ethanporcaro/eric-fulltext-meta huggingface dataset:
Education of Visually Handicapped Children: The Blind; The Partially Seeing. Bulletin, 1951, No. 20
Author: Mackie, Romaine
Date: 1951-00-00
Type: Historical Materials
Subjects: Teachers,Educational Facilities,Assistive Technology,Medical Services,Blindness,Special Schools,Visual Impairments,Student Needs,Birth Order,Classification,Etiology,Incidence,Program Content,Career Counseling,Guidance,Parent Education,Nongovernmental Organizations,Prevention,Public Agencies,Special Classes,Classrooms,Instructional Materials,Educational Resources,Classroom Techniques,Teaching Methods,Day Programs,Residential Programs

Every child has characteristics, interests, abilities, and desires of his own. This is true of a child with a visual handicap whether the handicap is a mild one, correctable with glasses or treatment, or one as severe as blindness. A physical limitation, however, may adversely affect an individual's development, especially if proper help is not provided. It is for this reason that special consideration must be extended to children with such handicaps as low vision or blindness. If suitable educational facilities, proper medical care, and good environment are provided while these children are still in the formative years, much can be done for them. In this bulletin, the term &quot;visually impaired&quot; will refer to both the partially seeing and the blind. The bulletin is &quot;not&quot; concerned with children whose vision can be brought to normal either through medical care or by properly fitted glasses. Instead it is concerned with children who have severe vision defects even after all possible correction has been made. Although progress has been made in providing for blind and partially seeing children, educators are still faced with the challenge of extending and improving services. Much of this challenge must be met by especially trained teachers who are prepared to give children the technical assistance they need. Some of the work will, however, be done by regular classroom teachers. This bulletin has been written in the hope that it will help to meet the need for information on the broader aspects of an all-round program for visually handicapped children in school. Some of the material was prepared with the special school or class in mind, but teachers of regular classes in which one or more visually handicapped children are enrolled will be able to adapt the information given and the procedures described to meet the needs of their own pupils. It is hoped that teachers everywhere who have any responsibility for blind or partially seeing children will find in these pages practical information to meet problems of the day, as well as an incentive to seek further information through continued study. The following are appended: (1) Reading in Classes for Partially Seeing Children; and (2) Causes and Frequency of Visual Handicaps. A list of selected readings is also included. (Contains 20 footnotes. [Best copy available has been provided.]
3434 U.S. Government Films. Bulletin, 1951, No. 21
Author: Reid, Seerley
Date: 1951-00-00
Type: Historical Materials
Subjects: Educational History,Catalogs,Instructional Materials,Educational Resources,Federal Programs,Public Agencies,Films,Federal Government,National Security,Audiovisual Aids,Visual Aids,Libraries,Library Materials,Elementary Secondary Education,Postsecondary Education

The United States Office of Education, as part of its responsibility to furnish American schools and colleges with information about the educational materials and services of the Federal Government, initiated in the fall of 1949 a project calling for the periodic compilation of information about the films of U.S. Government agencies and the subsequent publication of a catalog, with supplements and revisions as needed, of those films which are available for public use in the United States. In February 1950 the Bureau of the Budget, by direction of the President, issued a circular to the heads of all the executive departments and establishments of the Federal Government calling their attention to the preparation of such a catalog and requesting that certain basic information about their films be furnished by the Office of Education. This catalog lists and describes more than 3,000 films of the United States Government which are available for public use within the United States. While the Office of Education, Federal Security Agency, has prepared this catalog primarily for the use of schools and colleges, its value to all users and potential users of U.S. Government films is clearly evident. That value is particularly important today in the national defense programs. (Contains 1 footnote.) [Best copy available has been provided.]
Life Adjustment Education for Every Youth. Bulletin, 1951, No. 22
Author: Federal Security Agency, Office of Education (ED)
Date: 1951-00-00
Type: Historical Materials
Subjects: Vocational Education,Practical Arts,Democracy,Secondary Education,High Schools,Dropouts,Attendance,Income,Clothing,Educational Finance,Instructional Effectiveness,Disadvantaged,Barriers,Adjustment (to Environment),Conferences (Gatherings),Instructional Leadership,Role of Education

