A). Sheffield Scientific School. *South, University of the (A). Southern California, University of (A). Rhode Island College of Agriculture and Me- chanic Arts. Shurtleff College. Scio College. Simpson College. _ South Carolina Military South Carolina, Univer- College (Citadel). city of. South Dakota State Col- lege of Agriculture and Mechanic Arts. Southwestern College (Kansas).
Classification of Universities and Colleges With Reference to Bachelor's Degreescontinued IN., f%2 'Ps=3xtn=gn.-30z' s . zs -tvXtli C0"11 '21Atn Class 1 Class II:3 Oasis III Class IV Texas, University of. Tufts College. Vermont, University of. Vanderbilt University. Vassar College. Virginia, University of. Washington, University of. Washington University. Wellesley College. Wesleyan University. South Dakota, University of. Southwestern University. Stetson (John B.) University. Swarthmore College. *Syracuse University. Tarkio College (A). Temple University (A) (recent degrees}. Tennessee, University of. Trinity College (Connecticut). Trinity College (North Carolina) (recent degrees). Trinity University. Tulane University. Union University. Ursinus College (A). Utah, University of. *Wabash College. Wake Forest College (recent degrees). Washburn College. Susquehanna University. Tabor-College. --Texas Christian Univer- sity. Union College (Nebraska) Upper Iowa University. Valparaiso University. Wesleyan University of West Virginia. Westminster College (Pennsylvania). Texas Agricultural and Mechanical College. Tri-State College. Union Christian College. Utah, Agricultural - College of. Vincennes University. Virginia Polytechnic Institute. t. Wartburg College. Waynesburg College. Wilmington College (Ohio).
Classification of Universities and Colleges With Reference to Bachelor's Degreescontinued Cies, I Class II Western Reserve University Williams College. Wisconsin, Unnersity of Yale University (except Sheffield Scientific School). Washington and Jeffetson College (A). Washington and Lee Uni- versity (A). Wells College. r Western Maryland College. Western College for Women. West Virginia, University of. Whitman College. *William Jewell College. Wilson College. Willamette University (A) Virofford College. *Wooster, University of. 'Worcester Polytechnic Institute (science and engineering). Wyoming, University of. Yankton College. Class III Class IV Wheaton College. Whitworth College. Wittenberg College

I
*

V '

UNITED STATES BUREAU OF EDUCATION

SPECIAL PUBLICATION _ WHOLE NUMBER 501

I

/

40

AN EXPLANATORY STATEMENT

In Regard To

.4

"A Classification of Universities

and Colleges With Reference to

Bachelor's Degrees" , By

P. P. CLAXTON

Commissioner of Education

WASHINGTON

1912 23

va,
228 HIGHER EDUCATION AND THE U.S. OFFICE

An Explanatory .'tutement in Regard to

"A Classification of I nicersities and Colleges

with Reference to Bachelor's Degrees."

According to returns made to the United States Bureau of Education for the year 1910-11, there were in that year in the universities and technological schools of this country 10,858 students

doing graduate work. Of these, 8.369, or 77 percent, were enrolled

in 25 institutions, and 9 other institutions enrolled 539, or 5 percent of the total. Thus 82 percent of all the graduate students in

the country were enrolled in 34 institutions, and only 18 percent

in the iemaining 568 institutions reporting to this bureau. The

number of graduate students is rapidly increasing. And since the

cost of equipment and teaching force for effective graduate work

is comparatively very great, the concentration of work of this

kind in a few of the richer institutions will doubtless increase

rapidly from year to year. In the same year several thousand

other student, were enrolled in the professional schools whose

standard, of admission require the bachelor's degree from a

standard college, or the completion of some definite portion of the

work required for graduation in the same.- These thousands of

graduate students and students with advanced standing in

academic and professional schools come from four or five hundred

colleges. old and new, large and small, public and private, rich

and poor, in all parts of the country and with standards varying

as widely as the conditions under which they work and the needs

of the people they serve.

The deans and other responsible officers of the graduate and

professional schools naturally wish to deal justly with the large

number, of students applying annually for admission, and at the

time to maintain their odn standards. But, from the very

nature of the case. they can not examine students applying for

adini,,ion a, a child is examined for admission to a grade in an

elementary school, nor can any one officer hope to know accurately

the character of NN (irk done in each of the hundred or more colleges and school, from which men and women come seeking

adoo,,don a, graduate students to work for advanced academic

or profe,,,ional degrees. The few colleges from which students

come to his institution in considerable numbers several years in

st.cce,sion he may soon know sutliciently well to enable him to

evaluate their work with some degree of accuracy and to deal with

their graduate, intelligently and for the best interest both of the

students and of the institution which he represents and for the

maintenance of Nviin:p standards he is responsible. For an evalua2,30
APPENDIX II 229

tin of the. work of other colleges from which students con,

intermittently and in small numbers, he must depend on office

in schools to which more of their graduate students go, or on t

judgment of disinterested persons more or less intimately acquainted with their work and standards. To the extent that such

judgment is affected by the' personal equation or is based on

superficial or inadequate knowledge, it must of course be unsatisfactory. For these and other reasons, the deans of most of

the larger graduate and professional schools have for several

years held annual conferences, largely for thel purpose of comparing notes and trying to arrive at some just conclusion as to

the status to be given graduates of each of t e several ,colleges

from which graduate students come to their i stitutions in any

considerable. numbers.

Anyone at all familiar with this problem must understand its

importance, and it is easy to see that important economies of

colleges and of graduate and professional schools alike, as well as

vital interests of the students, depend on its solution. For any

adequate solution there is need of some accurate information in

regard to the equipment, work, and standards/of the colleges, just

as the colleges themselves:deSire;'need, and obtain information in

regard to the equipment, work, and standads of the high schools

and preparatory schools from which they draw their students.

At the conference of deans of the la ger graduate and p rofessional schools held at the University of Virginia in 1910 this

question came up for special conside ation, and it was decided to

-Undertake to collect such definite information about all colleges

sending considerable numbers of students on for advanced work

as would enable the responsible officers of the graduate and professional schools to deal intelligently and justly with their students

and at the same time protect themselves against the false representations sometimes made by students in regard to standing

offered them in other graduate and professional schools.

Two methods of arriving at the desired results were possible:

To appoint a committee of their own number to undertake the

work, or to obtain the services of some competent and disinterested outside persons or agency. The first course was open to

the objection that the judgment of any committee composed of

deans or other officers of graduate and professional schools might

be suspected of being influenced too much by the experiences and

practices of the particular institutions from which they might be

chosen. An appeal was therefore made to the United States

Bureau of Education to undertake this work, in the belief that it

could be done here more accurately and more acceptably than

23 J
230 HIGHER EDUCATION AND THEU.S. OFFICE

anywhere else. Dr. Brown, at that time Commissioner of Education, recognized the magnitude and difficulty of the task, but he

also foresaw the good results that must come from hayang it well

done. Therefore, after careful consideration, he agreed to have

the work done by this bureau and assigned it to Dr. Kendric C.

Babcock, who had recently come to the bureal, as specialist in

higher education. It was easily apparent that this work would

require much time, skill, and patience, and that it must reach even

a tentative conclusion through several stages following upon one

another at rather long intervals. It was hoped, however, that the

work might be allowed to proceed without undue exploitation of

the earlier and necessarily imperfect results.

The enormous task of visiting and examining all the colleges

concerned was clearly out of question. It could not be done in any

reasonable time. Evidently, therefore, the first step was to find as

nearly as possible the common or average practice of the graduate

and professional schools in dealing with students coming from

each of the more important colleges and to correct this by a -

careful study of the experiences of each of the larger graduate

and professional schools with students coming from colleges

within its own particular sphere and of whose work and standards

its officers might well be supposed to have more accurate knowledge than the officers of other institutions could have. Each large

graduate or professional school has such a sphere, which includes

a larger or smaller group of colleges the majority of whose students desiring to do advanced work come to it. Its officers therefore are soon possessed of knowledge about these colleges which

can not fail to be helpful to the officers of all other graduate

or professional schools at which any of the students of these colleges seek admission. 7.

By finding and making known to each of the graduate and

professional schools the average practice of all, and to all the

more intelligent practice of each in regard to the students of

colleges in its own immediate and particular sphere, it was hoped

that at least the most obvious errors in dealing with advanced and

graduate students might be eliminated. This Dr. Babcock undertook to do. He visited as many of the graduate and professional

schools as he could, consulted their de* and other responsible

officers and examined their records of stu ents. The information

thus gained_ he-tlipplemented by consultIng the executive officers

of all or most of the large' educational boards in regard to the

institutions of learning best known to them, by- conference with

State officers and by interviews with presidents and deans of

State universities as to their experience with graduate students

coming to them from other colleges in their respective States.

237
APPENDIX IC 231

Reliance was also placed upon the somewhat full and accurate

information which this bureau has of the colleges in all parts of

the country, some of which have made marked improvement in

standards and work so recently that these improvements have

not yet been fully recognized even by the graduate and professional schools with which they have the closest relations. With

a later stagC of the work in mind, Dr. Babcbck visited as many

colleges as he could conveniently in connection with the per,-

formance of other duties, but none of these was examined with

The purpose of making a personal and final evaluation of its work

as a whole.

After 10 months of careful investigation of the kind above

indicated, Dr. Babcock made a tentative grouping of 344 colleges,

only a little more than half the number reporting to this bureau,

but a much larger proportion of those sending graduates on for

advanced work. The list was confessedly incomplete and the

groupirg only tentative.

"Institutions whose graduates would," according to his findings,

"ordinarily be able to take the master's degree at any of the large

graduate schools in one year after receiving the bachelor's degree,

without necessarily doing more than the amount of work regularly prescribed for such higher degree," were listed in the first

group, which contained the names of 59 colleges.

"Institutions whose graduates would probably require for the

master's degree in one of the strong graduate schools somewhat

more than one year's regular graduate work * * * a differential

which might be represented by one or two extra year courses, by

one or more summer school sessions, or by a fourth or fifth

quarter" were placed in the second group, which contained the

names of 161 colleges. "In accordance with the Practice of some

graduate schools" Dr. Babcock found "a brilliant student with a

brilliant record from the strong institutilms in this class might

be admitted probationally to regular candidacy, and if he gave

satisfactory evidence of his ability to do the prescribed work

during the first term or semester he might be given an individual

rerating in the middle of the year and be granted the higher

degree on the completion of the regular minimum Amount of

work." The colleges in this list to which this practice seemed to

apply were starred. Of these there were 44. This gives a total of

103 colleges whose better students may, according to this finding,

hope to make the master's degree in one year without doing more

than the usual amount of work. and leaves 117 whose students

must to obtain this degree expect to do something more than the

minimum amount of work required.

"Institutions whose standards of admission and graduation are

2
232 HIGHER EDUCATION AND THE U.S. OFFICE

so low, 0' so 'uncertain, or so loosely administered as to 'make the

requirement of two years for the master's degree probable" were

placed in the third class, which contained the names of 84 colleges.'

"Institutions whose bachelor's degree would be approximately

two years short of equivalency of the standard bachelor's degree

of a standard college" were placed in the fourth grotip, which

contained the names of 10 colleges. A "standard college" was

interpreted as being "one requiring the usual four years of highschool work or at leapt 14 units for admission and four years of

well-distributed college work for graduation, in charge of a

competen faculty of not less than six persons giving their whole

time to c liege work."

"The rating of institutions in this classification is based upon

the course which might be followed by an ambitious student

proceeding under normal conditions: (1) An earnest student of

good ability and health who has complied with the requirements

for a bachelor's degree in a standard college. (2) Whose work

includes a solid foundation for the courses which he degi s to

take for the advanced degree. (3) Who enters upon gradt work

within a year or two after taking his liachelor's degree ithout

intervening special stud and without such advantages a ight

arise from teaching subjects of a special nature in high sc 1 or

college, thereby making up in some part deficiencies in his c ege

preparation for graduate work."

It is "assumed that the line of study pursued for the high

degree is closely allied to the work done as an undergraduate and

not widely divergent. as would be the case for a graduate from a

classical course desiring to take a master's degree in forestry"

or civil engineering.

The tentative grouping made on this basis Dr. Babcock submitted to me for my inspection and approval. It seemed to be as

accurate as could be made without the careful criticism of the

officers of the graduate and professional schools on whose judgment and practice it was largely based. Since it would be easier for

them to review it if presented in the form of a printed pamphlet

rather than on multigraph sheets. as was at first suggested, I

requested that it be printed and treated as a proof sheet until it

might be revised in the light of their criticism. This was done,

and 200 copies were delivered to the Bureau of Education, practically all of which were sent to the deans of the larger graduate

and professional schools in the hope that their "frank and

thorough-going criticism" might assist the bureau in its preparation of a larger and more correct list fitter. Through an oversight

the pamphlet was not marked "ProofConfidential" as it should

233
sr. APPENDIX II 233

have been, and before the error was discovered the supVintendent

of documents had received copies of it for distribution to the

depository libraries and for sale. This explains why the pamphlet

does not have any serial number on it, nor any statement that it

is a document of the United States Bureau of Education. The

Bureau of Education does nothing which it wishes to conceal, but

its work, like any other work, can not fairly be considered as

complete when it has only been begun, and even a cursory reading

of this tentative statement could mgt fail to reveal the fact that

it was not intended for general publication, and that any such

use of it was not expected.

It seems also to fiave been unfortunate that the groups of colleges referred to above were designated as "Class 1," "Class 2,"

"Class 3," and "Class 4," and that the word "classification" appeared on the title-page, since these facts have given offense to

some who have doubtlessly not read the full and specific statement

that the classification is "with reference to bachelor's degrees"

only, on the basis, and for the purpose, and from the information

set forth above, and only tentative.

No attempt was made to classify colleges on the basis of their

worth and merits as educational institutions founded and maintained to serve their constituencies according to their needs and

conditions, nor did it have any intention of announcing "a judgment day for our colleges," or doing anything more than that

which is clearly stated above. I know many colleges listed in the

second, third, or fourth group which are serving their constituencies much better than they could if, in disregard of needs,

conditions, and demands, they should raiSe their requirements

for admission and graduation so as to ptits them into a higher

group of this classification, made on the' narrow basis of the

rating of their bachelor's degrees as recorded at the graduate

and_ professional schools. Neither can the place of any institution

in this tentative group be legitimately used for advertising purposes unless accompanied by a clear statement of the purpose,

method, and basis of the grouping and the statement that it is

only tentative and confessedly imperfect.

What further has been done? What is the further intention of

the Bureau of Education in this work? Briefly, as follows:

The generous criticisms and continued investigations of a year

have indicated the desirability of making the grouping in a somewhat different form and the change of abfout a dozen colleges to

allother group from that in which they were first placed. A

revision cf the original statement embodying these changes has

been made and the galley proofs of it have been sent to the officers

of the graduate and professional schools for further criticism.

240
234 HIGHER EDUCATION-AND THE U.S. OFFICE

...., When these have been returned a revised statement, which will

then show as clearly as possible, not the independent judgment of

the Bureau of Education or of any of its employees, but mainly

the practice of the graduate and professional schools in dealing

with students holding the bachelor's, degree from any of the

several colleges listed and presenting themselves for professional

or advanced,work, will be issued as a confidential proof sheet and

sent to the Officers of the graduate and professional schools for

such assistanc as it can give them in this still imperfect and

tentative stage, nd to the presidents of the colleges listed for

their information as to how these colleges are rated at the graduate and professional schools to which their students go for advanced work, and also for the frank criticism of these presidents

and of the members of the faculties of their colleges. To have sent

to these presidents or to the public press the first tentative statement before it could be corrected so as, to show more accurately

the practice of the graduate and professional schools would have

been premature and unfair to graduate schools and colleges alike.

No doubt it will be discovered, when this revised statement

comes into the hands of the presidents of the colleges listed in it,

that the work and standards of many of them have not been

correctly evaluated, and that there has been danger, at least, that

their graduates would not be given the exact amount of credit

they should receive when presenting themselves for advanced

work. That there has been such danger is well known, and this

knowledge constituted the principal reason for undertaking this

difficult and important task.

Upon request from the proper authorities of any college which,

seems to be rated too low or too high, the bureau will gladly

undertake an examination of equipment, requirements, standards,

and work and assist in any other way it can toward having the

rating corrected, and it will issue new revisions of these proof

sheets as often as may seem desirable. The number of men in the

bureau who can give their time to this work is not sufficient to

carry it forward as rapidly as we and all concerned would like,

but possibly a way may be found by which competent assistance

may be had, and no great harm can come from a reasonable delay

if those interested will only take the trouble to inform themselves

fully as to the nature and purpose of the work and then give such

assistance as they can in carrying it forward. ALdelay of a few

months, or a few years even, in the accomplishment of a task of

this kind and magnitude is not so important as that it may finally

be done honestly, faithfully, and intelligently.

There can be little doubt, on the other hand, that some colleges

will find they have defects of which they have not been aware.

2 1 i
APPENDIX 11 235

The frank, but unbiased, vriticism from the ontside, which should

be welcomed by all educational institutions, inay reveal defects

and weaknesses in equipment, requirements foI, admission, standards of graduation, organization, and teaching\ not realized by

those charged with their government and conduct \Many of these

will ask, as some have already done, that the bureau send some

competent person to examine them thoroughly in the light of his

broader knowledge of similar institutions in all parts f the country, point out frankly their particular defects, and offe such advice as he can for their improvement. The bureau wi always

respond to such a request to the extent of its ability, or perhaps

expert and disinterested advice may be obtained from other

sources. In this way many colleges may easily be brought s to

the desired standard, which their officers and supporters, in he

fullness of love and zeal, supposed they had already attained.

Some colleges will say, no doubt, as they should, that they ar

less concerned about the standing of their few graduates who go

elsewhere for advanced work than about meeting the obligations

placed upon them by the needs of the people they serve or the

educational conditions of the States or sections in which they are

located. They will rightly choose rather to serve the purposes for

which they were founded and are maintained, with low standards

of admission and graduation, than to prove recreant to their trust

by attempting to raise these standards prematurely. They will

either ask to be removed from the list because of their disregard

of all standards or to be retained because of their honest desire

to have their standards and purposes known as they are.

Finally, it will be possible to publish to the world a statement

of the standing of colleges in respect to the value of their bachelor's degrees, which will for the time be approximately complete

and correct. No such statement can ever be final. It will need

careful revision from year to year as new colleges 'come into

existence and old ones go out of existence or change their standards through growth or decay. Such revision will, however, not

be so difficult after an approximately correct statement of the

standing of existing colleges has once been made.

Why should the Bureau of Education have undertaken this

task, and having begun it, why continue it? What adequate

results are tobe expected? These questions have been partially

answered already.

For one thing, when the work has been completed to the extent indicated above, or to a lesser degree even, there will no

longer be the danger which now exists of unjust treatment of

students from one college applying for admission for graduate

or advanced work in another. It must be recognized and admitted

212

.0
236 HIGHER EDUCATION AND THE U.S. OFFICE

that some of this danger arises from the natural tendency to

overestimate the work of old, large, and wealthy institutions as

compared with that of those which are younger, smaller, or less

wealthy. Only a few days ago I was told of a student who, having

received a bachelor's degree from a college well known and much

honored in its section, applied for admission as a 'graduate student

working for the master's degree in a university in another section,

with the expectation of being able to do the work required in one

year, or in two at most. This student, however, was informed that

before she could be admitted to graduate work she would have to

do two years' work for the bachelor's degree of that institution. I

know both of these institutions and believe the average graduate

of the first should be admitted to higher standing at the' second

than was granted this young woman, and that its standard and

work are higher and better than the authorities of the second

institution seem to think. If they are not, then the authorities of

the first institution, its faculty and students, the people who

support it, and the State it serves should know it.

Many colleges whose standards are low and whose work is not

so good as it might be will, when they have become conscious of

their defects, take delight in remedying them, and their supporters

will find equal pleasure in providing the necessary funds to enable

them to do better work and to attain the standards to which they,

in their affection and pride, imagined they had already attained.

With this raising of standards of the colleges there will come a

general improvement in all the schools from which they draw

student& and the possibility of a better and a more thorough work

in all the universities and professional schools to which they send

their graduates.

Sooner or later, let us hope soon, colleges whose equipment,

endowment, income, purpose, or constituency will not permit

them to do more than two years of college work will frankly

acknowledge it, deal honestly with themselves, their students, and

the people who contribute to their support, cease to give for two

years of college work degrees that are generally understood to be

given only ac a reward of four years of such work, or to spend

unwisely the larger part of their income on a very few students

in the higher classes to the neglect of much larger numbers in

the lower classes, face their conditions and tasks frankly and 'do

thoroughly and well the work they can and should do without

undue temptation to deceive themselves, their students, those who

contribute to their support, or the general public.

It will, I believe, also be possible, without increasing the danger

of a deadening, mechanical uniformity, to so standardize the work

of all our colleges that a year's work in any course at any college

2 .13
APPENDIX II 237

will mean prictically the same as a yezi?s work in the same course

at any other college, and that students may go from one to another freely, receiving full credit for work done and without loss

of time and progress. Such interchange of students is very

desirable and for many reasons must become more general than

it has been in the past.

