agencies and programs designed to serve the educational needs of youth is an ever present one. Surely it cannot be dismissed on the ground that to date no generally accepted standards and techniques for dealing with the problem have been developed. As a matter of fact the development of community councils in many parts of the country, an increasing emphasis upon the importance of community surveys, together with a growing recognition of the strategic role of the school as an integral part of the total community effort for better living, in themselves, are evidences of emerging standards and techniques for the best utilization and coordination of all community agencies and activities.

As evidence of such emerging standards and techniques it seems pertinent at this point to cite some of the theses or propositions discussed and developed in the committee report referred to above:

With a few conspicuous exceptions secondary schools have not provided a well-rounded program to meet the varied needs represented in their enrollment. By creating larger gaps between school and job the depression increased the already existing need for extension of free school opportunities through the 13th and 14th years and for service to out-of-school youth.

The experience of the last decade also demonstrates that comprehensive statements of educational aims for youth, whether in or out of school, must be translated from paper into action.

While the general goals are the same no matter what the type or size of the community, their application will differ according to community character and resources.

A conception of the school job large enough to include out-of-school youth will vitalize the in-school program.

that

It is apparent to the layman and the educator alike, comprehensive, coordinated youth program such as that outlined in report has not yet been achieved.

this

The purpose of this section of the report is to recommend one of the instrumentalities by which it will be possible to achieve such a comprehensive, unified Youth program. This instrumentality is the Community Youth

Council

Here, surely, are basic problems which will have to be faced with increasing intensity and skill by administrators. Schools and departments of education will have to meet the challenge of providing opportunities for administrators in training to grow in knowledge, resource, and skill in meeting these problems. The University of Buffalo offers the one statement submitted which realistically relates itself to the implications of question 4, as follows:

We have two courses in which the element in question is emphasized"A systematic study of a School System" which includes a study of the local community with an analysis of its resources and liabilities, and "Aspects of the Community Educational Program" which goes into detail with respect to the characteristics of community enterprises and means by which cooperative relationships may be developed by principals and superintendents.

5. Describe briefly any activities which you have undertaken in this area (IV), which in your judgment have been of constructive value to you in developing an effective professional education program for administrators.

Only 7 statements were submitted here and these, for the most part, recapitulated statements previously made in amplification of replies to the questions raised in this section of the inquiry.

In concluding this analysis of returns related to questions as to specific types of provisions for demonstration, observation, and practice experience in the education of school administrators it appears that such opportunities are not generally available to an extent which could be considered adequate.

Chapter 5

Content and Organization of Program

THE QUESTIONS included in this section relate to program areas which were mentioned most frequently by conferees on the field trip which preceded the preparation of this inquiry form. There seemed to be general unanimity with respect to the importance of the questions included. Questions 1 to 8 elicited by far the greatest number of affirmative replies as compared with questions in the other four sections.

1. Does your program provide for the adequate education of administrators relative to the nature of children and the implications of such knowledge in the school program?

a. Does your program provide for the study of the nature of adults and the implications of such knowledge, especially in public relations?

No better background for highlighting the importance of these two questions can be provided than to quote Tyler in his discussion of one of the "elements not usually included in the training program for school administrators."

The first of these (elements) is derived from the fact that administration is so largely concerned with human values. I realize that administrators must deal with many material aspects of their work . . . These activities do involve problems which administrators must learn to solve, and a part of the administrators' training must touch upon these matters. Basically, however, the solution of these problems is not acceptable unless it promotes the educational effectiveness of the school, and unless its effect upon the human beings concerned is salutary. Hence, a basic element in the training of administrators for democratic leadership is the study of human beings so as to understand the way they develop, their abilities, their interests, their motivation, and the relation of physiological factors, of social factors, and of emotional factors upon their development . . . A training program for administrators, it seems to me should include ample opportunity for the study of human growth and development through a study both of children and of adults. A laboratory school and a child development laboratory are as essential to the education of administrators as they are to the education of teachers.1

Fifty-two institutions report that their programs make provisions for the education of administrators relative to the nature of children.

