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The Amer people have set important soc goals to improve the quality of US life. Although there is some evidence of progress toward these goals, there are few accurate indicators of the changes actually taking place & the problems encountered along the road to attainment. The development of statistics & other pertinent information is essential because of the rapid & reverberating changes that are taking place. Signif changes are being generated in the US educ'al system in terms of people, expenditures, activities, & innovations. The educ'al indicators that are developed must take into account the variety of goals, as well as the changes in definitions & emphases of the goals. There is a need for both quantitative & qualitative data. Although some quantitative indicators exist, the data disclose little about the quality of the educ'al system or its products. New indicators relating to educ'al opportunities, the quality of educ, fundamental HB, & pol'al & econ behavior are needed. The responsibility for developing these indicators must be shared by public & private interests-gov, business, educators, labor unions, & civic & community groups. HA.

The American people have set important social goals to improve the quality of American life. Although there is some evidence of progress toward these goals, there are few accurate indicators of the changes actually taking place and the problems encountered along the road to attainment. The development of statistics and other pertinent information is essential because of the rapid and reverberating changes that are taking place. Significant changes are being generated in the American educational system in terms of people, expendi tures, activities, and innovations. The educational indicators that are developed must take into account the variety of goals, as well as the changes in definitions and emphases of the goals. There is a need for both quantitative and qualitative data. Although some quantitative indicators exist, the data disclose little about the quality of the educational system or its products. New indicators relating to educational oppor tunities, the quality of education, fundamental human behav ior, and political and economic behavior are needed. The responsibility for developing these indicators must be shared by public and private interests—government, business, edu cators, labor unions, and civic and community groups.

Intro -- Table of Contents -- What this book is about -- THESE ARE CHILDREN, LIKE OTHERS -- A baby needs love and encouragement every day -- What does Mother expect of me? -- A toddler meets parental expectations -- An SOS for Mommy -- The hard way -- Happiness and simple things -- There is much to learn -- The point of readiness -- Discovery in a garden -- Knowing he is blind -- Welcome explanations -- Making decisions -- It is so important to feel useful! -- Baking cookies -- A responsible helper at five -- THE INDIVIDUAL EMERGES -- The body is used effectively -- Self-reliance grows with thinking and doing -- Simple information -- Discovering music -- Finding her way correctly -- Emotions need grooming, too -- Moments of withdrawal -- Responsiveness -- A sense of self -- Gaining confidence -- When children get angry -- The expression of conflict -- Love, a two-way proposition -- Learning self-discipline begins early -- Learning about limits -- Bedtime at nursery school -- Helping him to be good -- Creative play allows self-expression -- Play time at home -- Fun with a frog -- WHAT FAMILY TIES PROVIDE -- The child relates to family members -- Shopping with Mother -- Man to man -- Fishing -- When the peonies bloom -- . . . and fights -- A time to be alone -- Together at the lunch table -- The wider family circle provides social experience -- SOCIAL RELATIONSHIPS SHOULD BEGIN EARLY IN LIFE -- Casual social situations encourage self-confidence -- A visit with the milkman -- A haircut, inevitable routine -- Out for a walk -- The park -- They learn to be part of a group -- At Sunday School -- At nursery school -- The neighbors need to understand -- Back-yard scenes are filled with fun -- A friend comes over to play -- An invitation out is good for parents and child -- He sees how other people live -- How parents explain to others.

INTRODUCTION Rural communities arc boing reshaped by random transportation and communication, by modern machinery and equipment and by the new world in which these are creating# If these changes are to contribute to the finer community life the people affected by them must be guided into the proper use and promotion of them new problems must be solved and the new opportunities met. To do this, rural people must be effectively educated. Life is educated from many sources, Toe democratic school is becoming definitely concerned with the Improvement of community and social living, Ms can be observed from the curriculum development that points or leads toward the major areas and problems of life. Functional education requires active participation in Constructive community activities, and the community must be thought of as local, regional, national, and worldwide in scope. Authorities religiously believe that the community school is the key to the solution of the problem of education in a democracy. People learn by the most direct contact possible with the things they are learning about. Out of this idea grow much of the improvement of schools in the last nineteenth century* the community utilizing the resources of the school and the school using the community a® It® laborstony# Therefore# the modern school must loam to use the community a® a great living laboratory and the textbook of civic and personal life.

STATEMENT OF THE PROBLEM If we agree that the fourth "R" of teaching lies in that subtle factor of human relations, it is clear that as schools and communities cooperate to analyze their needs and to evaluate their successes and failures can we ever hope to have desirable schools. If we agree that effective teaching involves action in harmony with the basic purposes of democracy, then again, the effective teacher and the citizens of the community become partners in planning and executing school programs. In this partnership both the teachers and citizens have certain differing and well 1 defined responsibilities, the citizens organize the school to meet certain needs of the community. They pay out their money to build buildings, buy equipment and pay the teachers, all of which is a definite proof that they are interested in their children but all must have a desirable relationship which should be based on democratic principles. Community Composition: It is the opinion of the writer that education in its full meaning should not be confined to the traditional classroom procedures, nor should it be limited by the concepts learned in traditional textbooks. Education is a learning process, and in its complete scope must include all preparation and all learning for the full and harmonious development of an entire community school relationship.