Finally, more accurate information in regard to our colleges

will be accessible to foreigners, and a more just rating of them

by foreign universities to which our students go will be possible,

both of which ends are to be desired, especially by the smaller

colleges whose size and wealth are not such as to attract foreign

attention but whose work may nevertheless be of the highest type.

These last three results are not to be hoped for immediately,

nor do I believe they were foreseen clearly enough to be counted

as reasons for the beginning of this work which the Bureau of

Education has undertaken. But that they may grow out of it, if

the bureau can have for its completion the hearty cooperation of

college men which it should have, seems quite possible. That it

will have such cooperation when the nature and purpose of the

work are fully understood, I firmly believe, for college men are

honest, unselfish, and reasonable. It is their mission to find and

teach the truth and their profession to do whatever they can for

the good of all the people and for the sound advancement of the

institutions by which the people are served. More than others

they know that things are as they are and that no profit can come

from any kind of deception, either of self or of others, that freedom comes from knowing the truth, and profit from its fearless

and unselfish application.

The Bureau of Education has no selfish interest in this or any

other work. It desires only to serve wisely and effectively. Having undertaken this task with a more or less full realization of

its Magnitude and difficulty and some understanding of its importance, it believes it would be open to the just accusation of

recreancy,to duty if it did not carry it forward faithfully toward

completion. By doing this it seems quite certain it may fulfill a

part of the high function for which it was established, viz, "for

the purpose of collecting such statistics and fa^ts as shall show the

condition and progress of education in the several States and

Territories, and of diffusing such information * * * as shall aid

the people of the United States in the establishment and maintenance of efficient schools and school systems and otherwise promote the cause of education throughout the country."

P. P. CLAXTON,

Commissioner.

243
APPENDIX III

A List of Publications of

the Office of Education

Relating to

the Field of Higher Education

This list has been compiled from official lists prepared by the

United States Office of Education and has been checked by the

author for relationship and relevancy to higher education. It

provides a clue as to the major interests of the Office of Educein _the field of higher, 'education from 1867 to 053.

"t/\\ The tit 6.t been divided intotivo sections. The first lists publi-

\ \\cations prepared by, or sponsored and supervised by, the Office

Of Education prior to the establishment of the position of a special-

, ist in higher education. The second lists publications after the establishment of that position. Within each section publications are

listed by type.

The following general observations should be made concerning

this list:

--1.- --The Annual- Reports:and Statements of the COMmissioner of

Education usually contained a large amount of material relating

to the condition of higher education in the United States. These

are listed for that reason. In addition, many Annual Reports had

appendices or chapters relating to special topics in higher education. These are listed in detail. Chapters dealing with statistics

only (such as those found in the Annual Reports from 1888-89

through 1917) are not listed.

2. Separate statistical summaries on higher education are

listed. The Biennial Survey of Education which first appeared in

1921 (Bulletin, 1919, No. 88) covering the years 1916-18 has

several chapters relating to higher education statistics. These are

not listed separately, nor are statistical chapters in the Annual

Report.

3. Starting in 1912 a separate publication entitled Educational

239

215
240 HIGHER EDUCATION AND THE U.S. OFFICE

Directory made an annual appearance. Prior to that time a short

directory usually formed a part of the Annual Report. From 1912

to 1930 a directory of facts about institutions of higher education

was a chapter of the Directory. In 1931 that portion relating to

higher edupation became Part H of the Directory; two years Inter

it became Part III. It was still published separately as Part III in

1953. This was one of the most important publications of the Office

relating to higher education containing a wealth of information

about institutions. It was prepared by the Division of Higher Education but is not listed separately since it was an annual recurring

publication.

4. Studies and surveys of foreign education are not listed

unless they relate entirely to higher education.

5. Capitalization and punctuation of titles are as shlwn in

official lists prepared by the Office of Education.

6. The figure following the title is either the year of publication or the number of the publication if in a numbered series; i.e.

(Bulletin) 1906, No. 2.

Publications Prior to 1911

ANNUAL REPORTS OF THE COMMISSIONER OF EDUCATION

.'Vote: The introductory remarks of the Commissioner of Education usually contained some summary information on higher

education. Exact titles of the Annual Repots vary from year

to year. See Bibliography for detailed publication data.

1867-68 (Henry Barnard)

1870 (John Eaton) Appendices 13 "Medical education in the

United States ;" 14 "Normal Schools ;:' and 16 "An American

University."

1871 (John Eaton) Appendices 1 "National schools of science"

(D.C. Gilman) ; and 11 "Cooper Union" (D. WC. Townley).

1872 (John Eaton)

1873 (John Eaton)

1871 (.John Eaton)

1875 (John Eaton)

1876 (John Eaton)

1877 (John Eaton)

1878 (John Eaton)

1879 (John Eaton)

1880 (John Eaton)

1881 (John Eaton)

2 1 6

J.
APPENDIX III 241

1882-83 (John Eaton)

1883-84 (John Eaton)

.1884-85 (John Eaton)

1885-86 (Nathaniel Dawson) Appendices 3 "Training of

Te,acher,;;:" 6 "Superior and Professional Instruction;" 11

"The promotion of higher political education" (Herbert B.

Adam's) ; and 12 "University extension in England" (Herbert

B. Adams).

18146-81 ( Nathaniel Dawson) Appendices 6 "Training of Teachers:" 9 "Superior instruction ;" 10 "Professional instruction;"

11 "Degrees conferred ;" 13 "Business colleges; nurses' training schools;" and 21 "Papers on educational subjects . . . Medical colleges and the medical profession" (Charles Warren).

1887-88 (Nathaniel Dawson) Appendices 9 "The Training of

teachers ;" 11 "Superior instruction ;" 12 "Professional instruction ;". 13 "Degrees conferred ;" 16 "Commercial and

business colleges :nurses' training schools:" and 20 "Papers

on educational subiects . Higher education in the Northwest territory" ((;. W. Knight).

1888-89 (William.T. Harris) First .1hnnul ley port to be issued

in two volumes.

Volume I : ChApter II "The inception and the progress of the

American normal-,,chool curriculum to 1880-;" Chapter 13

"Professional 'cork in the normal schools of the United

States ;" Chapter 21A ''The university of the future" (R. G.

Moulton) ; and Chapter 21B "Fellowships in colleges and

turn ersines."

(Volume 11. establishing a precedent which was to last until

the .1 nwrol 1:0 pwt for I!11 ti, consisted largely of statistical

tables relating to all levels of education Starting, in 1919

the compilation of statistics was made a separate publicatorn and began airpearing biannually. It M as designated as

the Br/ pima/ Sur,/ y of Edurat ton.)

18S9L9O (W,Ilrim Ilarns)

Volume I Chapter 17 "Foreign universities."

Volume II. Chapter 1 "Higher education of women:" Chapter

5 "Colleges and um% e: of the United States ;" Chapter

6 "Length of college curriculum ;" Chapter 7. "Graduate

departments of LIMN ensities;" Chapter 8 "University and

schc»1 extensnrn." Chapter 9 "Comparative diagrams illustrating the statistics of profes. Halal education during the

decade 188o (1ellfoid Add,) ; and Chapter 10 "Curricula of inofessarnal schook (Wellford Addis).

2 1 i
242 HIGHER EDUCATION AND THE U.S. OFFICE

1890-91 (William T. Harris) -' Volume I: Chapter 13 "Legal education M the United States';"

Chapter 14 "Legal education in Europe ;" Chapter 15.

"Legal education in Canada, Australia, -Spanish America,

Japan, and China ;" Chapter 16 "Bibliography of -legal

education" (Wellford Addis) ; and Chapter-17 "Colleges , of agriculture And the mechanic arts" (R. H. Alvey).

Volume II: Chapter 22 "Higher eduektion ;" Chapter 23 "Professional instruction ;" and Chapter 31 "Facilities in experimental psychology in the colleges of the United States"

(W. 0. Krohn).

, 1891-92 (William T. Harris).

Volume I: Chapter 6 "Training of teachers in Germany,

Austria, and Switzerland" (L.R. Klemm) ; and Chapter

10 "German universities" (W. Lexis). , Volume II: Chapter 19 "Universities and colleges ;" Chapter

20 "Colleges for women ;" Chapter 21 "The place of universit extension in American education" (W. T. Harris).;

Chapter 22 "The relation of the independent colleges to the

system of state schools ;" Chapter 23 "Rensselaer polytechnic institute" (P. C. Ricketts) ; Chapter 24 "The United

States military academy at West Point" (E. S. Holden);

and Chapter 29 "The history of summer schools in the

United States" (W. W. Willoughby).

1892-93 (William T. Harris) , Volume I, Part II: Chapter- 5 "Medical instruction in the

United States as presented by French specialists ;" Chapter

7 "American technological schools" (A. Riedler) ; and

Chapter 8 "Higher education of women in Russia" (Serge

Wolkonsky ).

Volume H: Chapter 5 "Pecuniary aid for students in universities and colleges ;" Chapter 6 "University extension ;" and

Chapter 7 "Medical &Ideation" (A. E. Miller).

1893-94 (William T. Harris)

on training of teachers."

Volume II: Chapter 1 "Colleges of agriculture and the mechanic arts ;" Chapter 2 "Forestry education" (C. W.

Parks) ; Chapter 3 "Geology in the colleges and universities

of the United States" (T. C. Hopkins) ; Chapter 6 "University extension ;" and Chapter 7 "Professional education"

(A. E. Miller).

1894-95 (William T. Harris)

Volume I: Chapter 15 "Higher education in Russia, Austria

4

210

I

`o

a

e
APPENDIX III 243

and Prussian Poland" (Hermann Schoenfeld) ; Chapter 17

"Facilities for the university education of women in England" (Martha F. Crow): and Chapter 21 "Coeducation;

compulsory attendance; American students in foreign universities; continuation and industrial schools."

Volume II: Chapter 25 "Admission to college by certificate;"

Chapter 26 "Technological instruction in the land-grant

colleges" (Wellford Addis) ; Chapter 27 "Instruction in

sociology in institutions of learning" (Daniel Fulcomer) ;

Chapter 28 "Professional Education" (A. E. Miller) ; and

Chapter 29 "Medical schools of the United States" (Marcel

Baudouin).

1895-96 (William T. Harris)

Volume II: Chapter 22 "Higher and secondary education_in

the United States" (Gabriel Compayre) ; Chapter 27 "Colleges endowed by Congress for the benefit of agriculture

and the mechanic arts" (Wellford Addis) ; and Chapter 32

"Foreign universities."

1896-97 (William T. Harris)

Volume I: Chapter 10 "The curriculum of the land-grant

colleges" (Wellford Addis) ; Chapter 11 "Requirements for

admix. ion to freshman class in colleges, universities, and

schools of technology ;" Chapter 14 "Discussion of educational topics by President Francis A. Walker, of the Massachusetts Institute of Technology, with some account of his

life ;" Chapter 18 "Entrance requirements for engineering

colleges ;" and Chapter 20 "Some recent contributions of

biology, sociology, and metallurgy to the curriculum of colleges endowed by the Federal government for the benefit

of agriculture and the mechanic arts" (Wellford Addis).

Volume II: Chapter 23 "Federal and state aid to establish

higher education" (Wellford Addis) ; Chapter 25 "The

learned professions and social control" ( Wellford Addis) ;

and Chapter 28 "Foreign universities."

1897-98 (William T. Harris)

Volume I: "Courses of study in medical schools" (In Commissioner's Introduction) ; Chapter 2 "Summer schools in

England, Scotland, France, and Switzerland" (H. B.

Adams) ; and Chapter 23 "Dental education in the United

States."

Volume II: Chapter 27 "University types and ideals;" Chapter 28 "State supervision of degree-conferring institutions;" Chapter 31 "Bible study in American colleges;"

219
244 HIGHER EDI'CATION AND THE C.S. OFFICE

Chapter 32 "The Bible in the public schoOls and state

universities ;" and Chapter 39 "Foreign utthersities and

other institutions of higher education."

1898 -99 (William T. Harris)

Volume I: Chapter 9 "The Royal normal college for the blind,

London, together with incidents in the life of its founder

and president, Dr. F'. J. Campbell, a name of Tennessee,

U. S. A." (John Eaton) ; Chapt..n. 13 "The Western literary

institute and college of professional teachers" (B. A. Hinsdale and Mary. L. Hinsdale) ; Chapter 11 "The United

States naval academy at Annapolis ; its organization and

methods of training" (E. S. Holden) ; and Chapter 18

"University extension in Great Britain" (II. B. Adams).

Volume II: Chapter 31 "Foreign universities and other institutions of higher education ;" and Chapter 48 "Contributions to the history of normal schools in the United States"

(M. A. Newell).

1899-1901) (William T. Harris)

Volume I: Chapter 5 "Educational extension in the United

States" (II. B. Adams) ; and Chapter 10 "The readjustment of the collegiate to the professional course" (S. E.

Baldwin). Volume II: Chapter 21 "The legislative career of Justin S.

Morrill" (G. W. Atherton) .

19(10 -1901 (William T. Harris)

Volume I: Chapter 18 "Third annual conference of the Association of Catholic colleges:" Chapter 22 "Relations of the

National government to higher education and research"

(C. D. Walcott) ; Chapter 23 "The Carnegie institution of

Washington. D. C. ;" and Chapter 25 "Higher commercial

education."

Volume II: Chapter 30 "Foreign universities and other foreign institutions of higher education ;" and Chapter 45

"Instruction in mining engineering."

1902 (William T. Hams)

Volume I: Chapter 1 "Genei al law, relating to agricultural

and mechanical land-grant colleges:" Chapter 3 "The

college-bred negro [sic] :" Chapter 12 "Admission to college

on certificate of secondary ,chools;" Chapter 19 "Foreign

universitie, and other foreign 4n.titution,: of higher education:" Chapter 23 "Length of the college course:" and

Chapter 21 "Oxford Ulmer: it" (Articles by 'W. T. Harrir ,

J. \V. Hoyt-1. B Firth and other,).
APPENDIX III 245

Volume II : Chapter 48 "Changes hi the age of college graduation' (W. S. Thomas).

1903 (William T. Harris)

Volume I: Chapter 2 "General laws relating to agriculture

and mechanical land-grant colleges;" Chapter 5 "American

universities" (C. F. Thwing) ; Chapter 10 The present

status of the certification of teachers in the United States"

(W. R. Jackson) ; Chapter 15 "Foreign universities and

other foreign institutions of higher education in 1903;"

Chapter 19 "Manual,, industrial, and technical education

in the United States" (C. M. Woodward) ; Chapter 20

"Coeducation in the schools and colleges of the United,

States" (Anna T. Smith); and Chapter 22 "The state normal schools of the United States" (E. 0. Lyte).

1904 (William T. Harris)

Volume I: Chapter 3 "Regulations relating to pensions and

insurance in all German universities;" Chapter 5 "The

University of Paris during the middle ages" (J. W. Hoyt) ;

and Chapter 13 "Higher education in England as affected

by the law of 1902."

Volume II: Chapter 21 "Education at the St. Louis expositionUniversities and colleges of the United States ;" and

Chapter 38 "Foreign universities and other foreign institutions of higher education in 1904."

1905 (Elmer Ellsworth Brown)

Volume I: Chapter 1 "The reports of the Mosely educational

commission" (W. T. Harris) ; Chapter 2 "Extracts from

th,e report of the Mosely educational commission to the

United States of America, October-December, 1903 ;" Chapter 3 "Statement of proceedings instituted to execute the

Rhodes scholarship trust ;" and Chapter 6 "Higher education for business men in Llis United States and Germany"

(J. Jastrow).

1906 (Elmer Ellsworth Brown)

Volume I: Chapter 5 "Foreign universities and other foreign

institutions of higher education in 1905;" and Chapter 3

"The education and professional position of nurses" (M.

-Adelaide Nutting).

1907 (Elmer Ellsworth Brown)

Volume I : Chapter 1 "The work of the Bureau of Education."

1908 (Elmer Ellsworth Brown)

Volume I: Chapter 2 "Recent educational legislation ;" Chapter 5 "The modern aspect of higher education in Spanish2 5
4.

246 HIGHER UCATION AND THE U.S. OFFICE

American countries ;" and Chapter 10 "Foreign universities

and other foreign institutions of higher education in 1907."

1909 (Dner Ellsworth Brown) . Volume I: Chapter 2 "Educational legislation, Sixtieth Congress, second session;" and Chapter 14 "List of college and

student periodicals currently received by the libraries in

the District of Columbia."

1910 (Elmer Ellsworth Brown)

Volume I: Chapter 2 "Educational legislation."

(The Annual Repots, starting with 1889-89, had a large collection of statistics relating to higher education classified usually

in the following groups: "Institutions for higher education," "Professional schools," "Agricultural and mechanical colleges," "Nor-

' mal schools," "Commercial and business schools," and "Schools for

nurses." Nomenclature occasionally changed but these chapters

covered the same statistical information year by year. They were

found in Volume H of the Annual Report.)

ANNUAL STATEMENTS OF THE COMMISSIONER OF EDUCATION

Note: Like the Annual Report, each Annual Statement contained some information on higher education.

1887 (Nathaniel Dawson)

1889-89 (Nathaniel Dawson)

1890 (William T. Harris)

1891 (William T. Harris)

1892 (William T. Harris)

1893 (William T. Harris)

1894 (William T. Harris)

1895- (William T. Harris)

1896 (William T. Harris)

1897 (William T. Harris)

1898 (William T. Harris)

1899 (William T. Harris)

1900' (William T. Harris)

1901 (William T. Harris)

1902 (William-T. Harris)

1903 (William T. Harris)

1904 (William T. Harris)

1905 (William T. Harris)

1906 (Elmer Ellsworth Brown)

1907 (Elmer Ellsworth Brown)

1908 (Elmer Ellsworth Brown)
APPENDIX III 247

1909 (Elmer Ellsworth Brown)

1910 (Elmer Ellsworth Brown)

OFFICIAL CIRCULARS AND CIRCULARS OF INFORMATION

State colleges and schools of self nee applied to agriculture and

mechanic al ts (Supplement to Henry Barnard's First Report,

1867-68. Official Circular No. 6).

Reporton Female Education (Supplement to Henry Barnard's

First Report, 1867-68. Official Circular No. 8).

State not mal schools, and other institutions for the professional

training of teachers (Supplement to Henry Barnard's First

Report, 1867-68. Official Circular No. 12).

German. and other foreign universities (Herman Jacobsen),

1872.

1. An inquiry concerning the vital statistics of college graduates (Charles Warren) ; 2. Distribution of college students in

1870-71 (Charles Warren) ; 3. Facts of vital statistics in the

United States with tables and diagrams (J. M. Toner), 1872.

Account of college commencements for the suminer of 1873, in

Maine, New Hampshoe, Vermont, Massachusetts, Rhode

Island, Connecticut, New York, New Jersey, and Pennsylvania, 1873, No. 3.

List of publications by members of eel fain college faculties and

learned societies in the United States, 1867-1872, 1873, No. 4.

Account of college commencements during 1873 in the western

and southern states, 1873, No. 5.

The training of teachers in Germany, 1878, No. 1.

Papers.,addrt sses, discussions, and other proceedings of the

Depaitment of Superintendence of the National Educational

Association, at the meeting held at Washington, D. C., February 4, 5. 6. 1879; the proceedings of the Department of

Superintendence of the National Educational Association fo;

1877; and the pioceedinw of the Conference of the presidents

and other delegates of the state totiversities and state colleges

of Ohio for 1877, 1879, No. 2.

College libraries zis aids to 'mit? action, 1880, No. 1.

A report on the teaching of chemistry and physics in the,

United States (Frank Wigglesworth Clarke), 1880, No. 6.

The inception, organization. and management of training schools

for nurses, 18820 No. 1.

The University of Bonn (Edmond Dreyfus-Brisac), 1882, No. 3.

Teachers' Institutes (compiled by James H. Smart), 1885, No. 2.

Physical training in American colleges and universities (Edward Mussey Hartwell), 1885, No. 5.

2 3
248 HIGHER EDUCATION AND THE U.S. OFFICE

The College of Within,' and Mary, a conti tbution to the history

of higher education, with suggestions for its national promotion (Herbert Baxter Adams), 1887, No. 1 (Contributions

to American educational history, No. 1) .

The study of history in American colleges and unirersitics (Herbert B. Adams), 1887, No.p2.

Thomas Jeff( /son and the University of Virginia; with authorized sketches of Hampden-Sidney, Randolph - Macon, EmoryHenry, Roanoke, and Richmond colleges, Washington and Lee

unirersityrand Virginia military institute (Herbert B. Adams

and others), 1888, No. 1 (Contributions to American educational history, No. 2). - The history of education in North Carolina (Charles Lee

Smith), 1888, No. 2 (Contributions to American educational

history, No. 3).

nista, y of higher education in South Carolina, with a sketch of

the free school system (Colyer .Menwether), 1888, No. 3

(Contributions to American educational history, No. 4).

Education to Georgia (Charles Edgeworth Jones), 1888, No. 4

(Contributions to American educational history, No. 5).

Histoi y of education in Florida (George Gary Bush), 1888,

No. 7 (Contributions to American educational history, No. 6).

