Evening star. [volume] (Washington, D.C.) 1854-1972, 1929-11-07
BY FREDERIC WILLIAM VILE.

Quietly, but firmly, Uncle Sans &C.
Invites In the field of education have
been converted from administrative
| into purely research functions. The
change has taken place at the Depart
ment of the Interior, under the direc-
ton OF Secretary Ray Lyman Wilbur,
| during the past few weeks while public
| attention has been diverted to more
spectacular things like the Hoover Mac
donald negotiations and the tariff
squabble in the Senate. The outward
manifestation of the accomplished re-
form Is the abolition Of the Bureau of
Education" and its designation for the
future as the office of Education"
The latter calls for six divisions to take
the place Of the ten which comprised
tbs bureau.
The change was made upon the rec
ommendation Of DR.. William John
Cooper, commissioner of education. who
was formerly State superintendent of
public instruction in California. Two
reasons are assigned for the new ar
rangement. The first is the fact that
the legislation which created this branch
of Government styled it the ONCE Of
Education. The second is feeling
that "office" more accurately indicates
the nature of its work than does "bu-
reau." The latter term is held to be
properly associated with administration,
while the former better fits an agency
whose purpose is research. In serving
the purpose for which it was established
it Is held, the once of Education is
research and not an administrative
agency. 1t should, as far as possible,
divest itself of its administrative func-
tions and give itself increasingly to the
compilation of information and to
studies Of the problems In education.
The American school world, as far as
it is represented by the powerful Ma
tional Education Association, has never
fully recovered from the body blow
struck at the idea of new executive
Department of Education by Secretary
Wilbur. Speaking in Washington last
May. and evidently with the full au-
thority of the Hoover administration,
DR.. Wilbur declared flat-footedly that
"a Department of Education, similar
to other departments of the Govern
mant, is not required. An adequate po-
sition for education within a depart
ment, end with sufficient financial sup
port for it's research, survey and other
work, is all that is needed" Wilbur has
not receded from this attitude, despite
the drumfire of criticism and persua-
sion to which he has been subjected
by the pro-department group. He is Vi
tall interested in getting the Federal
Governments participation in eduea-
ton on what he calls "a proper basis. !"
He believes that its place Is as a fact
finding agency, as compiler OF infors
nation, and as an adviser upon edu-
cation. He holds that its work as an
administrative agency is purely Incl
dental. In particular DR.. Wilbur thinks
that its purpose should be definitely
established and stuck to, and that the
Federal Governments connection with
education should be utterly non-politi-
cal. This can only be achieved, in VIII
bur's opinion, If the policy of the once
of Education is continuing one and
DOES not change with administrations.
The Secretary of the Interior considers
it vital that the men and women who
conduct the Office should be out OF poll
tics and have the freedom to speak their
minds without considering whether or
not their utterances will be popular.
The National Education Association,
which is the spearhead of the drive for
establishment of q Department OF Ed
ucation, is evidently of opinion that its
project is on the march and some day
will come about through . process of
evolution. The associations November
Journal. commenting on the creation of
the "Office">of education, says:
Since the Buffalo meeting in 1860
the National Education Association has
urged over and over again that the
Federal Government give education q
i, larger and Worthier place among its ac-
tivities at Washington. Resolutions
have urged a national system Of statis-
ties, a bureau of education, a depart
ment of education, increased support
! for the bureau year after year, funds
for specific projects of large national
| Importance. Gradually the ONCE has
been built uu to its present state of
efficiency, but 1t cannot yet begin TO
provide the data needed to guide edu-
cational policy in America. II the fu-
ture of thirty million youth means any
] thing, It ought to stand as challenge
to the entire Nation to provide for ed
ucation the light and leadership that II