In Oklahoma an unusual political situation followed the receipt of the survey report. The turmoil in the legislature made it impossible to secure the laws which the educational people of the State, including the State Teachers Association, asked. These were formulated as a result of the survey. However, in spite of difficulties a constitutional amendment was passed providing for an annual State fund of $15 per capita school census.

Advisory surveys made in several counties in Virginia have resulted in recommendations for the location of schools, for the reorganization of high schools, and for changes in the curriculum. In at least four counties the recommendations are being followed.

In South Carolina the results of an educational and occupational survey in Orange County are being made the basis of a State course of study in agriculture for junior high schools. This survey was made in cooperation with the State department of education and the result is being followed by that department. In general it is safe to say that so far as we know no survey made by the bureau has been wholly without results. In whole or in part recommendations have been or are being followed.

It seems worth emphasizing in this connection that where survey service to rural communities is most needed the bureau can not render it because poor communities have no funds on which to draw to pay expenses of surveys.

Real survey service can be rendered only when the bureau has a fund large enough to help poor districts and counties as well as those already reasonably progressive and financially able to have surveys made.

In Arkansas the report of the survey commission was used as the basis of a state-wide campaign for better schools. State educational authorities say that improved sentiment is one result. Added to this the legislature of that State provided for a State severance tax for school purposes.

In Alabama the bureau report was made directly to the legislature immediately following the survey. The result was a new school code passed by that session embodying practically all of the recommendations of the survey committee. The Alabama survey was probably the most fruitful in results of any State survey made either by the bureau or any other organization. In certain counties in that State-Montgomery County, for example-the recommendations for improved administration, supervision, and school organization have all been carried out. As a result this county probably has the most effective county system of schools in the United States. Other counties have made splendid progress, particularly when conditions at present are compared with those preceding 1919 when the survey was made.

In other States, such as Wyoming and Arizona, legislation following in whole or in part the recommendations has been introduced and certain sections have been enacted into law. In these and in other States the survey reports have been bases for arguments on the part of educators who go to the people asking for improvements.

COUNTY SURVEYS

The bureau has recently made two county surveys in North Carolina. In one of these, Currituck, the full program recommended is being carried out. It, too, extends over a period of years and requires increased taxation and bonded indebtedness. The administration section of this survey was followed by a later one in which recommendations for a new curriculum and internal organization of the schools, including placement of teachers and arrangement of classes, were made, all of which are being carried out, The Beaufort County survey had for its purpose the planning of a county-wide system of school consolidation. The county superintendent is conducting a campaign using the material collected and set forth in the bureau's report. Results are not yet measurable. seems little doubt that the recommendations will be carried out.

CITY SCHOOL SURVEYS

There

San Francisco, Calif., 1916: "An amendment (to the city charter) based upon the recommendations of your able report, and providing for the appointment of a superintendent of schools by a board of education, was passed by the voters of San Francisco at the election of November 2 * * * Thanking you for what you have done for San Francisco, etc." (Mrs. Amy L. Steinhart, secretary Public Education Association, San Francisco, Calif., November 5, 1920.)

Elyria, Ohio, 1916-17: Practically every recommendation has been adopted. The superintendent of schools reports that the survey was a great help to him and his board.

Columbia, S. C., 1918: No report.

Memphis, Tenn., 1919: Schools reorganized.

Elizabeth City, Ñ. C., 1920: "We have had your report published in the local papers, and the document has awakened much interest." (L. D. Case, executive secretary Elizabeth City Chamber of Commerce, August 20, 1920.)

"The board of trustees of the city graded schools at a meeting last night authorized the issuance of bonds for the enlargement and improvement of the schools in the sum of $500,000, instead of $300,000 as had originally been suggested.

"I am quite confident that the people will vote for the $500,000 bond issue, for public sentiment for the best is growing daily." (L. D. Case, 1921.)

"The $500,000 school bond election was carried by an overwhelming majority. There were 800 voted for, and only about 50 against * * *. Other results are certain to follow the splendid work done by the survey commission." (L. D. Case, April 26.)

Wilmington, Del., 1920: Plans for administering the schools changed as a result of the survey. Schools being entirely reorganized.

Winchester, Mass., 1920: Superintendent reports that survey proved very helpful.

Sparta, Wis., 1921: "I am certainly very happy in announcing to you that we carried the bond issue for $225,000 at our adjourned meeting. There was a large turn-out and we had to adjourn to the armory

* * *

Your survey accomplished just what we had hoped it might. It covered all the ground that it was practical to cover, and it did so in very direct and plain terms which all of us could comprehend.

"I congratulate you and ourselves most heartily. Your arguments were not answered by any man or woman * * * Thanking you again for all your help in this very delicate local situation, and for your tact and judgment in handling it to, as I believe, the good of us all, etc." (Spencer D. Beebe, president board of education, Sparta, Wis., December 9, 1921.)

