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In a democratic society there is a great need to evaluate and analyze the trends, policies and practices of curriculum improvement. Such an evaluation would be made for the purpose of assuring the most progressive development of individuals. In view of this fact, it was the purpose of this investigation to compare and contrast the traditional and contemporary approaches in teacher training with particular reference to the role of the teacher in guidance services. Most specifically, the problem was (1) to examine the teacher's role and his or her relationship to the guidance program in a modem society; (2) to determine the extent for which basic guidance requirements of teacher education includes pertinent courses in guidance; (3) to study the need for adequate preparation in order that teachers may assist pupils competently in adjusting to their emotional climate. This study is limited to an investigation of guidance services in the secondary school; current trends of the curriculum improvement at the secondary level; teacher preparation in light of its relationship to the guidance program; and the practical need of including a program of guidance as a pertinent facade of teacher training.

As the curtain rises on the great drama of youth, the American Public School System, recognizing the rights of the child as the first right of citizenship, faces one of the most imposing challenges that has been placed before the nation. If every child, wherever he lives, who and whatever he may be, is to be trained so that he may become an asset to society rather than a liability, the educational program must continue to seek new trends and take inventory in order that we might progress, less we become extinct. Teacher-pupil promotion is comparatively new. Let us seek out its values if they exist, let us seek its weaknesses in order that our tomorrow's citizens might have a better advantage for a greater foundation on which to build a better citizenship for a tomorrow's world. The problem of harnessing the energy of youth for the purpose of bringing about a better society in the country is a challenge to educational and social leadership. The school's responsibility is to develop the whole child. According to the Educational Policy Commission, the objectives of a democracy are to build desirable attitudes, promote goodwill, bring about sympathetic understanding with individuals, train in development of self-realization, human relationships, economic efficiency, and civic responsibility for all races.

The whole insurance industry honors Dr. Solomon S. Huebner of the University of Pennsylvania for his great contribution to insurance education in the United States. He is renowned as the founder of the American College of Life Underwriters and the American Institute for Property and Liability Underwriters. This remarkable man's visions of professionally trained life insurance salesmen, and his revolutionary thinking about life insurance ownership - the philosophy of the human life value concept - crystallized the ideals of the industry during the past half-century. As the dynamic leader in insurance education, Dr. Huebner played a significant role in the gigantic development of the life insurance industry. He served too, as an insurance expert in many important governmental appointments, and for many years he was also a key man in the development of educational programs concerning security and produce exchange markets.

The purpose of this study was to investigate and compare American and Thailand education for secondary school teachers, with an attempt to gain insight into the practices of the teacher education in the two countries, for the benefit of improvement of secondary teacher preparation in Thailand. A survey of literature pertaining to secondary teacher education was made. Supplementary information was obtained through a questionnaire from six secondary schools in Thailand. In addition, a number of bulletins from colleges in the United States were utilized to corroborate information gleaned from the literature. The findings were (1) professional education in the teacher preparation of Thailand was more emphasized than that in the United States, (2) a number of educational agencies in the United States contributed to the development of secondary teacher education while teacher education in Thailand developed solely through the work of the Ministry of Education, (3) teaching requirements in Thailand were not as rigid as in the United States, (4) the Thailand government appropriated a large portion of the national budget for educational development, but more and better trained personnel was needed, (5) in the United States at least a bachelors degree was required for secondary teaching, but a minority of secondary school teachers in Thailand had a degree. The generalizations were (1) the welfare of the nation depended upon the education of its people; and the progress of education, in terms of quality and quantity, is a consequence of good education programs; (2) the preparation of secondary school teachers was as essential as secondary education itself; (3) a good teacher education provided for teaching competence; (4) education, like other branches of social science, needed improvement which call for experimentation and research; and it was also true in teacher education; (5) teaching as a profession was promoted through the works of professional organizations; (6) the heart of a teacher preparation program was the curriculum which comprised general education, specialized education, and professional education, or, non-professional education and professional education; (7) pre-service education and in-service education were necessary for the prospective teacher and the teacher who was teaching; (8) teachers and prospective teachers needed assistance and supervision; and (9) a good teacher education program should be cooperatively planned by professional educators, teachers, students, and the public. The recommendations were (1) more cooperative effort should be given to teacher education programs; (2) requirements for teachers at secondary level should become more rigid, especially in the area of professional education; (3) prospective teachers should become much more familiar with educational research; (4) relationship of the public with the teacher education program should be encouraged; (5) teaching as a profession should be raised to a higher standard through the strengthening of professional organizations and the strengthening of teacher preparation programs; (6) supervision of instruction should be expanded to provide assistance to all teachers in all areas of secondary teaching; and (7) the improvement of teacher education should be recognized as a crucial factor in making the teaching profession more attractive to capable young men and young women.