Higher education rn Wisconsin (William F. Allen and David E.

Spencer) 1889, No. 1 (Contributions to American educational

history, No. 7).

History of education in Alabama. 1702-1889 (Willis G. Clark),

1889, No. 3 (Contributions to American educational history,

No. 8).

The histopy of fed( ial and state aid to higher education in tht

United States (Frank W. Blackmar), 1890, No. 1 (Contributions to American educational history, No. 9).

Higher education in Indiana ( James Albert Woodburn ) , 1891,

No. 1 (Contributions t American educational history, No.

10).

y of high( r education io Michigan (Andrew C. McLaughlfh), 1891, No. 4 (Contributions to American educational history, No. 11) .

The hist°, y of higher education in Ohio (George W. Knight and

John K. Commons), 1891, No. 5 (Contributions to American

educational history, No. 12).

History of higher education in Mossuchnsetts (George Gary

Bush), 1891, No. 6 (Contributions to American educational

history, No. 13).

GJs
APPENDIX III 249

Rise and gioth of the no, mid-school Ulla in the United States

(J. P. Gordy), 1891, No. 8.

Biological teaching in the colleges of the United States (John

P. Campbell) , 1891, No. 9.

Benjamin Fr«nklut and the Unirei.4ty of Pennsylvania (ed. by

Francis Newton Thorpe) , 1892, No. 2.

The history of education Connecticut (Bernard C. Steiner),

1893, No. 2 (Contributions to American educational history,

No. 14).

The history of education in Delaware (Lyman P. Powell), 1893,

No. 3 (Contributions to American educational history, No.

15).

Higher (duration in Tennessee (Lucius Salisbury, Merriam),

1893, No. 5 (Contributions to American educational history,

No. 16).

Higher education in Iowa (Leonard F. Parker), 1893, No. 6

(Contributions to. American educational history, No. 13).

History of higher education in Rhode Island (William Howe

Tolman) 1891, No. 1 (Contributions to 'American educational

history, No. 18).

History of Education in Maryland (Bernard C. Steiner), 1894,

No. 2 (COntributions to American educational history, No.

19).

The history of education in Louisiana (Edwin Whitfield Fay),

1898, No. 1 (Contributions to American educational history,

No. 20).

Higher education in Missouri (Marshall S. Snow), 1898, No. g

(Contributions to American educational history, No. 21).

History Of education in .V( w Hanipshiie (George Gary Bush),

1898, No. 3 (Contributions to American educational history,

No. 22).

History of education in w J( rsea (David Murray), 1899, No.

1 ( Contributions to American educational history, No. 23) .

History of education in Mississippi (Edward Mayes), 1899, No.

2 (Contributions to American educational history, No. 24).

1//stoill of high( r education in Kentucky (Alvin Fayette Lewis).

1899, No. 3 ( Contributions to American educational history,

No. 25).

History of education in Ai kansas (Josiah 11. Shinn), 1900, No.

1 (Contributions to American educational history, No. 26).

Hight r (lineation in Kansas (Frank W. Blackmar), 1900, No. 2

(Contributions to American educational history, No. 27).

The University of the State of New York: history of -higher

235
250 HIGHER EDUCATION AND THE U.S. OFFICE

education in the State of New York (Sidney Sherwood), 1900,

No. 3 (Contributions to American educational history, No.

28).

History of education in "Vermont (George Gary Bush), 1900,

No. 4 (Contributions to American educational history, No.

29).

History of education in West Virginia (A. R. Whitehall), 1902,

No. 1 (Contributions to American educational history, No.

30)

The histoly of education in Minnesota (John 'N. Greer), 1902,

No. 2 (Contributions to American educational history, No.

31).

Education in Nebraska (Howard W. CaldWell), 1902, No. 3

(Contributions to American educational history, No. 32).

A history of higher education in Pennsylvania (Charles H.

Haskins and William I. Hull), 1902, No. 4 (Contributions to

American educational history, No. 33).

History of higher education. in Colorado (James Edward Le

Rossignol), 1903, No. 1 (Contributions to American educational history, No. 34).

History of education in Texas (J. J. Lane), 1903, No. 2 (Contributions to American educational history, No. 35).

History of higher education in Maine (Edward W. Hall), 1903,

No. 3 (Contributions to American education history, No. 36).

BULLETINS

German views of American f duration, with particular reference

to industrial development, collated from the reports of the

Royal Pi ussian industi ial commission of 1904 (William N.

Hailmann), 1906, No 2.

State school systems: legislation and judicial decisions relating

to public education, October 1, 1904, to October 1, 1906 (Edward C. Elliott), 1906, No. 3.

Agricultural education including natio.' study and school gardens (James Ralph Jewell), 1907, No. 2.

On the training of persons to teach agriculture in the public

schools (Liberty Hyde Bailey), 1908, No. L

Statistics of state universities and other institutions of higher

education partially supported by the state, for the year ended

June 30, 1908, 1908, No. 1.

Admission -of Chinese students to American colleges (John

Fryer), 1909, No. 2.

Instruction in the fine and manual arts in the United States:

a statistical monograph (Henry Turner Bailey), 1909, No. 6.

2, 7) 3
APPENDIX III 251

Education for efficiency in railroad service (J. Shirley Eaton),

1909, No. 10.

Statistics of state universities and other institutions of higher

education partially suppoi ted by the state, for the year ended

June 30, 1909, 1909, No. 11.

Statistics of State universities and other institutions of higher

education partially supported by the State, 1909-10, 1910,

No. 6.

MISCELLANEOUS PUBLICATIONS

Statistics of colleges and collegiate institutions in the United

States, 1871.

Report on the national schools of science (D. C. Gilman), 1872.

Contributions to the annals of medical progress and medical

education in the United States before and during the War of

Independence (Joseph M. Toner), 1874.

International exhibition, Philadelphia, 1876. Collection to illustrate the history of colleges, universities, professional schools,

and schools of science, 1875.

Historical sketch of Mount Holyoke seminary (Mary 0. Nutting), 1876.

Historical sketch of Union college (F. B. Hough), 1876.

Contributions to the history of medical education and medical

institutions in the United States of America, 1776-18476

(N. S. Davis), 1877.

Sale of diplomas, 1880.

Medical colleges in the United States, 1881.

Recognized medical colleges in the United States, 1881.

Comparative statistics of elementary, secondary, and superior

education in sixty principal countries, 1882.

Sketch of the Philadelphia normal school for girls, 1882.

Historical sketches of the universities and colleges of the United

States (University of Missouri) (ed. by Franklin B. Hough),

1883.

Statistics regarding national aid to education, 1835.

Art and industo. Education in the industrial and fine arts in

4

the United States. Part III. Industrial and technical training

in voluntary associations and endowed institutions (Isaac

Edwards Clarke), 1897.

Art and industry. Education in the industrial and fine arts in

the United States. Part IV. Industrial and technical training

in schools of technology and in U. S. land grant colleges

(Isaac Edwards Clarke), 1898.

2 :i 1

4
252 HIGHER FDITCATION AND THE U.S. OFFICE

Honorary degrees as con fur rd in American colleges (Charles

Forster Smith), 1890.

Publications 1911 -19:53

ANNUAL REPORTS OF THE COMMISSIONER OF EDUCATION

Note: Exact titles of the Annual Reports vary from year to

year. See Bibliography for detailed publication data.

1911 (Philander P. Claxton)

Volume I: Chapter 1 "A brief survey of educational progress

during the decade 1900 to 1910" (F. B. Dresslar) ; Chapter

2 "Higher education in the United States" (K. C. Babcock) ; Chapter 11 "Training of vocational teachers in

Germany" (E. G. Cooley) ; and Chapter 20 "Recent movements in higher and secondary education in Germany"

. (Wilhelm Munch).

1912 ( Philander P. Claxton)

Volume I: Chapter 3 "Higher education" (K. C. Babcock).

1913 (Philander P. Claxton)

Volume Chapter 2 "Higher education" (K. C, Babcock) ;

Chapter 3 "Progress in medical education" (N. P. Colwell) ; Chapter 1 "Dental education" (E. C. Kirk) ; and

Chapter 21 "Progress of teacher training" (C. H. Johnston).

1911 (Philander P. Claxton)

Volume I: ('hapter 7 "Higher education" (S. P. Capen) ;

Chapter 8 "Progress of the year in medical education"

(N. P. ('olwell) ; Chapter 9 "Medical education in the

homeopathic school of medicine" (W. A. Dewey) ; Chapter

10 "Recent progress in legal education" (II. M. Bates) ;

and ('hapter 17 "Professional art schools" (Florence N.

Levy).

1915 (Philander P. Claxton)

Volume I: Chapter ti "Higher education" (S. P. Capen) ;

Chapter 7 "The training of teachers" (S. C. Parker) ;

Chapter 8 "Medical education" (N. P. Colwell) ; and Chapter 13 "Education for social work" (Edith Abbott).

1916 (Philander P. Claxton)

Volume I: Chapter 8 "Higher education" (S. P. Capen) ;

Chapter 10 "Medical education" (N. P. Colwell) ; Chapter

11 "Legal- education" (H. N. Bates) ; Chapter 12 "Engineering education" (C. R. Mann), and Chapter 22 "Extension education" (J. L. McBrien).

25,-;
APPENDIX III 253

1917 (Philander P. Claxton)

Volume I: Chapter 1 "Education and the war ;" and Chapter

3 "General activities of the Bureau."

(This volume of the Ana w1 Ri port mark, the transition stage

from the practice of issuing two volumes a year to the policy of

issuing a Biennial SUIT( y of Education,- Prior to the policy

which was established with the publication of Bulletin No. 88

first Biennial Surreythe second volume of the Annual Report

contained statistical summaries.)

1918, (Philander P. Claxton)

(In this and subsequent Wpm Is the information on higher

education is included in a general discussion of the Office of Education activities.)

1919 (Philander P, Claxton)

1920 (Philander P. Claxton)

1921 (John J. Tigert)

1922 (John J. Tigert)

1923 (John J. Tigert)

1924 (John J. Tigert)

1925 (John J. Tigert)

1926 (John J. Tigert )

1927 (John J. Tigert)

1928 (John J. Tigert)

1929 (William J. Cooper)

1930 (William J. Cooper)

1931 (William J. Cooper)

1932 (Bess Goodykoontz, Acting Commissioner)

1933-1939 (Reports of the activities of the Office of Education

appeared only in the Anima/ !if poll of thi Sr ci tnr y of the

Interior. Report for 19:33 by George Zook; 193 1 by Bess

Goodykoontz, Acting Commissioner; and 1935-1939 by John

W. Studebaker.)

1940 (John \V. Studebaker)

1941 (John W. Studebaker)

1943 (John W. Studebaker) (('o\ ers fiscal years 1911 -12;

1942-43)

1944 (John W. Studebaker) 1915-1952 (Reports published as part of the Report.

Frdesal Serum it,/ Agency. Remo is for 19 15-19 17 by John W.

Studebaker; 1918 by Roll Grigsby, Acting Commissioner; and

1919 -1952 by Earl J. McGrath.)

1953 et seq. published as Annual RI port of the United Staten

259
254 'HIGHER EDUCATION AND THE U.S. OFFICE

Departnteht of Health, Education, and Welfare! Samuel M.

Brownell, Commisqioner of Education, 1953-1956.

ANNUAL STATEMENTS OFTHE COMMISSIONER OF EDUCATIO141

1911 (Philander P. Claxton)

1912 (Philander P. Claxton)

1913 (Philander P. Claxton)

1914 (Philander P. Claxton):

1915 (Philander P. Claxton)

1916 (Philander P. Claxton) ' 1917 (Philander P. Claxton) >

. 1918 (Philander P. Claxton)

1919 (Philander P. Claxton)

1920 -(Philander P. Claxton)

BIENNIAL SURVEY OF EDUCATION

(Starting with the first Survey, covering the years 1916-18,

several Chapters are devoted to statistics relating to higher education.)

BULLETINS

Opportunities for graduate study in agriculture (A. C. Monatam), 1911, No. 2.

Age and grade census of schools atid colleges.. A study of retardation and elimination (George D. Strayer), 1911, No. 5.

Graduate work in mathenkatics in universities and in other

institutions of like grade in the U. S. (International commission on the teaching of mathematics), 1911, No. 6.

Undergraduate work in mathematics in colleges of liberalarts

and universities (International commission on the teaching

of mathematics), 1911, No. 7.

Examinations in mathematics (International commission on the

teaching of mathematics), 1911, No. 8.

Mathematics in the technological schools of collegiate-gr.:fie in

the U.S. (International commission on the teaching of mathematics), 1911, No. 9.

Training of teachers of elementary and secondary mathematics

(International commission on the teaching of mathematics),

1911, No. 12.

Statistics of State universities and other institutions of higher

education partially supported by the State, 1,910-11, 1911,

No. 19.

Course of study for the preparation of rural-school teachers

(Fred Mutchler and W. J. Craig), 1912, No. 1.

260
A PPE \ DIX 111

1106 awl,r, al W. l'o,,at am./ A pntipal,,..7 (Iiitcru,ttional commission on the teaching of matlitquatics1.. 1912. No, 2.

Educationc/ status, of 11 (1.rnq M. Adelaide Nutting), 1912, No.

7.

;Nr, til q r, lid ,rn,f r 1.,f,; Ildllatt

(Bally B. lurritt1, 1912. No 19.

batin-Anti nn.r. r, anti 'at .,..hoots (Edgar W.

Brandon), 191, No. 30,

Statist..., of `tat. (in,(', I NO oth, I lost,tul,on of

id,,eafmn pa ft oilln smppolt. rl tin the Stat. 191.2. 1912, No.

33.

Trgoorti; etili 1 So .s till I 1110 fiIIIh.I.s C Monahan and

P. 11. \Vright,, 1913. No 2

,..,t,incialfh, or Irighr (Ito otion !1, I kr Strltr

(George f., 11(.:1ean1, 1913. 'So 1. Entraw, 11,w/of rot of c (Clarence I/ Kingsley), 1913,

No 7

;0 of qui CIO) fit fltr ,',tat: oot .rhno/. .41he ps, for th.

.futin rldlrfpf IB, (' an,on). No 23.

:ter, el strottfittril coltoolc to 16 I'. S. (Kelin(' C. Babcock), 1913, No. 29

SPE, Mu's ot Slat. 111,1,1 1 ;011,., 11 otit PO 11 f 1r)?1. Of high.1

I.-In.-0ton Intl In1110 1,-.1 tit( Stflt, PI H. 1913, No, 60. rrrti 10.1011 'h. 41.4)111,s B. Hebei), 1914, No.

19.

Li to yr, y Ws, rt(et ion 01 1(1,1, r ctt tt ,'/)/10 /Ps, and normal 1e1.001::

(Henry R Et:1.). 1911, No, '21,

Ti in! (il (ho ,s In EnfIland, Scotland, fi (7. rntany

(Charles If 1911, No. 33,

Edmitt ,),1 tho hon., 4 Benianlin R. Andrev,-.1

t I! Nor mai ,chtotb-, 6, Tt rit r, toil 't'fit tit tons, 191,1, No.

l'al 1 III Coll. fli nri oott't !sit?, c, 1911, No, `,IS

tro,n,r,,/ Po/ t ur io (Frank A. Manny), 1911, No.

17

Si'rrio,t,e,. 1,t sr:rr, t,, .. irni/ slot, /Pi

No ".io

Sfr 111 f:f f if fdlt (1$ s 111111 ;tot)f.s' I Ott NO! f C. oral a.ssorint..,n. 191:3, No ci

in ?h.

NO 7

to' tilt t r'olle s I, It, S

Bird T It.illittini, 191+, N4? S L. (101 I;, o I Ii ,#i; (ii S 1913 No.

1' (l-z 1' Callen), 1915,

261
-36 HIGHER EDUCATION AND THE U.S. OF 'ICE

°ppm tunitits for foreign students at colleges-mid universities

ur the U. S. (Samuel P. Capen), 1915, No.".27.

University and the municipality (National association of municipal universities), 1915, No, 38.

nalni»g of Ili ntary school teachers in mathematics in the

count, ics iipresented in the Inter national commission on

the teaching of math' matics (1. L. Kandel), 1915, No. 39.

Statistics of State unieirsitiwand State colleges, 1915, 1916,

No. 6.

Problems involv, d in standardizing State normal schools

(Charles II. Judd and Samuel C. Parker), 1916, No. 12.

State higher educational institutions of Iowa, 1916, No. 19.

Accredited secondary schools in the U. S. (Samuel P. Capen),

1916, No. 20.

Surrey of I ducational institutions of the State of Washington,

1916, No. 26.

State higher educational institutions of North Dakota, 1916,

No. 27.

Educational sun rey of W yom mg (A .C. Monahan and Katherine

M Cook), 1916, No. 29.

University training for public s' recce (A report of the meeting

of the Association of urban universities), 1916, No. 30.

Registration and student records for smaller colleges (Benjamin F. Andrews), 1916, No. 33.

Coop, rativl sy.4, ni of 'duration, College of Engineering, Uniretsity of Cincinnati (Clyde W. Park), 1916, No. 37.

Negro r dueat,on (Prepared in cooperation with the PhelpsStokes funds under the direction of Thomas Jesse Jones),

1916. No. 37 (Vol. I) ; No. 38 (Vol. II).

Recent moven', nts in college and university administration

(Samuel P. Capen), 1916, No. 16.

Statistics of State onicresities and State roll' ges, 1916, 1916,

No. 50.

Higher twhnieal 'duration in foreign countries (Anna T.

Smith and W. S. Jesien), 1917, N. 11.

Studies in higher 'duration in Ireland and Wales (George E.

McLean), 1917, No. 15.

Stlal,'s in higher 'duration in England and Scotland (George

E. McLean), 1917, No. 16.

Accredit, d high, r institutions (Samuel P. Capen), 1917, No.

17.

Repot( of a slur' y of tit, nor' 'sit!' of VI rada, 1917, No. 19.

Training at 1( ',rho is of math' mates for the secondary schools

262
APPENDIX tit 257

of the wail $ 7$ S pi I .10 ntl thl bib PO WIWI commission

on the teaching of matht /nut (Itay)11011d C. Archibald),

1917, No. 27.

Institutions in the U. S. !piing instruction tn. agriculture.

1916-16 (A. C. :Monahan and C. 11. Dye).,1917. No. 31.

Vocational teach, es foi secondal Y schools. What Ho land-grant

colleyt s are doing to prepart (hi in (Chester D. Jarvis), 1917,

No. 38.

Educational cowl/laths in A i:onu (Report of a survey by the

U. S. Bureau of Education), 1917. No. 11.

Statisttcs of Stub ono( istties and Slat «.ollt fps. 1917, 1917,

No. 55.

Ca/ of the a oinan's college (Mabel L. Robinson) , 1918,

No. 6.

Bureau of ett nsion of the (*til( r.sity of North Catalina (Louis

R. Wilson and Lester A. Williams), 1918. No. 7.

Land grunt of 186.2 and the' land-giant collegt s (Benjamin F.

Andrew,,), 1918, No. 13.

Fired/dm/is 0/ ca/a.., a los 0,,,tilio ill 8 j1,0oj, los

olegtos u amyl salad( S los Estados de In Am, rim

del Nort, (Samuel P. Cap,n1), 1918, No. 16.

Insttuctions nr jon, nalism rrr tastitutions of hight r cdtwation

(James M. Lee), 1918, No. 21.

Rut al-t«tcht t pi elicitation in State mot schools (Ernest

Burnham). 1918, tic. 27.

Auto riCan (WI ;eh/tit/0 COP( s. Shirty of lb( 019(101z-4:N0n and

their tequilt no nts fro admissioa awl graduation (Chester

D. Jarvis) . 1918. No. 29.

Resources and sta ils of colIt (us of ails and self /ices (Samuel P. Capen). 1918, No. 30.

Coursis of slut y tot (hi prepalat ion of to (Olt is of nuttowl arts

(Albert F. S(epert ), 1918, No. 37.

Statistics of au, fruit tat and int chit weal mill gt,;, 1916-17

(Benjamin F. Andrews), 1918, No. '11.

Educational so) )./ (Edward F. Buchne), 1918. No. 15.

dical Education, 1916-1S (N. P. ('olwell). 1918, No. 16.

Statistics of Slat, attic( IsIto s am! Stafe Coll( s, 1918. 1918.

No. 51.

Adjuqm,nt HI, tuelori!, load in a oniri 'sit!' (Leonard V.

Koos) . 1919, No. 15

linolact ring r,lnetrftnn (F. L. 111,1101) 1919, No, 19.

tilt, +0 y of ;light «titration, 1916 -Is ( Samuel P. ('open and

Walton C. John), 1919, No. 22.

233
258 HIGHER EDUCATION AND THE U.S. OFFICE

Junior cell, ge (F. M. McDowell), 1919, No. 31.

Private comm( ?rail and tbusiness schools, 1917-18 (11. R. Bonner), 1919, No. 47.

Application of commercial advertising methods to university

extension (Mary B. Orvis), 1919, No. 51.

Administration of coi respondence -study departments of universities-and colleges (Arthur J. Klein), 1919, No. 56.

rontinurcia/ engineering. Report of a conference, 1919 (Glen L.