Tyler, Ralph W. Training administrative officers for democratic leadership. Proceedings of the Eighth annual conference for administrative officers of public and private schools, 1939. Chicago, Ill., University of Chicago Press. p. 67-68.

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Three of these hesitate to claim adequacy. The question of adequacy is of course a difficult one. A proponent, for example, of Tyler's point of view would not be satisfied, as to adequacy, with a substantial majority of the provisions described by these institutions. One respondent who filed a negative reply insisted that "such education cannot be adequate with our present knowledge," the implication being, of course, that our present knowledge of child nature is far from adequate. Others will contend that until educational practitioners, teachers, and administrators catch up with present knowledge, the inadequacy of that knowledge is not a matter of immediate concern. It was assumed in stating the question that the matter of adequacy would be determined in relation to the emphasis given to the importance of this program area in relation to the purposes underlying the total program in each institution. The fact that a number of respondents struggled over an interpretation of this qualifying phrase "adequate education of administrators," may suggest that the importance of, and emphasis to be given to, the education of administrators in child nature, growth, and development has not been fully determined in these institutions.

There was slightly less confidence expressed with respect to provisions for the study of adults with 45 affirmative responses to question la. Here the question of adequacy did not arise.

2. Do you have teaching materials in use which synthesize the contributions of medicine, psychology, psychiatry, sociology, and education to our knowledge of the whole human being?

The affirmative responses to this question dropped down to 36, with 4 of these qualified by such comments as: "not much," "to a limited extent," or by references to courses such as vocational psychology, mental hygiene, etc. The question was passed by 5 respondents.

3. Are opportunities for observation work and study at child development centers or clinics available to administrators in training at your institution?

a. Do you make systematic provisions for such observation and study?

Replies to these questions reveal that while such opportunities are available in 45 institutions, systematic provisions for such observation and study are made in only 31 institutions, and in 4 of these the affirmative reply was made with reservations. It can, therefore, be said that among the 62 institutions responding, the facilities referred to exist and are available in more than 70 percent, but in only 41 percent are these facilities systematically in use in the education of

school administrators. To put it another way, for this group of institutions, existing facilities for observation work and study at child development centers and clinics appear to be about 58 percent effective in this program area for the education of school administrators at the graduate level.

4. Describe briefly such provisions as have been made at your institution for the type of study referred to in 1-3 above.

In responding negatively to these questions a number of institutions point out that much of the training referred to is provided for in programs of teacher education at the undergraduate level and that school administrators in training at the graduate level may elect further work in these fields. There was no intention in setting up these questions to imply that work at the graduate level in this program area should be required in all cases. Interest was centered in the extent to which the area was recognized as important for administrators and the extent to which facilities are available and systematically used at the graduate level.

The following statements provide some detail with respect to the nature of the opportunities available and how they are used in providing "adequate" education of administrators relative to the nature of human beings, young and old:

BALL STATE TEACHERS COLLEGE

At Ball State Teachers College (under the George and Frances Ball Foundation) we have a Child Development Center . . . The Child Development Center gives opportunities for observation work and study in child development and work in connection with clinics in such fields as speech correction and family relations.

UNIVERSITY OF CALIFORNIA

We use the Institute of Child Welfare, the University High School, Claremont Junior High School, and University Elementary School for assigning students in a course entitled "Growth and Development of the Child" for observation purposes. They report on regular blanks which have been designed to guide their observations. The text which is used was written by the members of our staff. "Studying Children in School."

COLUMBIA UNIVERSITY

One of the most important provisions made for students in this area is found in our Guidance Laboratory. Students are given opportunity here, either through courses in which they work or through observation, to see the whole program of guidance involving psychologists, psychiatrists, physicians, and personnel workers. In our field work many opportunities are provided for our students in this area.

INDIANA UNIVERSITY

We have at present four separately operated clinics on the University campus, each one having the two-fold purpose of assisting children with their adjustments and providing opportunities for the training of workers in