*

Wheeling, W. Va., 1921: “After a series of meetings and conferences the board finally passed the amendments to the bill prepared by the Rotary Club, Kiwanis Club, and chamber of commerce, which provided for the election of five commissioners at large at the city election of 1923, the term to be six years The other provision is that the superintendent shall appoint all teachers, principals, and other employees of the board, subject to confirmation by the board. "At a meeting of the joint committee of the above organization held yesterday these changes were approved unanimously by the members present, so that the bill as now amended goes to the legislature without contention." (Paul O. Reymann, president board of public school commissioners, Wheeling, W. Va., March 30, 1921.)

NOTE. The bill referred to, was subsequently enacted by the West Virginia State Legislature.

On Friday evening, July 22, 1921, the board of education adopted a series of resolutions establishing new standards of qualifications for teachers and other employees, "in order to carry into effect the recommendations of the survey commission." (Educational survey of Wheeling, W. Va., Bulletin 1921, No. 28, p. 53.)

"About one-half of our teachers are making arrangements to attend this summer, professional schools such as Columbia University, West Virginia University, Ohio State University, University of Chicago, etc. Matters are proceeding very nicely and I judge will eventually settle down to good, hard, earnest work, and I desire to make our schools second to none." (C. E. Githens, superintendent of public schools, Wheeling, W. Va., May 30, 1921.)

Shreveport, La., 1922: The survey was made to ascertain whether or not the school system was up to standard. State Superintendent Harris, who published the report of the survey, says:

"The report of the commission will, therefore, give the public outside of Louisiana a fair notion of our public-school status, and it will bring forcibly to the attention of the public and to Louisiana her adequate appraisal of the value of our educational efforts as well as to point the way to future efforts. I wish here to give expression of my grateful appreciation to the commission for a very excellent piece of constructive work."

Trenton, N. J., 1922: Plans for reorganization of school system adopted. Alexandria, Va., 1923: Elementary-school pupils reclassified. Changes made in the high-school courses of study. Better sanitary conditions.

Swarthmore, Pa., 1923: Superintendent reports that he has reorganized his schools in accordance with major recommendations of survey report.

Uniontown, Pa., 1924: Recommendations regarding school-building program unanimously adopted by the board of education. A month later the people voted a bond issue of $600,000.

SCHOOL-BUILDING SURVEYS

Meriden, Conn.: Board of education unanimously adopted report and obtained bond issue of $750,000 for the building program.

Colorado Springs, Colo.: Board of education unanimously accepted report and are reorganizing the schools in accordance with the recommendations. Gloucester, Mass.: Board of education unanimously accepted report. Athens, Ga.: Board of education unanimously accepted report, and voted to adopt recommendations. A bond issue of $175,000 was voted.

Raleigh, N. C.: Board of education unanimously accepted report.

Washington, N. C.: Report unanimously accepted by board of education and a bond issued of $300,000 secured.

Parkersburg, W. Va.: Report unanimously accepted by board of education but to date funds not secured for building program. A bond issue of $650,000 was asked for by the board.

Portland, Oreg.: The board of education unanimously voted to adopt the report and follow its recommendations in toto. In accordance with this decision the board is now asking for a $5,000,000 bond issue for a school building program to be carried out on the work-study-play plan.

Lexington, Ky.: Board of education unanimously adopted the report. A bond issue of $400,000 was secured.

Brunswick, Ga.: Board of education unanimously adopted the report. A bond issue of $250,000 was secured. Winchester, Mass.: Board of education adopted the report.

STATEMENT OF DR. C. R. MANN

Doctor MANN. Before I begin the argument, gentlemen, may I say a word to you about these surveys by the Bureau of Education that were mentioned to you a few minutes ago?

I have had a minor part in some of those surveys. The process is that the State invites the bureau to make a survey. The State makes an appropriation and the expenses of the survey are paid by the State. The bureau then employs specialists for a short period and makes the survey.

We made a survey of Alabama some three or four years ago, and the result was most gratifying. The State legislature adopted many of the suggestions, and it has been the cause of starting Alabama on an upward career in education.

Another was the recent survey in Massachusetts to determine whether a State university was needed there or not. That was a very interesting survey, financed by Massachusetts.

An invitation is pending from New Jersey.

Mr. WELSH. What was your conclusion in Massachusetts?

Doctor MANN. It was a fact-finding survey; conclusions were not wanted. It showed the facilities of Massachusetts for college graduates, the number of high-school graduates who were prepared for college and who were qualified by intelligence ratings to go to college, and the facilities for vocational training for people in the junior high schools and the senior high-schools and the junior colleges. I think that one of the possibilities suggested was the establishment of a junior-college system that would take care of a good many of those who are not properly taken care of by the State under the present. system. That is just my guess.