Swiggett), 1919, No. 58.

Public discussion and information service of unirePsity exten,

sion (Walton S. Bittner), 1919, No. 61.

Class extension oik in the universities and colleges of the U.S.

(Arthur J. Klein), 1919, No. 62.

Training teachers of agriculture (American association for the

advancement of agricultural teaching, 1919), 1919, No. 66.

Nurse twining schools. 1917-18 (11. it Bonner), 1919, No. 73.

Statistics of normal schools, 1917-18 (L. E. Blauch and H. R.

Bonner), 1919, No. 81.

/7i/ire/sag rife asap& ?hat arm rit (W. S. Bittner), 1919, No. 84.

Statistics of State um re/ ii 8-and State colleges, 1919, 1919,

No. 87.

Note: first Biennial Surrey of Education. containing detailed

information on higher education, appeared as Bulletins No.

88 to 91 in the 1919 series.

Requirements for the bachelor's degree (Walton C. John), 1920,

No. 7.

Agi icultural and mechanical colleges, including statistics for

1917-18 (Walton C. John), 1920, No. 8.

Correspondence study in universities and colleges (Arthur J.

Klein), 1920, No. 10. , Training teachers for Americanization. A course of study for

nor mal schools and teachers' Institute s (John J. Mahoney

et al.), 1920, No. 12.

g'alaries in universities and colleges in 1920, 1920, No. 20.

Statistics of universities, colleges, and professional schools,

1917-18 (11. R. Bonner), 1920, No. 34.

Facilities for foreign students in American colleges and universities (Samuel P. Capen), 1920, No. 39.

Gun ieulum of the college of agriculture (Cart R. Woodward),

1920, No. 40.

Education for highs ay engineering and highway transport

(Report of the Conference or highway engineering and high2 J
APPENDIX III 259

way transport education, Wa.shington, May 11-15, 1120. F. L.

Bishop and Walton C. John), 1920, No. 42.

Statistics of State unirersitis and State colleges, 1920, 1920,

No. 48. )

Opportunities for study at American graduate schools (George

F. Zook and Samuel P: Capen), 1921, No. ti.

Present status of music instruction in colleges and high schools,

1919-20 (Osbourne Mc Conathy), 1921, No. 9.

Pharmaceutical education (Wortley F. Rudd and P. F. Fackenthall), 1921, No. 11.

Medical education, 1918-20 (N. P. Colwell), 1921, No. 15.

'on in homeopathic medicine during the biennium 1918-

0 (W. A. Dewey), 192E-No. 18.

Developments in nursing «lucation since 1918 (Isabel M. Stewart) , 1921, No. 20.

High( r education, 1918-20 (George F. Zook), 192,1, No. 21.

State laws and regulations governing teachers' certificates

(Katherine M. Cook), 1921, No. 22.

Training for foii ign sr i vice (Glen L. Swiggett), 1951, No. 27.

Standards in graduate work in education (Leonard V. Koos),

1921, No. 38. ____ Business training and eoniml rem( education (Glen L. Swiggett),

1921, No. 43.

Education in for(stry, 1921, No. 44.

Education for highway engineering and highway transport

(Pyke Johnson and Walton C. John), 1921, No. 47.

Engineering education after the rear (Arthur M. Greene, Jr.),

1921, No. 50.

Statistics of nurse training schools. 1919-20 (H. R. Bonner),

1921, No. 51.

Statistics of State nnieersities and State colleges, 1921, 1921,

No. 53.

Preparation of tear/lets of the social studies for the secondary

schools (Edgar Dawson) , 1922, No. 3.

Statistics of pi trate commeicial and business schools, 1919-20

(II. R. Bonner), 1922, No. 4.

Report of the higher educational institutions of Arkansas

(George F. Zook), 1922, No. 7.

Statistics of teachers colleges and normal schools, 1919-20

(H. R. Bonner), 1922, No. 8.

Accredited secondary schools in the U. S. (-.3%4 (rge F. Zook),

1922, No. 9.

Residence of students in unrceisities and colleges1George F.

k), 1922, No 18.

266
'41

960 HIGER EDI'CATI H CATIIIN AN THE D U .S. OFFICE

,VIrtionut con,/ it nrr r,r %limo, eon( yrs, 1920, and first annual

rnr ting of Anti I 11011 as.sociatron of colleges, 1921

(George F. Zook) , 1922. No. 19.

Hight education in Aa8t folio and New Zealand (Charles F.

Thwing) , 1922, No. 25.

Philanthropy in the history of Ant( meal; higher education

(Jes:-,e B. Sears), 1922, No. 26.

Stat isties of agraa(thn01 and mechanical colleges for 1919 and

1920 (Walton ('. John), 1922, No. 27.

Statistics of up, sit a s, coney( 5, and professional schools,

1919-1920. 1922, No. 28.

Arcr(rlrt(rt highi r institutions (George F. Zook), 1922, No. 30.

cr 1st, y salami r schools (James C. Egbert), 1922, No. 31.

Statistics of hind-grant con( yes year ended June .30, 1921

(L. E. Mauch), 1922, No. 34.

Rt f,OII of a sae'( if of the r me( (sit y of .4 eizooa. 1922, No. 36.

History of the MaiotarTrttiniffv School of Washington University IC Coates) , 1923, No. 3.

,l/Hfica/ ,/ifefitim) 9-M-2.2 (N. P. Colwell), 1923, No. 18.

Hampton nor mil that agr icultural institute ((Walton C. John,

Introduction by William 110ward Taft), 1923, No. 27.

Iliyhie «lficolion, 1920-22 (George F. Zook), 1923, No. 34.

lb port of surc(y of State inst rt at ions of higher horning in

linrisos (G. F. Zook, L. I). Coffman, A. R. Mann), 1923, No.

10.

Statistic,. of Stab on ii isifir's and State colleges, 1922, 1923,

No. 19

Stotstics of land-grant rill( 19-.22 (L. E. Blanch), 1924,

No. 6.

Statistics at Loeb,(. role, end nor ma( schools, 1921-22,

1921, No. 10.

I)hiretrr,. to cow read log (Conference report),

1921. No, 16.

;Oa t icv of i,nii i esito s, co/iv and pi Of I ssional schools,

921-22, 1921, No. 20.

P,,foir( s obji eti s in 'raiding for foci ?go service (Conference Report) , 1921, No. 21.

chopo of pi ocriln If in collf grate gi.t rat ion (C. T. Avery),

1921, No. 22.

Stut,stree of Stati at m.( ioto s and State roll( yes, 1922-23,

1921, No 26

soppoll 0l .Stub s and coil( yes (C. H. Thurber), 1921, No. 28.

2'3 3
APPENDIX III 261

Land-gloat coil( fll ((location. 1:110 to 1920, Part I. Thstot y and

educdtional objectires. 1921, No. 39.

Trend of college enhance r«laiiements, 191.1-1922 (1-1. C.

'McKown), 1921, No. 35.

Land-giant college (Vacation. 1910 to 1920. Part II. Liberal

arts and sciences. 1924, No. 37.

Land-grant college education. 1910 to 1920. Part III. Agricultut e, 1925, No. 1.

. Land-g(:14 college education, 1910 to 1920. Part IV. Engineering and mechanic oils. 1925, No. 5.

Statistics of land-giant colleges. 1923 (W. J. Greenleaf), 1925,

No. 19.

Statistics of land-giant colleges, 1924 (W. J. Greenleaf), 1925,

No. 26. , Statistics of teachers colleges and normal schools, 1925, No. 28.

Land-grant college education, 1910 to 1920. Part V. Home economies, 1925, No. 29.

Medical education (N. P. Colwell), 1925, No. 31.

Progress of dental edorotion (F. C. Waite), 1925, No. 39.

Land -grant colleges, June .10, 192.; (W. J. Greenleaf), 1925,

No. 44.

Statistics of universities, colleges, and professional schools,

192.3-24, 1925, No. 45.

Recent progress in (ego! education (A. Z. Reed), 1926, No. 3.

Genetal uniretsity extension (T. 11. Shelby), 1926, No. 5.

Accredited !tight'? institutions (Vila B. Ratcliffe), 1926, No. 10.

Residence and migration of university and college students

(G. F. Zook), 1926. No. 11.

Statistics of pricat( business and comnarcial schools, 1924 -25,

1926, No. 14.

Higher education. 1922-24 (Arthur J. Klein), 1926, No. 20.

Medical education, 192/v-26 (N. 1'. Colwell), 1927, No. 9.

Physical education in American colleges and universities (Marie

M. Ready), 1927, No. 14.

Statistics of teaches colb fps and normal schools, 1925-26,

1927, No. 30.

Thylii r (ducal ion, 192'i -26 (Arthur J. Klein), 1927, No. 34.

Preparation of teachers (Wm. M. Robinson), 1927, No. 36.

Land-want eollellis. June .10, 1926 (Walter J. Greenleaf), 1927,

No. 37.

Statistics of nniri Isitics, colleges, and professional schools,

1925-26. 1927, No, 40.

Accredited highi i i nsfillnions, 1927, No. 41.

2U7
262 HIGHER EDUCATION AND THE U.S. OFFICE

Statistics of nurse tiaining schools, 1926-27,1928, No. 2.

College and university extension helps in adult education, 1928,

No. 3.

Professional pri potation of teachers for rural schools, 1928,

No. 6.

Survey of Negro colleges and universities," 1928, No. 7.

Edifeational surveys (A. J. Klein, et al.), 1928, No. 11.

Land-grant colleges and universities, 1927 (W. J. Greenleaf),

1928, No. 14.

Self-help for college students (Walter J. Greenleaf), 1929, No.

2.

Accredited higher institutions, 1927-1928 (Ella B. Ratcliffe),

1929, No. 7.

Medical education, 1926-1928 (N. P. Colwell), 1929, No. 10.

Higher education, 1926-1928 (Arthur J. Klein), 1929, No. 11.

Land-giant colleges and universities, 1928 (Walter J. Greenleaf), 1929, No. 13.

Statistics of teachers colleges and normal schools, 1927-1928

(Frank M. Phillips), 1929, No. 14.

Teacher Training, 1926-1928 (Benjamin W. Frazier), 1929,

No. 17.

Legal education, 1925-1928 (Alfred Z. Reed), 1929, No. 31.

Statistics of universities, colleges, and professional schools,

1927-1928 (Frank M. Phillips) ;1929, No. 38.

Bibliography of junior colleges (Walter C. Eells), 1930, No. 2.

Survey of kind-grant colleges and universities (Arthur J.

Klein), (2 Volumes), 1930, No. 9.

College and university extension helps in adult education, 1928-

1929 (L. R. Alderman), 1930, No. 10.

Accredited higher institutions, 1929-1930 (Ella B. Ratcliffe),

1930, No. 19.

Statistics of private commercial and business schools, 1928-29

(Maris M. Proffitt) , 1930, No. 25.

Land-grant colleges and universities, 1929 (Walter J. Green-

. leaf), 1930, No. 28.

Sul vey of state-supported institutions of higher learning in

Arkansas, 1931, No. 6.

Survey of public higher education in Oregon (Survey commission: Arthur J. Klein, Fred J. Kelly, George A. Works), 1931,

No. 8.

Research in higher education, 1931, No. 12.

Scholarships and Fellowships (Ella B. Ratcliffe), 1931, No. 15.

History of the municipal university in the U.S. (R. H. Eckelberry), 1932, No. 2.

263
APPENDIX III 263

National surrey of s.ondory education, 1932, No. 17 (5 of 28

monographs relate to higher education).

,.Land -grant colleges and universities, 1931 (Walter J. Greenleaf), 1932, No 2q.

Background study of Neo college students (Ambrose Ca liver),

1933, No. 8.

National survey of the education of teachers (6 volumes) (G. L.

Betts, et 0.), 1933, No. 10.

Institutions of higher education in Norway (Alina M. Lindegren), 1934, No. 2.

Supervision exercised by states over privately controlled institutions of higher education (John H. McNeely), 1934, No. 8.

History of education in Washington (Frederick E. Bolton and

Thomas W. Bibb), 1934, No. 9.

Privately controlled higher education in the U.S. (Fred J. Kelly

and Ella B. Ratcliffe), 1934, No. 12.

Institutions of higher education in Denmark (Alina M. Lindegren), 1934, No. 13.

Prediction of success in college (David Segel), 1934, No. 15.

Accredited higher institutions, 1934 (Ella B. Ratcliffe), 1934,

No. 16.

Problem of duplication, as attacked in certain state surveys of

higher education (John H. McNeely), 1934, No. 19.

Graduate study in universities and colleges in the U.S. (Walton

C. John), 1934, No. 20.

Federal student aid program (Fred J. Kelly and John H. McNeely), 1935, No. 14.

Junior colleges (Walter J. Greenleaf), 1936, No. 3.

Instruction in. hygiene in institutions of higher education (J. F.

Rogers), 1936, No. 7. . Graduate work in engineering in universities and colleges in th"

U.S. (Walton C. John and W P. Hammond), 1936, No. 8.

Scholarsh(ps and fellowships available at institutions of higher

education (Ella B. Ratcliffe), 1936, No. 10.

Poland's institutions of higher education (Severin K. Turosienski) , 1936, No. 14.

Authority of state executive agencies over hieer education

(John II. McNeely), 1936, No. 15.

Insurance and annuity plans for college staffs (Sherman E.

Flanagan), 1937, No, 5.

Student health services in institutions of higher education

(James Frederick Rogers), 1937, No. 7.

College salaries 1936, (Walter J. Greenleaf), 1937, No. 9.

Economic status of college alumni. 1937, No. 10.

2 6 9
264 HIGHER EDUCATION AND THE U.S. OFFICE

College student mortality (John II. McNeely), 1937, No. 11.

Some factors in the adjustment of college students (David Segel

and Maris M. Proffitt), 1937, No. 12.

University unit costs (John H. McNeely), 1937, No. 21.

Continuity of college attendance (Fred J. Kelly), 1937, No. 24.

College projects for aiding students (Fred J. Kelly and Ella B.

Ratcliffe), 1938, No. 9.

-Accredited higher institutions, 1938 (Ella B. Ratcliffe), 1938,

No. 16.

Hospital schools in the United States (Clele Lee Matheison),

1938, No. 17.

Higher educational institutions in the scheme of State government (John H. McNeely), 1939, No. 3.

The graduate school in American democracy (Isaiah Bowman),

1939, No. 10.

Collegiate accreditation by agencies within States (Fred J.

Kelly, Benjamin W. Frazier, John H. McNeely, and Ella B.

Ratcliffe), 1940, No. 3.

Fiscal control over State higher education (John H. McNeely),

1940, No. 8.

Education and se, vice conditions of teachers in Scandinavia,

the Netherlands, and Finland (Alina M. Lindegren), 1940,

No. 9.

Financial aids for college students (Fred J. Kelly and Ella B.

Ratcliffe), 1940, No, 11.

Placement services in colleges and universities (Lulu B. Anderson), 1940, No. 12.

, Education of teachers. Selected bibliography: October 1, 1935

to January 1, 1941 (Benjamin W. Frazier), 1941, No. 2.

Education of school administretors (John Lund), 1941, No. 6.

Handbook of college entrance requirements (William W. Hinckley), 1941, No, 13.

Opportunities for the preparation of teachers in health education. A Surrey of 20 teachers colleges, 1942, No. 1.

Education of teachers for improving majority-minority relationships, Course offerings for teachers to learn about racial and

national minority groups (Ambrose Ca liver), 1944, No. 2.

Accredited higher institutions, 1944 /Ella B. Ratcliffe), 1944,

No. 3.

Data for statewide planning of veterans' education (Ernest V.

Hollis), 1945, No. 4.

Higher education looks ahead (Ernest V. Hollis and Ralph C. M.

Flynt), 1945, No, 8.

Engineering, science, and management war training: Final Report (Henry H. Armsby), 1946, No. 9.

2 0
APPENDIX III 265

Student tear loans program: Final report (Ralph C. M. Flynt),

1946, No. 14.

Statistics of land-giant colleges and universities: Year ended

June 30, 1944 (Lloyd E. Blauch and Francis G. Cornell),

1946, No. 16.

Vocational education of college grade, 1946, No. 18.

Statistics of land-grant colleges and universities: Year ended

June 30,1945 (Maude Farr), 1947, No. 1.

Teaching as a career (Benjamin W. Frazier), 1947, No. 11.

Statistics of land-grant colleges and universities: Year ended

June .30, 1946 (Maude Farr), 1947, No. 14.

Education of Negro leaders. Influences affecting graduate and

professional studies (Ambrose Ca liver), 1948, No. 3.

Statistics of land-grant colleges and universities: Year ended

June 30,1947 (Maude Farr), 1948, No. 8.

Accredited higher institutions, 1948 (Theresa B. Wilkins), 1949,

No. 6.

Statistics of land-grant colleges and universities: Year ended

June .30, 1948 (Maude Farr), 1949, No. 8,

A surrey of cooperative engineering education (Henry H.

Armsby), 1949, No. 15.

Orientation and English instruction for students from other

lands (Program of the Washington D.C. orientation center

for foreign students and trainees of Wilson Teachers College) (Margaret L. Emmons), 1950, No. 8.

Statistics of land-grant colleges and universities: Year ended

June.30, 1949 (Maude Farr), 1950, No. 11.

Toward better college teaching (Fred J. Kelly), 1950, No, 13.

Statistics of land-grant colleges and universities: Year ended

Jun( 30, 1950 (Maude Farr and Robert C. Story), 1951,

No. 4.

Land-grant colleges and universities: What they are and the

relations of the Federal Government to them, 1951, No. 15.

Scholarships and fellowships available at institutions of higher

education (Theresa B. Wilkins), 1951, No. 16.

Statistics of land-grant colleges and universities: Year ended

June 30. 1951 (Maude Farr and Robert C. Story), 1952,

No. 2.

Accredited higher institutions. 1952 (Theresa B. Wilkins), 1952,

No. 3.

Higher education in France. A handbook of inforn on concerning fields of study in each institution (Edith hler),

1952, No. 6.

Land-grant colleges and universities: A Federal-State partnership (Fred J. Kelly), 1952, No. 21.

271
266 HIGHER EDUCATIoN AND TEES U.S. OFFICE

Statistics of bind-grant calhgrs and unire) sities: Year ended

June 30. 1932 (Maude Farr and Robert C. Stor), 1953,

No. 1.

CIRCULARS (MIMEOGRAPHED)

support of colleges and wort rsit« s, 1927-28 (Walter

J.- Greenleaf) , No. 6, 1930.

Collegiate couises in tiansportation, 1928 (J. 0. Malott), No.

11., 1930.

Cottcgiote courses in bus»il ss organization and management,

1928 (J. 0. Malott), No. 13, 1930.

Collegiate courses nt marks ting and merchandising, 1928 (J. 0.

Malott), No. 1,1, 1930.

Medical education (W. J. Greenleaf), No. 1J, 1930.

Journalism (W. J. Greenleaf), No. 20, 1930.

Legal education (W. J. Greenleaf), No. 22, 1930.

Lil»arianship (W. J. Greenleaf), No. 23, 1930.

Architecture (W. J. Greenleaf), No. 24, 1930.

Electrical nyim r, ing (W. J. Greenleaf), No. 25, 1930.

Civil Engineering (W. J. Greenleaf), No. 27, 1930.

Mechanical engineeiing (W. J. Greenleaf), No. 30, 1931.

Dentistry (W. J. Greenleaf), No. 33, 1931.

Expt nditur s ;i1 publicity-controlled junior colleges. 1928 (H. G.

Badger) , No. 10, 1931.

Sum »ie I session opportunities for parent education (Ellen C.

Lombard) No 15, 1932.

University and college coursts in iadio (C. M. Koon), No. 53,

1932.

Economic outlook in high( r education for 19,12-33 (Henry G.

Badger) , No. 58, 1932.

Higher education in foreign romiti les: its history and present

status. :1 list of )(le) I ores (,T. F. Abel), No. 77, 1933.

Cot/twilit(' emirs( s n, ode( rtising, 1932 (J. 0. Malott), Nom00,

1933.

Collegiate courses in transpmbition, 1932 (J. O. Malott), No.

91, 1933.

Dirt dory of roll( giate b,neons of business research, 1933 (J. 0.

Malott); No. 92, 1933.

Collegiate courses in accounting and business statistics (J. 0,

Malott ) , No. 94, 1933.

Collegiate COI'Se8 in lm»ki»g and finance, 1932 (J. 0. Malott),

No. 95, 1933.

Collegiate courses to business lair, 19.12 (J. 0. Malott), No. 96,

1933.
APPENDIX III 267

Collegiate courses in foreign trade and foreign service, 1932

(J. 0. Malott), No. 97, 1933.

Collegiate courses in insurance, 1932 (J. 0. Malott), No. 98,

1933.

Collegiate courses in marketing and merchandising. 1932 (J. 0.

Ma loft), No. 99, 1933.

Collegiate courses in business organization and management;

1932 (J. 0. Malott), No. 100, 1933.

Collegiate courses in realty, 1932 (J. 0. Malott), No. 101, 1933.