A number of conditions are responsible for the disparity between the widely held educational ideal and the disturbing fact that even today about 30 percent of the youth do not even begin high school and 30 percent more do not complete the work begun. Foremost among the deterrents to high-school attendance are: The need or the desire to help earn income; lack of funds, clothing, or similar problems of the pupils; inaccessibility of suitable schools and courses of instruction; and finally, failure of too many schools or teachers to provide high-school instruction having sufficient meaning, value, and appeal to the pupils and their parents to overcome deterrents to high-school attendance. It has been abundantly demonstrated that almost any apparent block to high-school attendance can be overcome where there is an all-impelling interest in doing so. The last-named factor, therefore, entails all of the others. It is this factor--namely, the development, try-out, and spread of programs of instruction which will have greater, value, meaning, and appeal to more of the youth of high-school age--which is the major concern of this report and the regional and national conferences to which it relates. This report consists of three major parts: Part I explains the purposes and proposed activities of the recently appointed Commission on Life Adjustment Education for Youth; part II describes the origin, composition, and recommendations for the National Conference on "Life Adjustment Education" (Prosser Resolution authored by Charles A. Prosser) held in Chicago, May 8-10, 1947, preceding the appointment of the commission; and part III presents "Common Understandings for a Program of Action." The purpose of parts I and II is to provide information on the steps thus far taken as a result of the Prosser Resolution (quoted in full early in part II); part III represents an effort to show illustratively what the resolution means in terms of problems and changes to be faced by American secondary education. Three appendixes present: (1) An Emphasis Upon Reality; (2) The Role of Practical Arts Education; and (3) Educational Leaders Attending the National Conference. (Contains 81 footnotes.) [Prepared in the Division of Secondary Education and the Division of Vocational Education. The following staff members were responsible for formulating this final report: J. Dan Hull, Walter H. Gaumnitz, and Grace S. Wright. Best copy available has been provided.]
Know Your School Law. Bulletin, 1952, No. 1
Author: Keesecker, Ward W.
Date: 1952-00-00
Type: Historical Materials
Subjects: Public Education,School Law,Educational Legislation,Educational Quality,Legal Responsibility,Federal Government,State Government,Federal State Relationship

Public-spirited citizens who desire to improve their educational systems increasingly look to the law. The prerogative of a law-making body is to translate acceptable ideals and reforms into operating public policies. Educational progress in this country has been vitally encouraged and supported by State constitutions, legislative enactments, and judicial decisions enhancing the educational rights of youth, and which constitute the legal basis and structure of our present vast and intricate State systems of public education. The purpose of this publication is to stimulate interest in the further improvement of educational laws, to identify legislative need in the field of education, and to suggest guiding principles, procedures, and source material helpful to this end. This bulletin falls into two main parts. Part I, Importance of Educational Law, provides a brief discussion of the significant relationship of educational laws to the quality and efficiency of education. Some suggestive principles and procedures for those who seek to improve the laws governing the administration and support of various phases of public education are also included. Part II, Educational Law, Selected References, presents a selected and annotated bibliography of literature in the field of schools law designed to provide source material related to the legal aspects of the principal phases of education. A subject index is included. [Best copy available has been provided.]
Statistics of Lands-Grant Universities, Year Ended June 30, 1951. Bulletin, 1952, No. 2
Author: Farr, Maude
Date: 1952-00-00
Type: Historical Materials
Subjects: Higher Education,Land Grant Universities,Statistical Data,Cultural Influences,Income,Expenditures,Annual Reports,College Faculty,College Students,Academic Degrees,State Universities

This report presents information regarding the staff, students, degrees conferred, income, expenditures, endowment, and physical plant facilities of the land-grant colleges and universities, for the academic year 1950-51. The facts are presented both for the individual institutions, and for the Nation as a whole. The present report, required by law, continues the series of annual reports which had their beginning with the establishment of the land-grant colleges in 1862. Through this series of annual reports, the reader is provided with factual information on the growth and progress of the land-grant institutions of the Nation. The land-grant institutions occupy a significant place in American higher education, both from the point of view of cultural influence and of number of students served. In the academic year 1950-51, the land-grant colleges and universities enrolled 18 percent of all students attending institutions of higher education, and 25 percent of the students in publicly controlled institutions. The land-grant institutions conferred nearly 25 percent of all earned degrees. (Contains 21 tables and 3 footnotes.) [This bulletin was prepared in consultation with Frederick J. Kelly. Best copy available has been provided.]
Accredited Higher Institutions, 1952. Bulletin, 1952, No. 3
Author: Wilkins, Theresa Birch
Date: 1952-00-00
Type: Historical Materials
Subjects: Higher Education,Accreditation (Institutions),Federal Government,State Departments of Education,State Universities,Graduate Study,College Admission,College Credits,Transfer Policy,Teacher Certification,Undergraduate Study,Engineering Education,Technical Institutes,Nursing Education