This study is being made to determine the possibility of organizing a supervisory program in the Luling Rosenwald School so that the teachers and principal may be enabled to work more co-operatively in order that the quality of instruction may be improved. Emphasis will be placed upon both the quality of supervision and the quality of instruction necessary to meet the demands of our democratic school system. This study becomes significant particularly because of three general changes that have occurred within the Luling Rosenwald school system within the last few years. The first of these changes is the increased enrollment. This called for an expansion of the physical plant and an addition of teachers. This expansion of school age population is an indication of the ever growing desire and social demand for education. A second change is a shift from a non-supervisory program to one that has organized supervision. This change meets the demand of modern society relative to supervisors and teachers who are called upon to cope with the changing situations in education. The progressive school personnel already realizes these demands, and they are rapidly adjusting themselves to the changes. The third general change has to do with the supervisor, principal, and teacher's duty and responsibility to the school and community. The specific purpose of this study is summed up in the following objectives: 1. To determine the critical needs through an analysis of the total situation; 2. To formulate a point of view through an examination of the literature in the field; 3. To organize learning experiences that will be appropriate to a specific need. The study involves the teachers, principal, and supervisor of the Luling Rosenwald School. It is impossible for the writer to secure a complete and accurate picture of all the functions, duties, and responsibilities that these educators must take upon themselves, but every effort has been made to gather as complete data as possible so that those concerned will get a general knowledge as to what to expect of the modern supervisory program.

In the New Lots section of Brooklyn 1,000 Sephardic families have built a society modeled after the Levantine countries which they left a generation or two ago. The Se hardim regard themselves as aristocrats, the descendants Wile ancient Israelite nobility & the inheritors of the glories of Jewish civilization in Spain. They look down upon the Ashkenazim as a 'mixed multitude' of Jews who are descended from the rabble of Jerusalem & whose blood has an admixture of a Slavic element. On the other hand, the Sephardim know that they are poorer in Jewish learning than their Ashkenazic cousins & that it is Ashkenazic drive & initiative which molds Jewish life in America. Perhaps this knowledge accounts for their tendency to cut themselves off from the present to live in a little self-contained world where they can sink back comfortably into the proud, suspicious, lethargic life of a small Levantine community mainly concerned with its own internal affairs, fueds, & family politics. Since WWII, New Lots has witnessed a quiet soc revolution which is gradually easing the _Sephardic community out of its isolation. J. A. Fishman.

The Area Project (AP) program is based on studies of the epidemiology of delinquency (DEL) & of the soc experience of children growing up in city neighborhoods with high rates of delinquence. Preventive effort is concentrated in such DEL areas. The structure of the local society is regarded as deficient in its ability to reduce the normal alienation of the M adolescent & to restore & maintain adult controls. In most instances, DEL in this situation is viewed as a product of soc learning. Procedures of the AP are based on the assumption that young people are responsive principally to the expectations of their intimate groups: family, peers, & neighbors. The major activity of the AP program is the development of youth welfare org's among residents of DEL areas &, within the structure of these groupings, direct work with predelinquent & delinquent individuals & groups. Neighborhood groups are encouraged to employ qualified local residents to carry on the work. Variation in the procedures in the org of local groups & in the content of their programs reflects variety in patterns of integration of local soc institutions. AP experience indicates that residents of DEL areas are capable of action in relation to youth welfare problems. Such action has probably reduced DEL in the program areas. AA.

Examines Office of Education administration of grant programs, particularly those in support of supplementary education centers and services authorized by Elementary and Secondary Education Act of 1965. Focuses on series of conferences cosponsored in Hawaii by the Kettering Foundation and the Office of Education, and Westinghouse Learning Corp.'s planned construction of a computerized classroom for a Menominee Indian community in Shawano, Wis. ; Record is based on bibliographic data in CIS US Congressional Committee Hearings Index. Reuse except for individual research requires license from Congressional Information Service, Inc. ; Indexed in CIS US Congressional Committee Hearings Index Part VIII ; Examines Office of Education administration of grant programs, particularly those in support of supplementary education centers and services authorized by Elementary and Secondary Education Act of 1965. Focuses on series of conferences cosponsored in Hawaii by the Kettering Foundation and the Office of Education, and Westinghouse Learning Corp.'s planned construction of a computerized classroom for a Menominee Indian community in Shawano, Wis. ; Mode of access: Internet.

99 p. : ill., maps, ports. ; 28 cm. ; University of Michigan. Center for Japanese Studies. ; Title from cover. ; Includes bibliographical references.