Collegiate courses in secretarial sciences, 1932 (J. 0. Ma lott),

No. 102, 1933.

Evening classes in business subjects offered by colleges and

universities, 1932 (J. 0. Ma lott), No. 104, 1933.

correspondence courses in business subjects offered by colleges

and universities, 1932 (J. 0. Ma lott), No. 105, 1933.

Cooperative part-time course in business offered by colleges

and universities, 1932 (J. 0, Ma lott), No. 106, 1933

Extension classes in business subjects offered by colleges and

universities, 1932 (J. 0. Malott), No. 107, 1933.

Education of teachers and the financial crisis (Katherine M.

Cook), No. 110, 1933.

Economic outlook in higher education for 1933-34 (H. G.

Badger), No. 121, 1933.

Preliminary report, land-grant colleges and universities, 1933

(W. J. Greenleaf), No. 126, 1933.

Home economics offerings in institutions of higher education,

1932-1933 (Louise 0. Pettit and A. H. Gibbs), No. 134,

1934.

Preliminary report. Land-grant colleges and universities, year

ended June 30. 1934 (\V. J, Greenleaf), No. 136, 1934.

P. W. A. allotments for non-federal educational institutions, No.

114, 1935.

Economic outlook in higher education for 1935-36 (H. G.

Badger),, No. 148, 1935.

Preliminary report. Land-grant colleges and universities, year

ended June 30, 19.15 (W. J. Greenleaf), No. 149, 1935.

Salaries in land-giant colleges, not including institutions for

Negroes, 1935 (W. J. Greenleaf) , No. 157, 1936,

College receipts and expenditures 1935-36 (H. C. Badger and

F. J. Kelly), No. 167, 1936.

Preliminary report. Land-grant colleges and universities, year

ended June 30, 1936 (W. J. Greenleaf), No. 168, 1936.

Preliminary report. Land-grant colleges and universities, year

973
268 HIGHER EDUCATION AND THE U.S. OFFICE

ended June .10, 19.17 (W J. Greenleaf), No. 172, n.d. (probably 1937).

College receipts and expenditures, 1936-37 (Preliminary sampling report) (Henry G. Badger and Frederick J. Kelly),

No. 174, 1937.

College income and expenditures, 1937-38 (Preliminary sampling report) (Henry G. Badger and Frederick J. Kelly),

No. 175, 1938.

Preliminary report. Land-grant colleges and universities, year

ended June .30, 1938 (Maude Farr), No. 176, n.d. (probably

1938).

College income and expenditures, 1938-39 (Preliminary sampling report) (Henry G. Badger and Frederick J. Kelly),

No. 182, 1939. - Preliminary Ticport. Land-grant colleges and universities, year

ended June 30, 19.18 (Maude Farr), No. 183-, n.d. (probably

1939).

Instituiions bf higher education accredited by State departments

of education and State universities, 1940 -31, No. 185, n.d.

(probably 1941).

Preliminary report. Land-grant colleges and universities, year

ended June .30, 1940 (Maude Farr) , No. 187, n.d. (probably

1940).

College income and expenditures, 1939-40 ,(Preliminary sampling report) (Henry G. Badger and Frederick J. Kelly), No.

188, 1940.

Survival rates of pupils (5th guide through college) (Emery

M. Foster), No. 193, 1940.

College salaries, 1939-40 (Maude Farr and Blanche K. Choate),

No. 195, n.d. (probably 1940).

Age and College year of men students, 1940-41 (Emery M.

Foster), No. 198, n.d. (probably 1941).

Land-grant colleges and universities, year ended June 30, 194t-

(Preliminai y )(Tort), (Maude Farr), No. 206, n.d. (probably

1941).

College income and expenditures, 1940-41 (Preliminary sampling report) (Henry G. Badger), No. 207, 1941.

Teacher placement, registration, announcement, and related

services, 1942 (Benjamin W. Frazier), No. 209, 1942.

Teacher certification in wartime, 1942 (Benjamin W. Frazier),

No. 213, 1942.

Statistics of the education of Negroes (a decade of progress)

(David T. Blose and Ambrose Ca liver), No. 215, 1943.

Estimated college staff, enrollments, and graduates, 1941-42
t)-

Avi'l.:\i/1\ 111 269

rt..1 , t..,./ rl , I t IHAII ' f 1,11 Ill I .i , , ; i Maigai et J. S Carr

anti }lent` i't 'Badge! I. N.), 21o, )9 it

Er!i ct of rho 0 , 4 ; ,,p,,:, ,'..1 I t (I. I. ,,f,l'Irr I 4 'kill V G 1;a1ger and

fieniaindi 8, Flant,i i Ni . 217. 111:1'

/.... ti...1,,,, , ot,. ,,,,,1 ,, , , , ,t ,,, f.'' 14 , ,! .f ll ni ,P). 194,2

e 1',!' ,,, ,,,,. , ,. foi,( ' I 4 ,NI;141dt l' .ti r) N.) 2.20, l911.

rof',,I. ,,,,,,,, , ,,, .i . .p..1, ' tht, , t°;t ',...' (Item G. Banger).

N.. 222, 1 ol''.

It .:.,,, , .),,,1 , ,p, , ,t.° .. - ot , .)' ....t.o... of II! fihl 1 I ihii attOn,

Po ,"1 .ii ," '1 ! 1 , P ,..' 1 .7)1,14l+1,0 F 4,4-1 ) , No 22:1. 1913

s,,t, / 9 'it 1 : ,ol H' , , ''^r )04,1;11 C ttb il,Ifill / 11,!,,,tifilrni," ;fl 11.,E ft, ,f p, !-- '; , , ' ^''.: 4 1;1'411,011W %V Fi.izi.t..1.), No 226,

19 1.1.

Ef,,,,,, to gh, ,,,, ,,,,,,, ,,,',',,i, - f't; ; ,. +11. niv G Badger :Incl

Betilainin VC 1:*1.);')01 I. No 2.2-, 1911

Pd. ,1 1'14,1

.M,.)1,11. ). N., 22'1, 1911

t.! ) N,) '2', 19173

(,,,,,bot I, .1, ri/, I '0 ;1), ;7' .1 rt port

,,, o. ti PI. '10 .(111' HI On 111,1,111f 1

1: '23'), 1917

E , . . ,it ,',d 7111 pit!

I ; ,;t tiltd t, OM 54 lid( ?it 14 ,T'e ,; ,1 poi t to?

, 11,41, 1:..1,,e,,t9,12 .Ni . 236, l817.

o

r r (Robert C.

P."- 1 N.) 19 17

Is' d -p ' 1,1 (.(1,10111,1

N N., _11., 191r,' 1, 4," r (1 or! " ;;; ,t1m,

N. 213, 191i.

, tot- th.

t,. 1,4 I Eliz,d)i..th

Ist,0,,ottots.

1 :"NT, 1 Vi 217 191)R

,, , )9 '

, ; ' 1,1 1:Ot'f't

, r)1."

, '," 01, r,1

41:4%I.4'1! ''ztory and

\." ;) N.) 2-.1 1.11.1

11.1.1::., , 1!'1'

, jo. r; 11elirl G

2 t")
270 HIGHER EDUCATION AN!) THE U.S. OFFICE

Su rrf ys of Ittyllrr 'trill Ih, )trltr1 SI aft s, 19.17-1949

(Elizabeth N. Layton), No. 257, 1919.

stSti,1)11 vt In high( r mull tonal lust it talons,

1948 on 1.949 (Rolwrt C. Story), No. 261. 1919.

Evirtod rani-find by 1m r td,lrattonal rnsfilaftons,

1948- 1,9 (Robert C. Story), No. 262, 1919.

Statist lea I so alma igh I 4 d im), 191,7 is:

stud( of,.4., and Ii fl, I:, In /HOC/ diiea/i0//, 191, .(Henry

G. Badger), No. 263 1919.

19 Fall I nrolhoi of in high( r I (bowl lanai 0,st 0 ut noN (Robert

('. Story), No. 261, 1919.

I10/ Ottollnoof5 unrl dey s, (Robert C. Story

and Homy 11 Armsby), No. 266, 1950. nab uatt aradrcif, y 1 11 s in h or y ran f rred in

194s- 1,!1: ;tnal s 011(1 con, ,usons (Jennings B. Sanders),

No. 267, 1950.

I.7 urt It s high, I d urn/ ;on : Si n1 ,st ow' m ma nil far 1947-48

(llonry G. Badgcr), No, 268, 1950.

Gf dna um of roll, yr stud, nts, 1949...-,0, A summit po,I (Robe' t (' . Story ) N. 279(a), 1950.

19.70 Fall oil moot in 1, 011,, (bow( wool Insl II ut ions (Robert

C, Story), No 281, 195.

d ro, 01 11 (I h11 it , ducat tonal ins1 it at tans,

19 1,9- ( Robert C. Story), No. 282. 1950,

L,4,-/t, (I al f ow)), len liefilef 1 1 (tetra, Mind inSI 11 iltiOnS,

19 onu ino I (Robert C Story), No. 282 (a) , 15o.

ril I t ,;(110 I, ,a1 -,1, on, , ist1 fe 1949.70

;:,1,00le I: .1) r), No 1951.

Tho q ran l'n t, d I 1;14,o y (,1ennnigs B Sandr,), No 281. 19.5o

;Hu , ,,,1111!) end ,S 1 'I....JP (1Z()))e1't Story

and lbnry II Arni,1) , No. 287, 1951

01, I ,v lie l'er do el betilary

ae (In 1:e el Ill'! 1,111,110 B Sandcrs), No. 28S,

1951

sh, e el Ceelle elf (lit'! , 400 Send, Sluff ,

and l Pei e I fia' 19-d: I ), Ni) 9:1, 1951.

I). ale, H '.0e,; ,x, t, le ,n ,;() (.1elininw, 1 Sanders),

\o '295, 19-)1

1 17.1, firohlido If /,/ /////b/ ,,tn,nt in of eee,,11,111,1171S.

No 297, 1951, r tei e Oil en, Ill's la, 19.71-.12 as

z
APPENDIX III 271

companed with thosi of 1950-51 (Emery M. Foster), No. 299,

1951

Faculty, stud, »ts, and dr grt es in higher education: Statistical

summer y for 1949-.;0 (Margaret J. S. Carr), No. 326, 1951.

'College introductory rout's( s on the history of Europe, the

Western World, or Wod Civilization with special reference

to the 9:7 lane nt rollegrs and State omit', 181tws (.Jennings

B. Sanders), 327, 1931.

Fall ( itt Ono nt in higher educational institutions (Robert C.

Story), No. 328, 1951.

Finances in-higher dUC01011: Statistical summary for 1949-50

(Wade Farr), No. 332, 1951.

Earned degri us conferred by high( r educational institutions,

1950-51 (Robert C. Story), No. 333, 1952.

Earrivd d4,grers confi rr( d by higher educational institutions,

1930-51: Summary report (Robert C. Story), No. 333(a),

1952.

Engiorerrog r mollments yod deg vus, 1951 (Robert S. Story

and Henry 11. Armsby) , No. 33 . 1952.

ROTC loots and ?wine( ring enrollmints (Henry H. Armsby),

No. 342, 1952.

Tiansfers to schools or eolhgrs of fogini ering (Henry H.

Armsby and Robert C. Story), No. 313, 1952.

Offiel of Ednent ion f inuttr. of nrollno nts for 1952-5,1 as

romporfd with tiros, for 19.71-72 (Emery M. Foster), No.

354, 1952.

Faculty solo, s rn land -grant rolb yes yod Stub unt versa s 1951-32 (MAude Farr), No. 358, 1952.

19.72 Fail I orolloo ot in 11101 I educational rostrt ut ions (Robert

C. Story), No. 359. 1952.

Earned 9/ s ran d bra high, educational institutions,

1931-32 (Robert C. Story), No. 360, 1952.

Elmo d digit(~ ronfi Hid by /Hillier educational Instrtutrans.

2: Summit, y pelt (Robert C. Story). No. 360(a)

1952.

Studi nt-bodo in of high( r r ditcotion, 1951

(Henry (;. Badger), No 361, 1952.

Mot hods um,/ by con, fle' 50en11 serf or, di pm l tor rots to improve

stroll midi stunt!, ng of post-World War If into rnationaf

nsions (Jemunp B. Sanders), No. 362. 1952.

Engin( Ho, 010111n1 Os and degrees, 1932 (Robert C. Story

and Henry II Armsby). No. 361, 1953.

Tor nsf rs si 11001S Or roll( fps Of I own( ring

and Henry 11. Arm:,by), No, 365, 1953,

2^ 7

(Robert C. Story
^Pp HIGHER EDUCATION AND THE U.S. OFFICE

Coop(' t of «tarot ono I 111'01101»18 111 colleges curd t ch n teal in-,

stdates (Henry II. Armsby), No! 368, 1953.

Library statistics of rolL1lrs (111(1 t«II re rs it ies rcith en roll)nents

(If 5,(1(1(1 st ad( s or mo , 1951-52, No. 370. 1933.

L'atm (.1 (pi eonooftlrtd by. h (Ike r «Iacono? al tnst It ',nails,

1952-5.; (11abel C. Rice and Neva A. Carlson) No. 380, 1953.

Eat md fief iret s 4.0,111'1 t «1 by hi gh er t ducat (ono I I mit it ut ions,

1!152 -5d: Summitry t port (Mabel C. Rice and Neva A. Carlson), No. :380 (a) , 1953.

COMMERCIAL EDUCATION LEAFLETS

Coth 11t o tittlinee et «lits eon) mi trial .sob Jed s (G. L. Swiggett), No. 1, 1923.

St at 1st les rtlat1011 to too. n 58 ed11eat1011 ill C011111'' (111(1 111111WsThe s, 1921.22 (G. L. Swiggett). No. 6, 1923.

GOOD REFERENcES nuoGRAPHY

=1)0»o,' (q,//, !Ps (W. C. Eel)'), No. 31, 1935.

High, motro/, 01q(n11:afiou, and administ ration

(.John II. :McNeely and Martha IL McCabe). No. 19. 1936.

High( r (di/ration: cut tetel on' tt tol ursti Het Om ( Ella B. Ratcliffe

and Martha I McCaLe), No. 50, 1936.

St wit nt soom 1 o'ot I: I t' Mints( 11m x and collegi .chu It tits

(Walter .1. Greenleaf), No. 31. 1936.

. on rh a titling ph dosoyh III high( 7' «I f n (Ella B. Ratcliffe nil(' Martha R. McCabe). No. 53, 1937.

if tire 0,1 et ;on ot st ad tits 11I Ir11/ht r I duration

:c.tarth.t R. Ic('abe and Ella B. Ratcliffe). 67. 1910.

liKittER Ent Al 444 \ !iv') L.1its

Thi a 1, on al hit d gt t (1144114-; Godf ( unnumbered) , 1916.

(11 I ICI( II (.1111e tool Ilfl l t t (I1111'1111 the 11'111: (I(1),Ill Ill a conference held at Va,diingto, May 3,)1917,

under the an,pice, of the committee on s .1e11( o, engineering,

and education of the Adi,oic ,onmii,./on of the Council of

national dofci,e), No. 1, 1917.

of .1mo I )cell colt, (if tItiel ;1 istItt I top the r

I Report of the ,.vork of the e ication section of the Committee, on engineei ing and eiltical ion -of the Adt isory 'emumi.,;- on of the Council of n,itiolial ilefen.0), No. 2, 1917.

11.h)'A tt1 I /fro 11) cell/, Ile el e111 en?, e l.`ote I ` di(I11111 th, ?rot

41Z,,port of a 1(11,11 coof ttit (' tit r feint at Ion St'/ lion of the

Committee on eni..inoei mg and pillic,mon of the Advisory

commi,zion of the Conn( defetc-c ;10 it comntis-
APPENDIX III 273

sion representing the univeisities of Canada, held at Washington. July 3-1, 1917), No. 3, 1917.

Work of .lent ica/r colleges and universities during the war.

Conti dint ions of higher institutions to the teal and to recon5t1 net ion, No. 1, 1917.

Wet k of Aim //can colleges and little( rsities during the war

(Report of the work of the uniersity section of the Committee on engineering and education of the advisory commission

of the Council of national defense). No. 5, 1917.

Work of .1 mei lean colleges and 'live rsities during the- war

(Report on the contributions of higher institutions to the

national service), No. 6. 1918.

Work of Arno /Iran C0111 S and universities during the war.

The inipoi tot ace of technical (taming in military operations

(M. E. Cooley), No. 7, 1918. i ga a iza lion of the colh ge of agriculture (C. D.

Jarvis), No. 8. 1918.

Wot k of Aim icoi colloges and woe, s during the war.

Effi i t oi the rear on shade at en roll ',tent No. 9. 1918.

Won k of AM( rieuii roll/g(s and 101110i( s dieting the war.

Elfcut of the war on rani flu budge t., No10. 1918.

hornier at Eeturat 'an trim the ( d ea t ioaal su re It movement

(S. P. ('apen). No. 11, 1918.

0 pp°, t unit o .4 at roll, ft( for ro hll i,ing sold io rs, No. 12, 1918.

co/buf roivtoilto (C. D. Janis). No. 13, 1919.

.1dranr, el ',rational tem k l,tthrn a goy( n m ent buret, a (P. C.

Agnew ), No. 11, 1919.

hoc/ us, s (// s of ralli q, ft itch/ s. No. 15. 1919.

)AO( SOI filo slo Annon in( nts to, till 1. S. of A.. 1919,

No. 16, 1919.

How much do(., h n at ,o cost (E 13 Stevens), No. 17,

1919.

Oh to phi r llo t a no at to aelo s anal (hi 'niprot,nleltt of

t+ aria IS ill St r WI (\V. F Stewait), No. 18. 1919,

Rhoda,: SC/1(0111r ;lil .1ntlf+1.11,e( noire r, till 1' s. of A.. !!)...,'0,

No. 19, 1920

()//pro fund', , thi ,:t)///// nt ( 11(11111 I t',09. at All?Crafin

last Iltaat,, No 20, 192(1.

I of 1H or OH brim( t r0111 ql MO I 110161'

in (la, , No 21. 1920.

Oppo, rl,t fill Hal of PI in ill, f'.s. (C. F'

Zook) . No 22. 1920

Sla raw(' Irma/Hap s and lit, , at II', /it .11.1a ra an ebb', gas and uniei t+, s ((. \V 11:ixeli). No 2:1, 1920.

2 )
IIIGIIER EDUCATIoN AND THE U.S. OFFICE

Rhod( s schol(Hlups11(1001atieltiln. U. S. of A., No. 21, 1921.

Rhodes scholarships. 31( morondion. U. S. of A., No. 25, 1922.

Rhodes scholarships. 11( flotations for the U. S. of A.. No. 26,

1923.

f d of all tIlli11111f1 1)1 C(111 fp (111(1 1(5 application in after life

(G. C. Nimmons). No. 27, 1923.

Rhodes seholatships. Regalations for the U. S. of A., No. 28,

1921.

Rhode,4'scholaiNhips. Mentorandon. 1.. S. of .1., No. 29, 1925.

Potichs and (.01.11(.111(1 of schools of cdtteation in State Universities (J. B. Edmomz,on and A. 11. Webster), No. 30, 1925.

Rhodes scholatshtps. 311 motandunt. U. S. of A., No. 31, 1926.

Expend/totes or titan noir( (sal( s and State colleges, 1924-25

(W. J. Greenleaf), No. 32. 1926.

Rhodes seholatships. Memotandnin. U. S. of A.. No. 33, 1927.

Rhodts Scholarships. 31( toolandnin, U. S. of A., No. 34, 1928.

loME ECoN(JNlICS CIRCULARS

Thof cool s in holm mak, nit for

Lyford). No. 8, 1919.

firs /her institntions in which horn( (conomws is taught. No. 17,

1923.

Tilt( s Of COM t( (I i i Si al Ch f1on1 how( tconornics di partments

in Am( wan roll(((s 1114 omit 1.,.;ito 5, 1918 to 1923, No. 1g,

1921.

11mni iconoin in011 net ion in um 1 rsit i( 5, roil( ars, state

oh, q, ml mat schools (Ite\ ise(1 by Enieline

S. Whitcomb), No. 20, 1926.

'moo/ schools (Carrie A.

INDusTRIAL ED I CATION ('IR('t LARS

ssons 110111 ow( on(1 thr 11 a oin in the limning of

tt aim, is INV. Bowden), No. 1, 1919.

1'rogli.,5 in the im,o,on of 011/115(1,01 Ii(lchf,' (W. T. 1.3aw- den). No. 5, 1920.

11r(he) stand(' ids to) ti oclo of in(Irt.q 'al Hil)j«.ts (W. T.

Lowden), No. 7. 1922.

p(Hotioi, of tine /t( is of tontinn/ at I,: in(1 as, riot

(W. T. Bowden), No 11, 1922.

fporotron of t( (trio is (\V. T. Itay.den), No. 22, 1921.

LIBRARY LE.kFLE'ls

List (it it I( i( neis on high( J r (how( ion, No. 28, 1921. j,,,t 01 if NI, On 1 oihi r t(11eatron, No. 35. 1927.
APPENDIX III 275

MISCELLANEOUS PUBLIcATioNg

Agricultural and muchanwal colleges, 1915-16, (B. F. Andrews), (No. 2), 1917.