Since 1917 the Office of Education has published at approximately 4-year intervals a compilation of the lists of institutions accredited by Nation-wide, regional, and State accrediting agencies. This edition is the ninth in the series, the last previous edition having been issued for the year 1948. The bulletin is a source of reference for educational officers and students desiring information about the accredited status of institutions of higher education. Agencies of the Federal Government use the bulletin constantly in various phases of their work. This bulletin brings together lists furnished by professional, regional, and State accredited agencies as of February 1952. This bulletin is divided into two parts. Part I contains a compilation of institutions of higher education accredited by the six regional associations and by State universities and State departments of education. Accreditation by State universities is shown on three levels: (1) For unconditional admission to graduate school, (2) for full transfer credit, and (3) for partial transfer credit. Accreditation by State departments of education is shown for general collegiate purposes and for teacher-certification purposes. Part II contains lists of professional and technical schools, some or all of the units of which are accredited by or hold membership in the appropriate organization. Accreditation is shown by curricula in undergraduate engineering, in technical type institutes, and in nursing. An index is included. [Best copy available has been provided.]
State Provisions for School Lunch Programs: Laws and Personnel. Bulletin, 1952, No. 4
Author: Jeffers, Myrtis Keels
Date: 1952-00-00
Type: Historical Materials
Subjects: Lunch Programs,Laws,State Departments of Education,State Schools,State Government,State Legislation,Educational History,Program Development,Classification,Food,School Personnel,Nutrition

By contrast with other education and school service programs, the school lunch is new. Like any other new program, time is required to work out in detail its proper placement in the school organization, its exact functions in relation to the total school program, and the characteristics which tend to make it a part of the educational program, yet set it apart as a school service. This study contains, in considerable detail, information relative to the types of State laws which enable the State departments of education to participate in the National School Lunch Program and the varying forms of school lunch organizations which exist within the State departments of education. The school lunch program has not yet reached the stage of development where it is available to all children and youth enrolled in the schools of this country. It is hoped that the publication and distribution of this report will help the State departments of education to strengthen their school lunch programs. Two appendixes present: (1) Excerpts from State School Lunch Laws; and (2) Selected State School Lunch Laws. (Contains 4 tables and 5 footnotes.) [Best copy available has been provided.]
Higher Education in France: A Handbook of Information Concerning Fields of Study in Each Institution. Bulletin, 1952, No. 6
Author: Kahler, Edith
Date: 1952-00-00
Type: Historical Materials
Subjects: Higher Education,Educational Opportunities,Philosophy,Fine Arts,Botany,Social Sciences,Foreign Countries,Military Science,Meteorology,Home Economics,Geographic Regions,Literature,Second Language Instruction,Religion Studies,History,Physics,Mathematics Instruction,Chemistry,Zoology,Mathematics,Geology,Astronomy,Agricultural Education,Engineering Education,Institutional Characteristics,Information Seeking,Guides,Medicine

Advising students who wish to study in other countries is often difficult because accurate, up-to-date, and detailed information about the offerings in their higher institutions is frequently unavailable. A student wishing to study in a given country needs to know what the several institutions offer not only in his own subject area but also in related areas. This bulletin presents an analysis of offerings in higher education in France. Part I is organized to show all the higher institutions in the 17 academic regions of France (Academie d'Alger, Academie d'Aix-Marseille, Academie de Besancon, Academie de Bordeaux, Academie de Caen, Academie de Clermont-Ferrand, Academie de Dijon, Academie de Grenoble, Academie de Lille, Academie de Lyon, Academie de Montpelier, Academie de Nancy, Academie de Paris, Academie de Poitiers, Academie de Rennes, Academie de Strasbourg, and Academie de Toulouse). Part II is organized by subjects enabling a student to see readily which of these institutions offer his specific field of study (language and literature, philosophy, theology and the history of religions, education, fine arts, home economics, social sciences, psychology, medical sciences, biology, zoology, botany, chemistry, physics, mathematics, astronomy and astrophysics, meteorology, geophysics, geography, geology, agriculture, engineering, and military sciences). A key appears on page 3 which indicates by numbers and letters: the &quot;Academie&quot; where the institution is located; its administrative character--whether national, private, and recognized by the government; and the organizational category to which the institution belongs within the framework of higher education, both inside and outside the university. This bulletin dealing with higher education will be useful to institutions, organizations, agencies, and individuals interested in information about educational opportunities in France. [Best copy available has been provided.]
How Children Learn to Read. Bulletin, 1952, No. 7
Author: Mackintosh, Helen K.
Date: 1952-00-00
Type: Historical Materials
Subjects: Reading Instruction,Kindergarten,Beginning Reading,Grade 1,Intermediate Grades,Emergent Literacy,Reading Skills,School Readiness,Elementary School Students,At Risk Students,Teaching Methods,Word Recognition,Learning Processes,Parents