The survey work of the bureau has been very significant. I have followed a number of their surveys and they have done a great deal of good.

Mr. REED. Have you in mind some of the other States?

Doctor MANN. Iowa; as I recall, the State of Washington; and I think Arizona; and I am not sure about New Mexico. They have been pretty well scattered.

Mr. WELSH. Do you recall what the general difficulty was in the States; lack of funds or lack of system, or what?

Doctor MANN. The general difficulty in the States is in organization. That is, there are too many small units and too many commanding officers. You will be interested to know that there are more school board members than there are public-school teachers in the country as a whole.

The other factor is the financial factor; the way the State taxes are set up and the way the moneys are raised and distributed by the

States.

I know in Alabama the financial factor was very prominent.

Now, gentlemen, I want to give you a very brief summary of my impressions of this problem after studying it for the last 15 years and listening to the hearings here. I want to appear as an individual and not as representing either the American council on educationand of course not the War Department-or the Federal council of citizenship, with all of which I am connected.

There are certain things upon which everybody is agreed. The first of these is that the present status of the Federal organization for education, is not satisfactory. Within the resources at its command, the Bureau of Education is doing a very admirable work and always has done a very admirable work, as I said the other day. The long series of statistical reports and discussions of educational problems that were published under Commissioner Harris are a very complete history, and contain many significant documents concerning American education. The same is true of the statistical reports that have come out biennially. Foreign nations have regarded our educational reports as the best that have been produced in the world. Within the appropriations and facilities given to the bureau, it has always done an excellent piece of work.

It has, however, not been able to do the work that the Federal Government might do and properly ought to do, because of lack of appropriations. The total appropriation this year for the educational work of the bureau, exclusive of the Alaska work, is $274,000.

Another unsatisfactory feature is the separation of the different educational bureaus, and particularly the separation of the Federal Board for Vocational Education, from the Bureau of Education. Your chairman has just stated that the director and other supervisors of the Federal board have objected to an amalgamation.

Mr. ROBSION. If the gentleman will permit, there, did you say that the Federal Government certified $274,000 for education? Doctor MANN. No; I said that was the appropriation for the Bureau of Education.

Mr. ROBSION. Well, for the Bureau of Education?

Doctor MANN. Yes.

Mr. ROBSION. I think the Federal Government allows about $125,000 for looking after the tobacco worm in this country.

Doctor MANN. Yes. The bureau's total budget, as Secretary Work stated, is $754,000, about; but the larger part of that goes to Alaska.

The Federal board's situation is unsatisfactory, I think, to most people. If you want to understand the situation, you have to go back to the origin of that board. It started with the propaganda in favor of industrial education, which became active about 1904, in the organization of a society for the promotion of industrial education. That society at once began a campaign for an independent organization to push vocational training in the Federal Government.

At the same time they started the same campaign in the States, and the proposition, you remember, in Illinois, was very noteworthy, where they employed the ex-superintendent of schools, Mr. Cooley, to make propaganda to establish a separate administrative system within the State of Illinois for vocational training-industrial training-apart from the regular school system.

At that time that movement was, in a sense, justified, because the public-school system had not taken proper account of vocational training; but as a result of the discussions that have gone on since, it has now come to be very generally recognized, I think, by all who are familiar with the technique of the situation, that the two functions, general education and vocational education, ought to be operated together.

The campaign in Illinois was not successful. They did not establish a double-headed system. They have set up double-headed systems in some of the States, but I understand some have gone back to the single control or supervision of general education and vocational training. From the point of view of fundamental educational principles, that is the way to handle it.

There is still a group in the country, represented by that same society for the promotion of industrial education-I think they have changed their name to "National Industrial Educational Association, or something of that sort-that same group, which is still holding to the idea for which they fought so long, and which led to the establishment of the Federal board, and to the appropriations. That group still feels that vocational training must be separate from general education, because the school system as a whole is so slow in making progress in vocational training and industrial education. They feel they would make better progress alone. As the chairman remarked, any group of Federal offices are always loath to be merged-that is, the actual men who are doing the work are loath to have their offices merged with other offices; but after the merger is made it turns out to be a very useful thing, as a rule.

May I point out that Secretary Davis, chairman of the Federal board, is on record in the hearings before the reorganization commission as favoring the uniting of the educational agencies within the Federal Government under one organizaion. He favored there a bureau, but he wanted that bureau in the Department of Labor. He specifically states that he considers it absurd to have independent educational agencies like the Federal board.

Another member of the Federal board, Secretary Hoover, has told me that he feels that these separate, independent boards are very bad administrative organizations unless they have judicial functions, and he feels that there is no excuse for the separate maintenance of the Federal board as an independent organization.