Curricula in 'corbels colleges and nom! schools (E. U. Rugg),

(Supplementary report to the National survey of the education of teachers), (No. 15), 1933.

Cortical« for the education of teachers in colleges and universities (W. E. I'eik) (Supplementary report to the National

survey of the education of teachers), (No. 16), 1933.

An explanatory stat( ?tient in regard to "A classification of uni.

versifies and colleges with reference to bachelor's degrees"

(P. P. Claxton), (No. 30), 1912 (Special, publication. Whole

Number 501).

Fe demi-Mies, regulations, and rulings affecting the land-grant

colleges of agriculture and mechanic arts, (No, 34), 1924.

Federal lairs, regulations, and rulings affecting the land-grant

colleges of ow iculture and mechanic arts, (No. 35) , 1916.

Federal lours and rulings affecting hind-grant colleges, (No.

36), 1925.

Federal unir( rstty for the people, (No. 37), 1926.

List of referencis on higher education, (No. 53), 1913.

Modern foreign languages en ft (lining, for foreign service, (No.

71), 1922.

Suggestions for the conduct of educational institution-9 (luting

the contortion, e,of the teat . . . 1917, (No. 89), 1917.

Unirt isity mgantzation for national ser,oce and defense, (No.

91). 1917.

Notc: The numbers on the Miscellaneous Publications shown

above are those assigned in the List of Publications of the

Office of Education, 1910-1936, Bulletin, 1936, No. 22; the

numbers on the Miscellaneous publications below are those

assigned by 19.17-;959 Publications, Bulletin 1960, No. 3.

Arc,/ dile d programs in degree'- granting colleges and universities (E. Winston and M. Farr), (No. 2), 1943.

Civil defense education oettrities in schools and colleges, (No.

9), 1952. (Also listed as No. 13, 1952).

Coll( ge Indio rout ses, Rerlxed 1942, (No. 16), 1942,

-College radio workshops (Leonard Power), (No. 17', 1940.

Collegi's and unirersitil s reporting nursery schools and/or

kindergarten laboratories, (No. 18), 1942.

Cowls( college students during the defense period (Willard

W. Blaesser, and Everett 11. Hopkins), (No. 22), 1952.

Listeners appraise a college station (Alberta Curtis), (No. 58),

1940.

281
NN

276 HIGHER EDUCATION AND THE U.S. OFFICE

The Pennsylronw Slob College trains for war, (No. 74), 1944.

School and eollegi civilian morale service, how to participate

(No. 88), 1911.

Students and flu At mod Fore( s, (No. 96) , 1952.

MISCELLANY BULLETINS

Nation=al sot y of the higher illocut ion of Negro( s, No. 6,

1942-43.

Vol 1 (Ina Corinne Brown)

Vol II (no author listed)

Vol III (Lloyd E. Blauch and Martin D. Jenkins)

Vol IV (Ambrose Caliver)

Residence and migration of college students, 1949-50 (Robert

C. Story), No. 11, n.d. (probably 1951).

PAMPHLETS

('a np in hIghl f docation (Marie M. Ready), No. 1, 1930.

Home couomics instruction in higher institutions, including

wort isita s, roll( gi 5, teachers colleges, normal schools, and

junior colleges, 1928-29 (Emeline S. Whitcomb and A. H.

Gibbs), No. 3, 1930.

Federal lairs and rulings affecting land-grant colleges and universities (Walter J. Greenleaf), No. 15. 1930.

-Bibliography on the honor syst( in and academic honesty in

Ante) wun schools and s (C. 0. Mathews), No. 16,

1930.

Status of (hi blow1 roll( inst )net°, (John T. Wahlquist), No.

20, 1931.

Sala, as in land -grant only( rsito 8 and cull( yes (John H. McNeely), No. 21, 4931.

Recent thisi s nt illocution. An not at d list of 2Ii2 theses

aro dobb for loan, No. 26, 1932.

Sununu, dam timia/ oppoi tati \Tor/ / afar( s of linir0 sit y

and coil( sommi ssion.s (EllA B. Ratcliffe) , No. 27, n.d.

(probably 1932).

Shifty of the educational twirl of militory instruction in tint.-

rei situ s and s (Ralph C. Bishop), No. 28. 1932.

Official curb arab s, diplomas, and c/r(r s grunted in France

(J. F. Abel), No. 29, 1932.

Faculty imbi ceding un Bard -grunt 1 /i s and onirersit

(J. II McNeely), No. 31, 1932.

/nod lit inns of r I 'on in Sired( rt (Alina M. L(ndegren), No. 32, 1932.

J
APPENDIX III 277

Residence and migration of college students (F. J. Kelly and

Betty A. Patterson), No. 48, 1934.

Cost of going to college (W. J. Greenleaf), No. 52, 1934.

Dodo's' theses in «lucation. A list of 797 theses deposited with

the Office of Education and available for loan (Ruth A.

Gray), No. 60, 1935.

Education of teachers: select i1 bibliography, June 1, 1932 to

Oct. 1, 1933 (B. W. Frazier), No. 66, 1936.

Training of iii nu Oat y teuchi rs for school health work (J. F.

Rogers), No. 67, 1936.

Physical education in institutions of higher education (James

F. Rogers), No. 82, 1937.

Opportunities for the preparation of teachers in the use of visual

aids in instruction (Katherine M. Cook and Florence E.

Reynolds), No. 89, 1940.

Opgortiinitiis for the preparation of ti (tellers in conservation

edlicatimi (Katherine M. Cook and Florence E. Reynolds) ,

No. 90, 1911.

Federal laws and rulings ?elating to Morrill and supplementary

Mot r ill funds for land-giant colleges and universities administered by Fedi rat Seca? ity Agency through U.S. Office

of Education. No, 91, 1910.

Residence and migration of college students (Fred J. Kelly and

Ruth E. Eckert), No. 98, 1915. 9 PAMPHLETS ( EDUCATION AND NATIONAL DEFENSE, WORLD WAR II)

Practicing demoniac!! in the college (John Lund), No. 8, 1942.

dater -.1 met 1(011 coops tat ion tlir ongh colleges and universities

(John C, Patterson). No. 14, 1943.

PERIODICALS

Education for Victory (March 3, 19 12, Vol. I, No. 1, to June 20,

1915, Vol. III, No. 24). Biweekly. (Contains some information on higher education and the war).

Higher Education (January 1, 1915. Vol. I, No. 1, discontinued

June 196 1) , Bimonthly until May 15. 1953, then Monthly,

Sept ember to May.

School Life (August 1, 1918. Vol. I, No. 1, discontinued December 1961), Semimonthly until June 15. 1921; then Monthly

September 1921 through June. Suspended January to June

1922. Replaced by Education for Victory from March 1942 to

.June 1913, then rei,;,tied October 1915 through July 1948, and'

from October 19 18 to date. (Contains some material on higher
278 HIGHER EDUCATION AND THE U.S. OFFICE

education, especially prior to publication of Higher Education, January 1, 1915).

PHYSICAL EDUCATION SERIES

Professional training in physical education, No. 9, 1928.

RURAL SCHOOL LEAFLETS

Courses in ?lira( education offered in universities, colleges, and

normal schools (Katherine M. Cook), No. 37, 1925.

Preparation of teachers for rural consolidated and village

schools. Plan of observation and practice teaching used in the

Louisiana state normal college (L. J. Alleman), No. 38, 1925.

SPECIAL SERIES

College building needs: A surrey of existing space in/relation

to needed buildings and the means for providing them.

(Ernest V. Hollis and associates), No. 1, 1949.

STATISTICAL CIRCULARS

Per capita costs in teachers' colleges and state normal schools,

1925-26, No. 9, 1927.

Per capita costs in teacher-hawing institutions, 1927-28, (F. M.

Phillips), No. 11, 1929.

TEACHERS LEAFLETS

Americans should study/ foreign languages. (Resolutions

adopted by the Modern Language Association of America at

the Columbus meeting), No. 94, 1920.

Credit fmr inotessional improrenti nt of teachers (Bertha Y.

Hebb) , No. 16, 1922.

Publications of the Forme? Federal Board for Vocational Educ-ation. 1917-19133, and the Vocational Division of the Office of

Education, 1P3.3-1953, Relating to Higher Education

VOCATIONAL BULLETINS

Training of teachers for occupational therapy for the rehabilitation of disabled soldiers and sailors, No. 6, 1918.

The training of teachers of vocational agriculture (William G.

Hummel), No. 27, 1919.

Instructor bullring (Charles R. Allen), No, 62, 1921.

Agrieultutal ti.ache, training (Theodore II. Eaton), No. 90,

1924.

2Si
APPtNDIX III 279

Teacher twining in agriculture (Henry M. Skidmore), No. 94,

1924.

A study of the professional training of teachers of vocational

agriculture (Edwin Lee Holton), No. 122, 1927.

The training of teachers for agriculture evening class work

(Will G. Crandall), No. 129. 1928.

Training teaches of voentional agriculture in service (Lester

S. Ivins), No. 135, 1929.

The training of teachers for trade and industrial education

(Cyril F. Klinefelter), No. 150, 1930.

Present practices in vocational industrial teacher-training institutions of granting college credit for trade experience, for

teaching experience in trade schools, and administrative experience in vocational education, No. 152, 1930.

Training teachers in supervised farm practice methods (William T. Spainton), No. 165, 1932.

Vocational teacher training in the industrial field, No. 172, 1934.

ll'orking your way through college and other means of providing for college expenses (with list of selected references)

Walter J. Greenleaf), No. 210, 1941.

The State and the preserriee preparation of teachers of vocational education. (Federally aided progras), (Herbert B.

Swanson), No. 219, 1941.

MISCELLANEOUS

Training bade and industrial instructors (Frank Cushman),

No. 11, 1924.

28;)
Bibliography

The facilities of the following libraries \\ere utilized in searching for information which would be germane to this history:

Department of Health, Education, and Welfare Library, including: Education Library, Law Library.

Department of the Interior Library

Bureau of the Budget Library

The Library of Congress,

including: National Union Catalogue

The American University library

In addition the facilities of the National Archives, Washington, I) C , and

the Federal Records Centers in Alexandria. Virginia, and St. Louis, Missouri,

furnished archival material.

Primary SourceN

AN N UAL REPORTS OF T}11 U'ITEI) STATES COMMISSIoNEK OF EDUCATION

(All Annual Repots published by the Government Ponting Office, Washington, D C )

Barnard, Henry, Post Report . . . 1,468, 1868

Brown, noel Ellsworth. Report . . June ;0, 1906, 1907 (Two Volumes);

Repot . . June ;0, 1907. 1908 (Tiro Volumes) ; Report , . June 30,

1908, 1908 (Two Volumes) ; Repoi t , . June .10, 1909, 1909 (Two

Volumes) , kr port . . . June 01, 1910, 1911) (Two Volumes).

Claxton, Philander P , Repo? t . . . June .1o, 1911, 1912 (Two Volumes) ;

R. ,rno t . . . June :0 1911, 1913 (No Volumes) , Report , . . June 30,

191 i, 1911 C1-%%0 Volume,1; Re poet . . June 10, 1914, 1915 (Two

Volumes); Report ... June ,u), 1'115. 1915 I TIA o Volumes); Report . . June .10, 1916. I916 (THo Volume') ; Ro pot , June .10, 1917, 1917;

Report um ?o, 191N, 1918; le, port . . . June 10, 1919, 1919; Report

. Jruro ;0, 1920, 1920,

Cooper, V John, Annual Report . . . June .t0, 1929, 1929; Annual

Repoit . . June to, 19;0, 19311; Annual RI port . . June .70, 19.11. 1931

Dawson, Nathaniel 11 R, R. port . . 1,s85-86, 1887; Report . . 1886-8i,

1888, Report 1889.

Eaton, John, Jr , R/ poi t 14, o telth t(rowpanymy r,,ihrs, 1870;

16 port (Volume II, Rip,iet tiro rtt ten y of the In nor, 1871), 1872;

Report Is;:, 1873, R. pot Ls;.;. 1874; Report ... 18'4, 1875;

Report . . . 1s:5, 18741; Report . 76, 1878, Report . . . 1877, 1879;

2A1

2d6
'X! HIGHER EDUCATION AND THE; U.S. OFFICE

Report . , 1Y78, 18811; Report . , 1879, 1881; Ri port . . . 1880, 1882;

Report . . . 1881, 1883; Report . . . 1882-8.1, 1884, Report . . . 1883-84,

1885; Report . . . 1884-85, 1886.

Goodykoontz, Bess, (Acting Comnnssioner), Annual Report . . . June 30,

1932, 1932; "Office of Education" in Annual Ri pint of the Department of

the Interior, 1914, 1931 (pp. 254 -301).

Grigsby, Rall I., (Acting Commissioner), .4 Puma/ Report of the Federal

Security Agency, 1948. Office of Education, 1948.

Harris, William Torrey, Ri port . . . 1888-89, 1891 (Two Volumes) ; Report . . . 1889-90, 1893 (Two Volumes); Report . . . 1890-91, 1894 (Two

Volumes) ; Report . . 1811-92 (Two Volumes) ; Report . . . 1892-93,

1895 (Two Volumes) . Ri port . . . 1893-94, 1896 (Two Volumes) ; Report . . . 1894-95. 1896 (Two Volumes) ; Report . . . 1895-96, 1897 (Two

Volumei); Report . . . 1'06-97, 1898 (Two Volumes) ; Report . . . 1897-

98, 1899 (Two Volume4); Ri port . . . 1898-99, 1900 (Two Volumes) ;

Report . . . 1899-1900, 1901 (Two Volumes); Report . . , 1900-01, 1902

(Two Volumes) ; Report , . 1902, 1903 (Two Volumes) ; Report . . . 1903, 1905 (Two Volumes) ; Report . 1904, 1906 (Two Volumes) ;

Report . . 1905, 1907 (Two Volumes).

Hobby, Oveta Culp, Annual Report of the U.S. Department of Health,

Education, and Welfare, 1953, 1954 (Report of Commissioner Samuel M.

Brownell on pp. 159 -198) ; 'Annual Report of the U.S. Department of

Health, Edui-ation, and Welfare, 1954, 1955 (Report of Commissioner

Samuel M. Brownell on pp, 171-192).

McGrath, Earl J., .4nnual Report , , . 1949, 1950; Annual Report . . . 1950,

1951; Annual Report . . . 1951, 1952; Annual Report . . 1952, 1953.

Studebaker, John W., "Office of Education" in Annual Report of the Secretary of the Interior , . . June .10, 1915, 1935 (pp. 275-309) -; 2- 'Office of

Education" to Annual Report of the Secretary of the Interior . . . June

.10, 19.16, 1936 (pp 229 -285) ; "Office of Education" in Annual Report

of the Seer( tory of the Interior . . . June .10. 1917, 1937 (pp 262-308) ;

"Office of Education" in Annual Report of the Siert tory of the Interior

. . J1410' 30, 1918, 1938 (pp, 294-356); "Office of Education" in Annual

Report 'if thi Secretary of the Interior . . . June 30, 19.19, 1939 (pp.

69 -1386; Annan/ Report . . 1940, 1941; Annual Report . . . 1941, 1942;

A nnuol Ri portg, 1941-:2, 1942-:3, 1943; Annual Report . . . 1944, 1945;

Annual Report . . . Section Too . . . 1941, 1945; Annual Report . . . Section Two . . . 1946, 1947, Annual Report . . Section Two , . . 1947.

1948

Twit, John J., Ri pot( . . June 10, 1921, 1921; Report , . . June 30, 1922,

11'22; Rcport . . Jon, in, 192?, 1923; Report . . June 1924, 1921;

Ri port . . . Jon, 30, 1925. 1925, Repoli . . . June 10, 1926. 1926; Report

. . . June in, 102 1927; Report . . . June 3n, 1928, 1928.

/,)0k, George F, "Office of Education" in .4 nnual Report of the Secretary

of the Int; row Jon,. 30, 1913. 1933 (pp 238-289)

.% \ NI AI, STATEMENTS OF THE t. ITED STATES CO\IMISSIONEK EDETATMN

All Annual Statements published by the Government Printing Office,

Wwihington, D.C.)

Brov. n, Elmer Ell worth, nt . . June .10, 1908, 1908; Statement

June in, 1906. 1909, Stith , Jinn 30, 1910, 1910

Claxton, Finland( r , Stall tn. nt . June 30, 1911, 1911; Statement . . 237
BIBLIOGRAPHY 283

Jun. ;0, 1914 1912, SOO' nu tit . . . June ,to, 1.913, 1913; Statement . . Juni fa, 1914, 1911; Statement . . June 10 1915, 1915; Statement

. . . June 30, 191o, 1916; Stub merit . . . June' 30, 191;, 1917; Statement

. . . June 30, 1918, 1918; Stott roe nt . . . Jane .10, 1919, 1919; State-

?of tit . . . June 30, 1920, 1920

S Office of Education), Commissioner of Education, Department of

hoc, fur. Ammo statement. !ss7-1907, 1887 et seq. (Annual Statements

for 21 years in one volume)

EDUCATIONAL. DIRECTORIES OF THE OFFICE OF EDUCATION

All 'Educational Directories published by the Government Printing lice,

Washington, D.C.)

U. S Bureau of Education, Educational Directortis. 1894-1908, 1895

t Seq., Ec1/1 t 1011(11 Direct) tea, 1909-1911, 1910 it seq.: Educattonal

Threetoras, 1912 -191t., 1913 et seq., Ed/of/roma/ Directories, 1916-

1919, 1917 et seq.; Et/neat/ono/ Directories, 1919-1920, 1920; Educational Directories, 1920-192.5, 1921 et seq.; Educational Directories,

1926-1930, 1926 it sit',

U S. (Mire of Education, Educational Directories, 1911-191.5, 1931 et seq.:

Educational 1)1, comieg, 19.16-19.19, 1936, et seq.; Educational Direelorws, 194h-19;1,42, 1910 it seq., Educational Directories, 1942/43-

1914/;5. 1913 et seq.; Educational Directories. 1945/46-1947/48, 1945

rt seq.. Educational Directory, 1948-49, 1949; Educational Directory,

1949-30, 1950; Educational Dm etory, 1950-51, 1951; Educational Directory, 1951-32, 1952; Educational Din ctory, 1952-5.1, 1953; Educational

Directory, 1953-51,, 1954

1111.1.1.1TIN5 OF THE OFFICE OF EDI CATION

( All R011etIDN published by the Government Printing Office, Washington,

D.0 The date of the Bulletin shows the fiscal year of publication.)

Andreis. Benjamin F., Land-Grant of 1862 and the Land-Grant Colleges,

Bulletin, 1918, No 13.

Armsby, Henry H.. E n mei ring, Science, and Malmo( merit War Training

--Pinot Report, Bulletin, 1916, No, o

Babcock, Kendric C., Aretethted S.condary ,hvols in the Vitriol Stales,

Bulletin. 1913, No. 29

Betts, G. L et al., National Surrey of the Education of Teachers, Bulletin,

1933, No 10 (Six Volumes)

Blanch, Lloyd E,, Station.: of Land-Grant Colleges, Year ended Ant' 80,

1921, Bulletin. 1922, No 31.

Bowman, Isaiah, Till' Graduate School in American Denwraey, Bulletin,

1939, No. 10

apes, Samuel P, Accreiliti Dialler Institutions, Bulletin, 1917, No 17.

Callen, Samuel P Accredited Se ror (1/1, y School,: In the United States,

Bulletin, 1915, No. 7.

('apes, Samuel P , Re turves and Standards of (, "oleg.s of Arts and

Sctenceq. Bulletin, 1918, No 30,

raven, Samuel P , and Walton C John, SUI ivy of Nigher Education, 1916-

1x, Bulletin, 1919, No 22

Flynt, Ralph r M , Stutters' War Loon Program-Final Rep irt,

1916, No 11

E V Data (so State mob Planning of Vi t. runs' Education, But-.

Ittin, 1945, No 4

28,-s
284 HIGHER EDUCATION AND THE U.S. OFFICE

Hollis, E. V. and Ralph C. M. Flynt, Higher Education Looks Ahead, Bulletin, 1945, No. 8.

John, W. C., Graduate Study in Universities and Colleges in the United

States, Bulletin, 1934, No. 20.

Kelly, Fred J., et al., Collegiate Accreditation by Agencies within States,

Bulletin, 1910, No. 13.

Kelly, Fred J., and John H. McNeely, -Federal Student Aid Program, Bulletin, 1935, No. 14.

Kelly, Fred J., Land-Grant Colleges and Universities: A Federal-State

Partnership, Bulletin, 1952, No. 21.

Kelly, Fred J., Toward Better College Teaching, Bulletin, 1950, No. 13.

Klein, Arthur J., Correspondence Study in Universities and Colleges, Butletin, 1920, No. 10.

McLean, George E., Present Standards of Higher Education in the United s'

States, Bulletin, 1913, No. 4.

Steiner, Bernard C., Life of Henry Barnard, the First Commissioner of

Education, 1867-70, Bulletin, 1919, No. 8.