This bulletin is concerned with how children learn to read. It describes as simply as possible the teacher's part in the reading experiences children have, and the ways parents can help in making the learning-to-read years of the child's life both happy and successful. Learning to read is not limited to the first grade. During each year a child spends in school, he discovers new ways to use reading for information and for pleasure and as he does so he needs to acquire new and more complex skills. He does not acquire these incidentally but is guided by good teachers who see the importance of reading throughout the lifetime of every individual. The part of the bulletin that deals with skills in the mechanics of reading is an attempt to explain to parents, especially, why and how methods of teaching beginning reading have changed. Of equal importance to the parents should be the suggestions of ways they can use to determine how well a child is reading. Teachers and parents may find the point of view developed here one that is suitable for use as a springboard in discussing together the reading program in the individual school. It is there that school and community should evaluate today's reading methods and purposes as objectively as possible. Following a foreword, contents of this bulletin include: (1) What happens when a child starts to kindergarten?; (2) Suppose a child doesn't go to kindergarten?; (3) What happens when a child enters first grade?; (4) What about the children who are slow in "catching on"?; (5) What are the next steps in learning to read?; (6) What are these basic skills in the mechanics of reading?; (7) How then is a child helped to recognize words he has met before and to take apart the new words that he meets for the first time?; (8) What are the learning-to-read problems of the child in the intermediate grades?; (9) How does a child learn to read?; and (10) How can a parent judge whether or not his child is reading up to capacity? (Contains 4 footnotes.) [Best copy available has been provided.]
Financing Adult Education in Selected Schools and Community Colleges. Bulletin, 1952, No. 8
Author: Kempfer, Homer
Date: 1952-00-00
Type: Historical Materials
Subjects: Continuing Education,Community Colleges,Best Practices,Public Education,Costs,Educational History,Technological Advancement,Educational Finance,Adult Education,Program Development,Case Studies,School Districts,Taxes

Throughout the United States today schools and community colleges are putting greater emphasis than ever before upon adult education. Obvious reasons for this include the manpower demands of national defense, the spreading desire for educational upgrading, and the impact of technological change upon the daily lives of millions of workers. For each individual, and consequently for the expanding productive strength of the Nation, continuing education voluntarily during the years of maturity has become a vital necessity. Fortunately school and community college leaders have not hesitated to recognize their responsibility for extending to the entire community at all ages opportunities to learn. Their chief problem in developing sound programs of adult education is frequently a financial one. How can the costs of adequate instructional opportunities be met? There is no easy answer; there is no common pattern. In thousands of places, however, good programs of continuing education for adults are being initiated or expanded. Ways are being found to pay the bill. The present list of case studies shows how the job is done in 45 communities in 19 States. Since this report is a "status study" showing current practice, it does not evaluate the various plans. Every State--indeed every school district--has its own plan. A much more analytical study than this would be required to determine best practice. It was found that in most of the 45 public schools and community colleges studied, the principle of free public education for adults has widespread acceptance. In a majority of these cases, taxes bear over 90 percent of the costs, with State and local taxes carrying the burden of support. It is hoped that the information presented in this bulletin will point the way for many more communities to expand their support of adult education. (Contains 3 tables and 1 footnote.) [Best copy available has been provided.]
The Teaching of General Biology in the Public High Schools of the United States: An Inquiry into Offerings, Enrollments, Course Organization, Facilities, Equipment, and Expenditures, 1949-50. Bulletin, 1952, No. 9
Author: Martin, W. Edgar
Date: 1952-00-00
Type: Historical Materials
Subjects: Educational Facilities,Biology,Course Organization,Science Laboratories,High Schools,Junior High Schools,Science Instruction,Enrollment,Instructional Innovation,Public Schools,Expenditures,Laboratory Equipment

This study reports on the courses in biological sciences offered in public high schools, enrollments in the course in general biology, number of teachers of general biology, organization of the course, nature of the laboratory work, laboratory and supplementary facilities, the equipment used in teaching the course, appropriations for equipment and supplies, and innovations and problems related to the teaching of general biology. The findings in this study are based on returns from 786 public high schools, exclusive of separately administered junior high schools, and are for the school year 1949-50. These schools constituted 73.3 percent of the 1,072 schools in the sample, and 3.7 percent of the public high schools of the continental United States. The sample was selected from 21,300 junior-senior, senior, regular, and undivided high schools. The information summarized in this report should prove useful not only to professional educators, such as teachers, administrators, and members of curriculum committees, but also to those who are concerned with the planning of &quot;functional&quot; school facilities and with furnishing essential equipment and supplies for use in the instructional program. (Contains 33 tables and 2 footnotes.) [Best copy available has been provided.]