U.S. Bureau of Education, List of Publications of the United States Bureau

of Education, 1867-1910, Bulletin, 1910, No. 3.

U.S. Office' of Education, Biennial Survey of Education, 1928-30, Bulletin,

1931, No. 20 (Two Volumes).

U.S. Office of Education, List of Publications of the Office of Education,

1910-1936, Bulletin, 1937, No. 22. . Zook, George F., Higher Education, 1918-20, Bulletin, 1921, No. 21.

Zook, George F. and Samuel P. Capen, Opportunities for Study at American

Graduate Schools, Bulletin, 1921, No. 6.

MISCELLANEOUS UNITED STATES GOVERNMENT PUBLICATIONS

(All published by the Government Printing Office, Washington, D.C.)

Adams, Herbert B., The College of William and Mary; A Contribution to

the History of Higher Education, with Suggestions for its National Promotion, Circular of Information, No. 1, 1887.

Adams, Herbert B., "The State and Higher Education," Smithsonian Institution Annual Report, 1889, 1890.

The Advisory Committee on Education, The Federal Government and Education, 1938.

The Advisory Committee on Education, Report of the Committee, 1938.

Babcock, Kendric C., A Classification of Universities and Colleges with

Reference to Bachelor's Degrees, 1911.

Badger, Henry G., M. C. Johnson, Mabel C. Rice, and Emery Foster,

Statistics of Higher Education: 19.55-56. Faculty, Students, apd Degrees,

1958. , Bawden, William E. (ed), The National Crisis in Education: An Appeal

to the People, 1920.

Blauch, Lloyd E. (ed), Accreditation in Higher Education, 1959.

Blauch, Lloyd E., To Promote the Cause of Education. A Review of Historic Background of Today's Office of Education, 1953. ' Campbell, Doak S., Frederick H. Blair, and Oswald L. Harvey, Educational

Activities of the Works Progress Administration, 1939.,

Capen, Samuel P., The Bureau of Education and the Educational Survey

Movement, Higher Education Circular No. 11, 1918. f Claxton, Philander P., An Explanatory Statement in Regard to "A Close289
BIBLIOGRAPHY 285

fication of Universities 1uru1 Colleges with Reference to Bachelo.-'s Degrees," Special Publicatiop, Whole No. 501, 1912.

Division of Higher Education, Office of Education, Federal Laws and Rulings Relating Co Morrill dnd Supplementary Mori-ill Funds for LandGrant Colleges and Universities, Pamphlet No. 91, 1940.

Federal Security Agency and War Manpower Commission, Final Report of

the National Youth Administration, Fiscal Years 19.16-19!,3, 1944.

Heer, Clarence, Federal Aid and the Tax Problem, 1939.

Johnson, Palmer 0., and Oswald L. Harvey, The National Youth Administration, 1938.

Judd, Charles H., Research in the United States Office of Education, 1939.

The National Archives, Handbook of Federal World War Agencies and

Their Records, 1917-1921, 1943.

Poole, Hazel C. and Leah W. Ramsey, Opening (Fall) Enrollment in

Higher Education, 19.59: hatitutionql Data, Circular No. 606, 1959.

President's Commission on Higher Education, Higher Education for Amer-

- wan Democracy: Report of the Commission, 1947.

Quattlebaum, Charles A., Federal Educational Activities and Educational

Issues Before Congress, 1952.

Quattlebaum, Charles A., Federal Scholarship and Fellowship Programs

and Other Government Aids to Students, 1950 (Revised Edition).

U.S. Office of Education, Conference Workbook on Problems of Post-War

Higher Education, 1944.

U.S. Office cf. Education, Index to the Reports of the Commissioners of

Education:. 1867 - 1.907, 1909.

Warren, Charles 0., Answers to Inquiries about the U. S. Bateau of Education, Its Work and History Prepared Under the Direction of the Commissioner. 1883.

Works, George A. and Barton Morgan, The Land-Grant Colleges, 1939.

Handbook on Education and the War Based on Proceedings of the National

Institute on Education and the War, 1943.

National Survey of the Higher Education of Negroes, Miscellaneous No. 6

(Four Volumes), 1942 et seq.

Work of American Colleges and Universities During the War, Higher Education Circulars Nos. 1-7 and 9, 1917, 1918.

OFFICIAL RECORDS

The National: Archivis. Labor and Transportation Blanch, IVashington,

D.C. (Records Group 12).

Archives File 14: "Office of Education, Commissioner's Office, Professional Education and College Standards, 1909-1928."

Archives File 26: "Office of Education, Commissioners Office, LandGrant Correspondence, Research on Educational Correspondence, 1921-

26."

Archives File 91: "Office of Education, Monthly Reports of Division

Chiefs, 1932-35."

Archives File 100: "Civilian Morale Service for Schools and Colleges,

Conference July 19, 1941, etc."

Archives File 204: "Standard Reports, Higher Education."

Archives File 204-a: "Certification of Chartering and Authority to Confer Degrees in Colleges and Universities."

Archives File 205: "Junior Colleges, Historical."

290
286 HIGHER EDUCATION AND THE U.S. OFFICE

Archives File 206: "Teacher TrainingHistorical."

Archives File 209-a: "Professional Education, etc."

Archives File 501: "Surveys of Public Schools, Washington, D.C.,

School Survey Materials, etc."

Archives File 800: "Foreign Comparative Education."

Archives File 903: "International Congresses: Sixth International Congress-on Public Instruction, Zook and Kelly, etc."

Archives File 905: "Exclusion of Foreign Education in Annual Report

etc."

The National Archives, World War I Branch, Washington, D.C. (Records

Group 165).

"War Department Committee on Education and Special Advisory Board,

1918-1919 (C. R. Mann), Miscellaneous Papers" (three file boxes).

The National Arlhives, "Preliminary Inventory of the Council of National Defense Records, 1916-1921." Washington: National Archives

(typeset), December 1942.

Federal Records Center, Alexandria, Virginia (Records Group 12).

"Accreditation of Higher Educational Institutions by State Agencies

(1948), by Regional Accrediting Agencies (1946-52), by Professional

Accrediting Agencies (1946-52)," Acc. No. 57-A-681, Container 27.'

"Bogus Institutions," Acc. No. 57-A-681.

"Certification of Academic Credentials (January 1949-December 1954),"

Ace. No. 57-A-681, Container 29.

"Education for Victory, 1942-44, etc.," Acc. No. 57-A-681, Container 3.

"Financial Assistance (General Information) (1949-1953)," Acc. No.

57 -A -681.

"Forums, correspondence, etc. (1931-1947)," Ace. No. 56-A-506.

"Lanham Act, Project Foldersi948-49 and 1949-50; Maintenance and

Operation Applications," (2 boxes), Acc. No. 55-A-603.

"Miscellaneous NYA Records, 1940-41," Acc. No. 55-A-68, Container 29.

"Miscellaneous NYA Records, 1943-44," Acc. No. 55-A-68, Container 30.

"National Commission on Coordination in Secondary Education, etc. (Including President's Commission on Higher Education, I946-48)," Acc.

No. 57-A-681, Container 3.

"Report of TreasurerA & M Colleges (Morrell-Nelson)," Acc. No.

56-A-506.

"Scholarships and Fellowships (General Information) (1949-1953),"

Ace. No. 57-A-681.

"Scholarships and Fellowships Prcvided by States (1949-50)," Acc. No.

57-A-681.

"Veterans' Educational Facilities Program, General Materials #1,1946-

1951," Ace. No. 55-A-295 (supplement), Container 1.

"Veterans' Educational Facilities Program, General Materials #2, 1946-

1951 (Correspondence, etc)," Acc. No. 55-A-295 (supplement), Container 2.

Federal Records Centers, St. Lou s, Missouri

Personnel Folders:

Wellford Addis

Howard R. Anderson

Benjamin F. Andrews

W. Earl Armstrong

Kendric C. Babcock

Willard W. Blaesser

2 J J.
BIBLIOGRAPHY 287

George N. Butler

Otis W. Caldwell

'Samuel P. Capen

George W. Case

William H. Conley

Walter G. Daniel

Ben W. Frazier

Otis W. Freeman

Buell G.. Gallagher

Samuel L. Greene

Walter J. Greenleaf

Frederick R. Hamilton

John H. Higson - Chester D. Jarvis

Floyd B. Jenks

Walton C. John

Charles H. Judd

Lewis A. Kalbach

Frederick J. Kelly

Arthur J. Klein

Cline M. Koon

Alina M. Lindegren

John Lund

James E. McClintock

John H. McNeely

Ralph C. Moor

John C. Patterson

J. Lawrence Phalan

Ella B. Ratcliffe

John Dale Russell

Glen Lein Swiggett

Joi.o Trevor Thomas

Granville K. Thompson

Frederick E. Upton

George E. Van Dyke

Bernard B. Watson

William R. Wood

George F. Zook

9

(Mice of Education, United States Department of Health, Education, and

Welfare

Budget Management Office Files.

District of Co lumina Code, 1951 Edition, Part V, Law Library.

"Office of Education and the Commissioners of Education," File of material in Education Library.

National Archives Folders, Mail and 'Records, Administrative Management Branch, Office of the Commissioner, Office of Education.

Personnel Card File, Personnel Office, Office of Education.

Kardex (personnel card system), Personnel Office, Office of Education.

UNPUBLISHED MANUSCRIPTS AND MATERIALS OTHER THAN OFFICIAL RECORD

FILES

Biographical Résumés of Staff Members, Division of Higher Education,

292
288 HIGHER EDUCATION AND THE U.S. OFFICE

Office of Education, October 26, 1959 (Prepared under supervision oLDr.

C. P. ,Dennison).

Biographical Resumes and Official Personal History Forms of:

Armsby,- Mr. H. H. (prepared for author)

Badger, Mr. Henry (prepared for author)

Blauch, Dr. Lloyd E. (taken from Division of Higher Education files

with permission by Dr. Blauch)

Hawley, Di. Claude (prepared for author)

Johnston, Dr. Marjorie C. (prepared for autbr)

Marshall, Mr. Kendric C. (prepared for author)

Reid, Dr. Helen Dwight (loaned authar from ICA Library)

Sassani, Dr. Abul H. K. (prepared for author)

Watson, Dr. Bernard (prepared for author)

Wilkins, Mrs. Theresa B. (prepared for author)

Blauch, Lloyd E., "Higher Education ?nd the Federal Government." (paper

read to Section VI at the 39th Annual Meeting of the-American Council

on Education, October 11-12, 1956, Chicago, Illinois).

College Housing Loan materials in possession of Dr. George Decker.

Evans, Henry Ridge ly; and Edith A. Wright, "The United States Office of

Education. History, Functions, and Activities, With a Brief Sketch of

Each Commissioner of Education." Unfinished manuscript, typewritten

format, Washington, 1939.

Fester, Emery M., "Contributions of Arthur J. Klein." Two page typed

reminiscence prepared for the author, December 8, 1959.

Gaumnitz, Walter H., "Reminiscences concerning Chiefs of the Division of

Higher Education." Two page typed reminiscence prepared for the

author, November 17, 19b9.

Harris, William Torrey, "Collection of papers and writings assembled by

Office of Education Library." Papers hound in 8-vo. volume. Volume I

used by author.

Herlihy, Lester B., "For Mr. Lykes' Use in Connection with the Historical

Record . . ." (handwritten document), December 1959.

Marshall, Kendric N., 'Federal Loans for Students." Manuscript prepared

for publication in an educational journal in early 1943.

Parke, Berle, and &Imo E. Mcllvain, "Office of Education, 1937-1959

Publications." Galley proofs of Bulletin, 1960, to be published-in-060.

Studebaker, John W., "Plan of Organization, to Improve the Service of the

U.S. Office of Education, A Three 'Year Progi am of Development."

Washington, mimeographed, August 1944.

"National Defense College Training." Miscellaneous Forms and Regulations

in personal file of Mr, Henry Armsby.

"A Propectus of Plans for State and National Education Conference on

Peace Plans and Problems." Office of Education Memorandum, dated December 28, 1944. From Mr. Kendric Marshall's personal file.

"A Recommendation to the Chairman of the War Manpower Commission

Concerning the Mobilization and Utilization of the Facilities of Higher

Education for War Service Training." Prepared in U.S. Office of Education, July 10, 1942. From Mr. Kendric Marshall's personal file.

Limns TO THE AUTHOR

Brownell, Dr. Samuel Miller, Superintendent of Schools, Detroit, Michigan,

and former Commissioner of Education, October 26, 1959.

233

.1 r
BIBLIOGRAPHY 289

Elliott, Dr. Edward C , President Emeritus of Purdue University, Lafayette, Indiana, December 10, 1959.

Gallagher, Dr. Buell G, Pr,csident of the College of the City of New York

and former Assistant Commissioner and Director of the Division of

Higher Education, Office of -Education, October 20, 1959.

McGrath, Dr. Earl J., Executive Officer, Institute of Higher Education,

Teachers College, Columbia University, New York and Former Commissioner of Education, October 23, 1959.

Ryan, I)r. W. Carson, Professor of Education Emeritus, University of

North Carolina, October 15, 1959.

Studebaker, Dr. John W., Vice President and Chairman of the Editorial

Board, Scholastic Magazines, and former Commissioner of Education,

October 27, 1959.

Watson, Dr. Bernard B., Operations Analyst and Group Chairman, Operations Research Office, Johns Hopkins University, Baltimore, Maryland,

and former Specialist for Physics, Division of Higher Education, Office

of Education, November 19, 1959.

NTERVIEWS

Anderson, Miss Lucille, Administrative Assistant to the Commissioner.

(October 30, 1959) .

Armsby, Mr. H. H., Chief for Engineering Education, Division of Higher

Education, Office of Education. (October 27, 1959).

Armstrong, Dr. W. Earl, National Council for Teacher Accreditation.

(October 20, 1959).

Ash, Mr. Lane C., Division of Vocational Education, Office of Education.

(December 16, 1959).

Blaueh, Dr. Lloyd C., formerly Assistant Commissioner and Director of

Division of Higher Education, later Assistant Director, Register of

Retied Professors. (July 21, August 20, September 29, October 13, November 5, 1959). -- Caliver, I)r. Ambrose, Chief, Adult Education Section, Division of State

and Local School Systems, Office of Education. (October 28, November

2, 1959).

Decker, Dr. George C., Chief, Loans to Schools Section, Aid to State and

Local Schools Branch, Division of State and Local School Systems,

Office of Education. (October 29, 1959).

Flynt, Mr. Ralph C. M., Assistant Commissioner and Director of Legislative-Services Branch, Office of Education. (October 7, November 4, 1959).

Mr. Emery M., Chief, Research Studies and Surveys Section, Division of Statistics and Research Services, Office of Education. (November 18, 1959).

Gaumnitz, Dr. Walter H., Rural School Statistics, Research Studies and

Surveys Section, Educational Statistics Branch, Division of Statistics

and Research Services, Office of Education. (Augtist 20; September 3,

November 17, 1959).

Goldthorpe, Dr. J. Harold, Specialist in Student Financial Assistance,

Division of Higher Education, Office of Education. (October 13, 1959).

Hollis, Dr. Ernest V.. Director, College and University Administration

Branch, Division of Higher Education, Office of Education. (October 27,

1959).

Iffert, Mr. Robert E., Chief, Faculty and Student Services Section, College
290 HIGHER EDUCATION AND THE U.S. OFFICE

and University Administration Branch, Division of Higher Education,

Office of Education. (October 16,4°1959).

Kelly, Mrs. Fr rick J., Wife of the former Chief of the Division of

Higher Education, office of Education. (October 1?) 1959).

Layton, Mrs. Elizabeth (Patterson), Retired Research Assistant, Division

of Higher Education, Office of Education. (October 15, 1959).

Lloyd, Mr. John H., Chief, Reports ,Section, Publications Service, Office of

Education. (October 28, 1959).

Marshall, Mr. Kendric N., Financial Aid Officer, Student Loan Section,

Financial Aid Branch, Division of Higher Education, Office of Education.

(October 13, November 3, 1959).

Ryan, Dr. W. Carson, Professor of Education Emerittis, University of

North Carolina, (November 27, 1959).

Sanders, Dr. Jennings B., formerly Specialist for the Social Sciences,

Division of Higher Education, Office of Education. (October 12, 1959).

Wilkins, Mrs. Theresa B., Research Assistant, Division of Higher Education, Office of Education. (September 29, 1959).

Secondary Sources

REFERENCII WORKS

Bureau of the Census, Historical Statistics of the United States, 1789-1945.

Washington: Government Printing Office, 1949.

Cattell, Jacques (ed), American Men of Science. (Vols. I to III). New

York: R. R. Bowker Co., and Lancaster, Pennsylvania: The Science

Press, 1955.

Cattell, Jacques (ed), Directory of American Scholars. New York: R. R.

Bowker Co., 1957 (3rd Edition).

Cattell, Jacques, and E. E. Ross (ed), Leaders in Education. Lancaster,

Pennsylvania: The Science Press,.1932, 1948 (two editions).

Cook, Robert C. (ed-in-chief), Who's Who in American Education. Nashville, Tennessee: Who's Who in American Education, Inc., 1928 et seq.

Downs, Winfield S., and Edward N. Dodge (ed), Who's Who in Engineering. New York: Lewis Historical Pub. Co., Inc., 1954.

Graves, Eileen C. (ed), Ulrirli's Periodicals Directory, Ninth Edition. New

York: R. 1°. Bowker Co , 1959.

Guthrie, Anna Loraine (ed), et al, Reader's Guide to Periodical Literature.

Minneapolis, Minn: The H. W. Wilson Co., 1910 et seq. (Vols. II, 1905-

09, through XXI, March 1957February 1959).

Hansen, Harry (ed), The World Almanac and Book of Facts, 196G. New

York: New York World-Telegram, 1960.

Johnson, Allen (en), et al, Dirtionary of American Biography. New York:

Charles Scribner's Sons, 1928 et seq. (22 Vols. and Index).

Morris, Richard B. (ed), Encyclopedia of American History. New York:

Harper and Brothers, 1953.

Toi,vnr, Isabel L. (ed), et a/, The Education Index, New York: The H. W.

Wilson Co., 1932 et seq. (vols. I through IX).

Biographical Directory of the American Congress, 1774.4949. Washington:

Government Printing Office, 1950.

Encyclopaedia Britanntra. Chicago: Encyclopaedia Britannica, Inc., 1958

(24 Volumes).

235
BiBLIOGRAPHV 291

Who's Who in Ano Iwo. Chicago: A. N. Marqgis and Co., ;889 et seq.

(Vols. IV, 1906-07. through XXX, 1958-59).

Who's Who of American Women, 1958-59 (Volume I). Chicago, Illinois:

A. N. Marquis Co., 1959.

Who Was Who in America. Chicago, 1111inols: A. N. Marquis Co., Volume I,

1943, Volume II, 1950.

PUBLISHED WORKS

Alexander, Philip IV., John Eaton, Jr., Preacher, Soldier, and Educator,

(An Abstract of a Ph.D. Dissertation), Nashville, Tenn: George Peabody College for Teachers, 1940.

Allen, Hollis P., The Federal Government and Edacation. New York:

McGraw-Hill Book Co., Inc., 1950.

American Association of Collegiate Registrars, Bulletin: Proceedings of

the Fourteenth National Convention, Minneapolis, April 13, 14, and 15,

1926. Baltimore: The Johns Hopkins Press, July, 1926.

Bitterman, H. J., State and Federal Grants-in-Aid, New York: Mentzer,

Bush and Co., 1938.

Brown, Francis J. fed), Higher Education in the National Service. Washington: American Council on Education, 1950.

Capen, Samuel P., The Management of ,Universities, (Edited by Oscar A.

Silverman). Buffalo, New York: Foster and Stewart Pub. Co., 1953.

Clark, Jane Perry, The Row of a New Federalism: Federal-State Cooperation in the United States. New York: Columbia University Press, 1938.

Copeland, Lewis and Lawrence Lamm (ed), The World's Great Speeches.

New York: Dover Publications, Inc., 1958.

Educational Policies Commission, Federal Activities in Education. Washington: National Education Association of the United States, 1939.

Educational Policies Commission, Public Education and the Future of

America. Washington: National Education Association of the United

States, 1955.

Eells, Walter Crosby, Surreys of American Higher Education. New York:

The Carnegie Foundation for the Advancement of Teaching, 1937.

Fitzpatrick, Edward A., American Education 1891-1956. (Reprint from

the March 1956 issue of The American School Board Journal).

Ford, Thomas Benjamin, "The Educational Contributions of the U.S.

Commissioners of Education, 1867-1928." Ph.D. Dissertation, The

American University, 1933 (No. 356).

Hales, Dawson, Federal'Control of Public Education: A Critical Appraisal.

New York: Bureau of Publications, Teachers College, Columbia University, 1954. Hartley, Leslie Earle, "A CriOcal Study of the United States Office of

Education Since 1933." Ph.D. Dissertation, University of Colorado, 1941.

Borrowed through Inter-Library Loan Service.

Hill, David Spence, Contiol of Tax-Supported Higher Education in the

United States. New York: The Carnegie Foundation for the Advancement of Teaching, 1934. Judd, Charles H., "Contributions of School Surveys," Thirty-Seventh Yearbook, National Society for the Study ii14.Fdluration, Part 2. Bloomington,

Indiana: Public School Publishing Co., 1937.

Kelly, Fred J. (ed), Improving ('allege Instruction, (American Council on

Education Studies). Washington: American Council on Education, 1951.

296
292 HIGHER EDUCATION AND THE U.S. OFFICE

Kelly, Fred J. and John H. McNeely, The State and Higher Education:

Phases of Their Relationship. New York: The Carnegie Foundation for

the Advancement of Teaching in Cooperation with the U.S. Office of

Education, Department of the Interior, 1933.

Key, V. 0., Jr., The Administration of Federal Grants to States. Chicago:

Public Administration Service, 1937.

Lewis, Charles Lee, Philander Priestley Claxton, Crusader for Public Education. Knoxville: The University of Tennessee Press, 1948. - MacDonald, A. F., Federal Aid: A Study of the American Subsidy System.

New York: Crowell Pub. Co., 1928.

McDonald, Ralph W. (ed), Current Issues in Higher Education, 1950.

Washington: National Education Association of the United States, 1951.

Mahoney, Reert H., "The Federal Government and Education." Ph.D.

Dissertation, Catholic UniVersity of America. Privately printed, Washington, D. C., 1922.

Marsh, Clarence Stephen (ed), Higher Education and the War. Washington: American Council on Education, 1942.

Mason, Ethel Osgood, "John Eaton, A Biographical Sketch" in Eaton, John,

Grant, Lincoln, and the Freedmen. New York: Longman!, Green and Co.,

1907. ( (pp. ix-xxxiv).

Meredith, A. B. et a!, Government and Educational Organization. Washington: American Council on Education, 1937.

Monroe, Walter S. (ed), Encyclopaedia of Educational Research. New

York: The Macmillan Co., 1950. Esp. following articles:

Armstrong, Earl W. and Raymond D. Bennett, "Teacher Education

III, Staff," pp. 1387-1390.

Blanch, Lloayd E , "Federal Relations to Education," pp.. 435-448.

Blauch, Lloyd E., "United States Office of Education," pp. 1495-1498.

Hollis, Ernest V., "Graduate School," pp. 510-519.

Russell, John Dale, "Colleges and Universities," pp. 220-223, and "Colleges and UniversitiesIII, Organization and Administration," pp.

236-240

Mort, Paul, R., P'ederal Support for Public Education. New York: Teachers

College, ColumNa University, 1936.

National Advisory Committee on Education, Federal Relations to Education. Washington: National Advisory Committee on Education, 1931.

Part 1: Committee Findings and Recommendations

Part II: Basic Facts

National Education Association of the United States, Educational Policies

Commission, and American Council on Education, Problems and Policies

Committee, Federal-State Relations in Education. Washington: National

- Education Association, 1945.

Public Administration Service, A Report on an Administrative Survey of

the United States Office of Education of the Federal Security Agency.

Washington: Public Administration Service, 1950.

Reeves, Floyd W., Nelson B. Henry, Frederick J. Kelly, Arthur 3. Klein,

and .John Dale Russell, The Uniecrsity Faculty, (The University of

Chicago Survey. Vol. III). Chicago: University of Chicago Press, 1933.

Reid, Robert H , American Degree Mills. Washington: American Council

on Education, 1959.

Rodeheaver, Joseph Newton, Jr., "The Relation of the Federal Government

to Civic -Education. A Study of Certain Aspects of the Growth and De2
BIBLIOGRAPHY 293

or. velopment of the United" States Office of Education with Special Reference to Civic Education," Ph.D. Dissertation, Harvard University, 1951.

Russell, James Earl, Federal Activities in Higher Education After the

Second World War. New York: King's Crown Press, 1951.

Russell, John Dale and Donald M. Mackenzie (ed), Emergent Responsibilities in Higher Education. Chicago: University of Chicago Press, 1946.

Smith, Darrell Hevenor, The Bureau of Education. Its History, Activities

and Organization, (Institute for Government Research, Service Monograph's of the United States Government, No. 14). Baltimore, Md.: The

Johns Hopkins University Press, 1923.

Todd, Lewis Paul, Wartime Relations of the Federal Government and the

Public Schools, 1917-1918. New York: Teachers College, Columbia University, 1945.

Wiiley, Malcolm M., Depression, Recovery and Higher Education. New

York: McGraw-Hill Book Co., Inc., 1937.

Wright, Isaac Miles, "History of the United States Bureau of Education."

A dissertation "submitted in the New York University of Pedagogy in

Partial Fulfilment [sic] for the Degree of Doctor of Pedagogy."),

Typewritten, 1916.

Zook, George F., "Federal Aid to Education," Proceedings of the Seventysecond Annual Meeting Held in Washington, District of ,,Columbia, June

Thirtieth to July Sixth, 19,14. Washington: National Education Association of the United States, 1934.

Zook, George F. and- M. E. Hagkerty, Principles of Accrediting \Higher

Institutions. Chicago: University of Chicago Press, 1936.

Elmer Ellsworth' Brown, August 28, 1861-November 3, 1934. New York:

New York University, 1935 (privately printed).

Journal of Proceedings and Addresses of the Forty-first Annual Conference

Held at the University of Missouri, October 30-31 and November 1, 1939.

Chicago :. University of Chicago Press for the Association, of American

Universities, 1939.

ARTICLES FROM PERIODICALS

Allen, Hollis P., "The Place of the Office of ducation in the Federal Government," The School Executive, LXX, No. , September 1950, pp. 47-50.

Armsby, Henry H., "Federal Surplus Prow ty and Educational Institutions," Higher Education, II, No. 1, Septe fiber 1945, pp. 3-4.

Armsby, Henry H., "Federal Surplus Wa Property and Educational

Institutions," Higher Education, I, No. 6, ?plIarch 15, 1945, pp. 1-3.

Armshy, Heilry H., "Recent Developments Related to Surplus Property."

Higher Education, II, No. 5, November 1, 1945, pp. 3-4.

Badger, Henry G., "Higher Education Directory for 1947-48," Higher Education, IV, No. 9, January 1, 1948, pp. 105-106.

Badger, Henry G., "Higher Education Statistics: 1870 to 1952," Higher

Education. XI, No. 1, September 1954, pp. 10-215.

Bixler, Roy W., "The Student War Loans Programs," Higher Education,

II, No. 2, September 15, 1945, pp. 3-5.

Brown, Elmer E., "Educational Interests at Washington," Science, XXXIX,

No. 998, February 13, 1914, pp. 239-246.

Brown, Francis J., "Conference on Higher Education in the National Service," Higher Education, VII, No. 6, November 15, 1950, pp. 67-69.

298
294 HIGHER EDUCATION AND THE U.S. OFFICE

Butler, Nicholas M., "The Future of the Bureau of Education," Educational

Re view, XXI, No. 5, May 1901, pp. 526-529.

Capen, Samuel P., "The Colleges in a Nationalized Educational Scheme,"

School and Society, 1X, -No 230. May 24, 1919, pp. 613-618.

Clark, William T., "College Level War Training Completes Four Years of

Activity," Higher Education, I, No. I. January 1, 1945, pp. 5-6.

Claxton, Philander P., "The National Bureau of Education," Colorado

&hod! Journal, XXIX, No. 7. March 1914, pp. 18-20.

Cooper, William J The National Advisory Committee and the Office of

Education," School and Society, XXXV, No. 898, March 12, 1932, pp.

339-342.

Cooper, William J., "The United States Department of Education," School

and Society, XXIX, No. 741, March 9, 1929, pp. 317-319.

Decker, George C ,,College Housing Loan Programs," Higher Education,

VIII,-Nti: 6, November 15, 1951, pp. 69-71. . Division of Higher: Education, "Fred .1. Kelly Retires from the Office of

Education," Higher Education, III, No. 2, September 16, 1946, pp. 2-3.

Draper. Andrew ,,S., "Federal Educational Plan Needed," Outlook,

LXXXVII, No. 5. October 5, 1907, pp. 258-262.

Dunbar, M. M "Functions and Organization of the Bureau of Education,"

School and Societa. VI, No. 154. December 8, 1917, pp:661-668.

Edwards, Glen. "The Fight for the Bureau of Education," Journal of

Education, I.XXIII, No. 12, March 23, 1911, pp. 311-314.

Evils, Walter C., "Earned Doctorates in American Institutions of Higher

Education," Highe -Eduration, XII, No. 7, March 1956, pp. 109-114.

Elliott, EdWard C., "Educational Advancement and the New Federalism,"

Educattonal Review. XXXVIII, No. 3, Octoher 1909, pp. 217-225.

Elliott, Edward C., "A Tribute to Sainuel Paul Capen," The Educational

I Record, XXXVIII, No. 1, January 1957, pp. 18-19.

Evans, Henry R., "William Torrey Ha-ris; United States ComMissioner of

Education. 1889-1906," School Life, iV, No. 8, April 1930, pp. 144-147.

Goldthorpe, J Harold, "Office of Education Relationships to Educational

Accreditation," Higher Education. Xi, No. 4, December 1954, pp. 51-54.

Iffert, Robert E., "Inventory of Physical Facilities and Human Resources

in Colleges and Universities," Higher Education, VIII, No. 6, November

15, 1951, pp. 66-68.

John. Walton C , "The Office of Education's Services for Higher Education," School Life. XVII, No. 3. November 1931, pp. 52-53.

.Johnson, E H., "The Bureau of Education," School and Society, VII1No.

197, October 5. 1918, pp. 413-414.

Johnston, Marjorie C . "Evaluation of Foreign Student Credentials: A

Preliminary Report," Highl r Education. VIII, No 10, January 15, 1952,

pp. 115-116.

Judd, Charles H., "National Problems ,in Education," The Educational

Record, I, No 2, April 1920, pp. 118-1\31.

Kelly, Fred J., "Another Movement Coming to a h ,: " Higher Education,

I, No. 2, January 15, 1945, pp. 1-3.

Kelly, Fred J., "The Preparation of College Teachers: Report of a Conference," Higher Education, VI, No. 11, February 1, 1950, pp. 125-131; No.

I 12, February 15, 1950, pm 143447.

Klein, Arthur J. "Land-grant Colleges are Participapng in Work of

Survey," Schoot Life, XIII, No. 9, May 1928, p. 180.

C) ' 1 1 44 . 1

1
(

1

BIBLIOGRAPHY 295

Kolbe, Parke It., "War Work of the United States Bureau of Education,"

. School and Society, VII, No. 178, May 25, 1918, pp. 606-609.

Lindegren, Albin M., "Evaluation of Foreign Student Credentials by U. S.

Office of Education," Higher Education, III, No. 17, May 1, 1947, pp. 1-2,.

12.

Linville, Henry R., "National Leadership in Education," Science, XXX, No.

78, December 17, 1909, pp. 878-879.

Lloyd, Johp H.,, "Expanding the Office of Education," Tire American

Teacher, XXIV, No. 8, April 1940, pp. 46-50. 1 Lloyd, John 11., "New Assistant Commissioner for Higher Education,"

Higher Education, XII, No.' 2, October 1955, pp. 17-18.

McGrath, Earl J., "Civilian Education Requirements Program," Higher

Education, VIII, No, 6, November 15, 1951, pp. 61-436.

Magill, Hugh S., "Education and the Federal Government,"YeliooT'and

Society, XIV, No. 354, hctober 8, 1921, pp. 259-263,

Miller, Walter, "Elmer Ellsworth Brown, the New Commissioner of Education," Southern Educational Review, III, Nc 7, November 1906, pp.

73-78.

Oxley, Howard W., "CCC Enrollees Go to College," School Life, XXIV,

No. 1. October 1938, pp. 25-26.

Quattlebaum, Charles A., "The Educational Activities of Federal Emergency War Agencies," The American School Board Journal, CX, No. 5,

May 1945, pp. 23-25.

Russell, John, Dale, "Plans for Development of Federal Services in Higher

Education," Higher Education, IV, No. 2, September 15, 1947, pp. 13-14.

Russell,'3ohn Dale, "The Role of the Division of Higher Education of the

United States Office of Education," American Association of University

Professors Bulletin, XXXIII, No. 3, Autumn 1947, pp. 432-442.

Russell, Jphn Dale, "Zeal for American Democracy," Higher Education,

IV, No. 47, May 1, 1948, p. 193. ., Smith, Anna Tolman, "Education-A National Interest," Journal of Education, LXXV, No. 19, Ma,9,1912, p. 521.

Smith, Ar{nh Tolman, "Expansion of the Bureau of Education," Educational

Review, XLIII, No. 3, March.1912, pp. 310-313. . Staples, C. L., "A Critique of the U. S. Bureau of Education," Edtication,

XL, No. 2, October 1919, pp. 78-97. ., Studebaker, John W., "Development of the United States Office of Education," Higher Education, II, No. 12, February 15, 1946, pp. 1-4.

Studebaker, John W., "A Program for the Office of Education," The Educational Record, XVI, No. 3, July 1935, pp. 301-311.

Studebaker, John W., "The United States Office of Education," The

American Academy of Political and Social Science: Annals, CCXXXV,

No. 1, September 1944. pp. 62-68.

Studebaker, John W., "The United States Office of Education and the War,"

The Educational Record, XXIII, No. 8, July 1942, pp. 453-463.

Suzzallo, Henry, "Education in the Federal Governnient," School and

:Society, XXXIV, No. 885, December 12, 1931, pp. 812-813.

Tigert, John J., "Activities of the United States Bureau of Education,"

School and Society, XVI, No. 398, August 12, 1922, pp. 169-175.

Tigert, John J., "Educational Surveys as a Bureau Function," School Life,

XIII, No. 10, June 1928, pp. 190-191.

Tigert, John J., "An Organization By 'the Teachers and For the Teachers,"

School Life, IX, No. 9, May 1924, pp. 195-196.

3 U 0
296 HIGHER EDUCATION AND THE U.S. OFFICE

Tigert, John .1 , "Organization of the Bureau of Education," School Life,

VII, No. 1., Sept, ether 21, 1921, pp. 6 7.

Tigert, John J., "Organization of the Bureau of EducZion*," School and

Society, XIV, No. 351, September 17, 1921, pp. 180-1814

Tigert, John J., "The Relation of the Feden., Bureau of Education to the

State Unix ersities and Colleges." Transactions and Proceedings of the

National Avociation of Stilt, L'airersitte-: in the United Stalc of

America, XIX, 1921. pp. 110-125.

Updegraff, Harlan, "flu United States Bureau of Education," The American School Board Journal, XLIV, No 5, May 1912, pp. 13-15, 41.

Van Dyke, George E "11overnment Experience with the Student War Loan.

Program," Hight r Ethication; VI, No, 6, November 15, 1949, pp. 61-63.

Voorhees, 0. F., "A Plea for a Secretary of Education," Journal of Education, LXXV, No. 15, April 11, 1912, pp. 400-402. ,

t Wilbur, Hon. Ray. Lyman, "The Federal Outlook on Education," Journal

of Edura',IM, CXV, No 7, February 13, 1932, pp. 16' -165.

Wolcott. John D , "Clearing House of Educational Rese .ch," School Life,

VII, No. 3, November .1927, p. 46.

Wright, Edith A "Bureau Inaugurates Research Information Service,"

School lift. XIV, N'o. 5. January 1'929, p. 89.

Zook, George F., "the Bureau of F.ducation and Higher Education," School'

Lai*, IX. 'No. 9, May 1924. pp. 199-201.

,Zook, George F , "President's Commission on Higher Education," Higher

Education, III, No 1, September 2, 1946, pp 1-3.

"Adjustment of the Collage-Curl iculum to Wartime Conditions and Needs,"

Education for tort/. II. No. 21, May 3, 1911, p. 21.

"British Educahopul Mission." School Life, I, No, e,, October 16, 1918, p. 2.

"Bureau of Eduoation," The Joional of -the National Education Association,

XIII, No May 1,924, p 172.

"College-le,,e1 Courses in ESMWT," fo, Virtoin, I, No. 20, December 16. 1942, pp 17-18

"College Training Plan in Full S.% mg." School i tie, I, No. 1, August 1918,

p. 6.

"Confeience Workbook on Pi °Nem, of Post-War Higher Education," Education teii l'tturti. II, No, 22, May 20, 1944, p 14

"Congress A,,-agnA Anothei Function to the Bureau of Education," School

IA,. XIV, No 7, March 1929, p. 127

"Defen-,e Mobilization Assignments in the Offit e of Education," Hight>. Edit-,

cotton, 4'411, No 6. November 13, 1950, p.119

"Diamond Jubilee of the Office of Education," Ti . J014110(1 of the' National

Education .1,:ormion. XXXI, No 3, March 1942, p. 82.

"Eaii James McGrath Appointed Conmu,donei of f',Iuca non," Hight; Education, V. No. 15, April 1, 1949, pp. 169-17o

"Earl lames McGrath 11th Comm.-loner of F :Inc," School Life,

XXXI, No 8, May 1949. pp. 1-3, 44.

"Editorial Notes" Thi Eton( ntai sehool ) No. 4, December

1911, pp 186-18R.

"The Education Sehget ne,l Sono tit. IX, No, '218, starch 1, 1919, pp.

272-277

"Education in the F4449:11 Gnverninent, "Jourin!of Ming' Economies, XXIV,

No 3, May 19'12, pp 117-449

"Educational Planning (The U S. Office of Education)," The School Execu- htr VI, No Ill Juni, 1947, PP 17-60

3
BIBLIOGRAPHY 297

"Enlargement of the Bureau of Education," The School Review, XXXI, No.

10, December 1923, pp. 721-722.

"The Federal Bureau and Educational Research," Journal of Educational

Research, I, No. 1, January 1920, pp. 156-157.

"Federal Educational Activities," Higher Education, VIII, No. 5, November

1, 1951, pp. 49-55. ` --.--

"For a Better Office of Educ:Ziliff;"--77/ie American School Board Journal, CX,

No. 4, April J945, p. 50. \_ . "Improving Colge Instruction," Higher Education, VII, No. 10, January

15, 1951, pp. 113-116. . . "An Independent U.S. Office of Educatiori,"Skhool and Society, LXVIII, No.

1766, October 30, 1948. pp. 292-293.

"List of Approved Colleges Urged," School Life, II, No. 9, May '1, 1919, pp.

2, 4.

"New Appropriations for the Federal Office of Education," School and Society, XLII, No. 1096, December 28, 1935, p. 886.

"New Director of the Higher Education Division," Higher Education, III,

No. 2, September 16, 1946, 01. ' , "Office of Education to Head New Projects," The Journal of the National

Education Association, XXV, No. 2, February 1936, p. 42, .. "Office,,of Education Reorganization Completed," The Nation's Schools,

XLVII, No. 6, June 1951, p. 92.

"Program of the Division of Higher Education in the Office of Education,"

Higher Education, VIII, No. 15, April 1, 1952, pp. 169-172.

"The Reorganization o0he Bureau of Education," School and Society, XXX,

No. 774, October 26, 1929, 564-565.

"Reorganization of the Office of Education," The School Review, LIX, No. 5,

May 1957, pp. 2557257.

"Reorganization of the U.S. Office of Education," The School Executive,

LXIV, No. 7, March 1945, p. 31.. / "Services of the Office of Education," School and Society, XXXVII, No. 945,

February 4, 1933, pp. 142-143.

"To Strengthen and Improve flffice of. Education_ Administration," School

Life, XXIII, No.7, April 1951, pp. 9.7-101, 106-109.

"Studebaker Resigns: Grigsby Acting Commissioner," Higher Education, V,

No. 1, September 1, 1948; pp. 1-3..

"Tangled Office of Education," The Notion's Schools, XLVII, No. 4, April

1951, pp. 86-88. . "Three New Office of Education Programs," Education for Victory, I, No.

16, 91ctober 15. 1942, p. 2.

"Towa4 a Stronger Office of Education?' Tile Journal of the National Education Association, XXXIV, No. 3, March 1945, pp. 53-54.

"The United States Government and Negro Education," School and Society,

XXXII, No. 882, September 27, 1930, p. 421.

"United States Office of Cducation," The Journal of the National Education

Association, XVIII, No. 8, November 1929, pp. 241-242.

"The United States Office of Education," The Journal of the National-Edu-,

cation 4.olociatnin, XXVIII, No. 9, December 1939, p. 274.

"1 he U.S. Office of Education," Science. CVIII, No. 2801, September 3, 1948.

pp. 256-257.

"U S. Office of Education Wartime rimmm-aim," Edurat,on for Victory, I,

No 1, March 3, 1942, pp 3-8.
298 HIGHER EDUCATION AND THE U.S. OFFICE

"The University Research Project of the Office of Education," School and

Society, XLV, No. 1172, June 12,1937, pp. 807-808.

"The Wartime Conunission of the United States Office of Education," The

Elementary School Journal, XLII, No. 8, April 1942, p. 569.

"War Training Programs Brought to a Close," Ethicatton for Victory, HI,

No. 24, June 20,1945, pp. 4-6.

3

* U GON/ MMMMM NT PRINTING OrriCE I Ill 0--76-14

r

3 ) 3