For over two hundred years organized labor has participated in the political activity of the United States. In the following statement, Professor Lloyd G. Reynolds of Yale expressed his opinion on organized labor's long history in political action. He stated: "It is often debated whether unions should 'go into Politics,' really, they have no choice in the matter. The are automatically in politics because they exist under a legal and political system which has been generally critical of union activities. The conspiracy suit and the injunction judge have been a problem for unions from the earliest times. A minimum of political activity is essential in order that unions may be able to engage in collective bargaining on even terms." The type of labor political activity and the methods employed have varied from period to period. With a little study, however, it was possible to detect a constant evolution of labor political philosophy. At the present time labor political philosophy has been best expressed in the American Federation of Labor-Congress of Industrial Organizations' Committee on Political Education. This Committee has represented a philosophy which was born out of many years of trial and experience. The problem discussed in this study has been concerned with the development and effectiveness of the Committee on Political Education. Statement of the Problem. The purpose of this paper was to study the historical development of the American Federation of Labor-Congress of Industrial Organizations' Committee on Political Education and to assess its effectiveness as an interest group in the United States political sphere. Although the Committee on Political Education was a product of the mid-twentieth century, labor union political activity in the United States can be traced back to the eighteenth century. Much of the Committee on Political Education's philosophy of political activity has been developed over a number of years, and an effort will be made to trace the various aspects which have influenced labor's political endeavors. The growth of union political activity, therefore, is deserving of as much attention as the present status of the Committee on Political Education. Interest groups can use pressure in various ways in order to influence and win the support of the American people. Labor, being one of the primary interest groups, can and does exert its influence in many ways. In summary, then, an effort was made to trace the development of labor union political activity as it evolved from the past into its present-day organization, the Committee on Political Education; and to assess the Committee's political effectiveness.

It was the general belief of the developers, curators and protectors of the American form of Government that education of the masses is the backbone of the Democratic way of life practiced in the United States. This belief has been the foundation for the development of broad curriculums, expanded facilities and increased enrollment in teacher training institutions; especially since the beginning of World War II. The teacher shortage so prevalent in the United States at present has aroused the public and educators alike to concern about the welfare of the teacher, and the schooling of the child.

The studios of rural society are greatly concerned with the problem of rural education. It was during the pursuit of a course in Rural Sociology that the author became much interested in the consolidation movement and curious to know just how the consolidated schools functioned, and how the communities from which schools were moved were affected by the consolidation, especially as related to the Negro race. The purpose of this study is three-fold First, to furnish further information on consolidated schools. Second, to establish some facts which might be used as a basis for planning. Third, to give a functional conception of the Consolidated Negro schools in Waller County, by pointing out some of the advantages and disadvantages that exist in them. THEORETICAL STATEMENTS AND RESEARCHES OF OTHER SCHOLARS It has long been a matter of common opinion that the opportunities for education offered to rural children by the one-teacher or two-teacher school are limited and much inferior to those offered by city children. The rural or district school arose originally as a local community undertaking. In New England, it arose as a part of the struggle for district rights, as opposed to the control of the old central town. The schools were greatly influenced by periods of agricultural development. As machinery and farm practices improved, greater demands were made upon schools for improved instruction. By the close of the third period of agricultural development, the shrinkage in rural population began to have its effect upon the schools, creating another problem in rural education Problems of the One-Teacher School. Without a doubt, many of the problems of rural education are tied up with the smallness of the geographical and population units served by many rural schools. The ordinary one-or-two teacher school is not large enough to command sufficient equipment, a light enough teaching load, and rich enough offering to give the efficiency possible in larger schools. Other problems are low salaries of teachers, poorly trained teachers, insecurity of teachers (due to poor salaries, political spoils, and lack of teacher retirement plan), and inadequate educational facilities for the handicapped child.

The NSF was established as an independent federal agency by Act of Congress in 1950. The general purpose of the NSF is the support of basic res & educ in the sci's. Its signif lies chiefly in the recognition by the federal gov of the continuing need for the support of sci as a peacetime measure, following the striking demonstrations of the applications of sci to warfare. The NSF is expected 'to develop & encourage the pursuit of a national policy in support of the sci's.1D It holds the view that such policy must be developed with the cooperation of the sci'fic community, with due regard to gov'al interests. Sound bases for policy development are laid by periodic surveys of res & development among Coll's & U's, industry, gov, & other res org's. Recommendations combining national policy & the role of the federal gov in the support of sci are made to the President. The major programs of the NSF comprise support of basic res by grant, the award of fellowships, both pre- & post-doctoral,to senior sci'ts & sci faculty, & support of S & teacher training. AA.

The rapid expansion of courses in international relations on the university level is causing an acute need for a consideration of the contents of the introductory course. More and more political scientists are required to teach international relations, and many of them are not at all certain about what material to cover or what approach to use. The relative newness of courses in international relations and the lack of any standard criteria have created a situation perplexing to both teacher and student.The field of international relations may be broken down into international law, international organization, and international politics. The study of international politics is the basic, introductory course in the field. International politics is really a study of the primary factors that enter into the politics of nations as reflected in current international developments. International politics is a new academic discipline only in so far as it involves the selection of certain pertinent material largely from the social sciences and the application of these data to international developments. The study of international politics reflects the present tendency toward the consideration of social science as a whole and away from its artificial division into separate compartments.

No one is better qualified than Dudley S. Brainard to tell the story of St. Cloud State Teachers College. As teacher and administrator he has observed the development of the college for more than a quarter of a century. With the discernment and impeccable good taste of the skilled historian, he has etched, painstakingly and with keen understanding, the important events in the growth of the college. This story, however, is, more than the story of St. Cloud State Teachers College. It is the story of the establishment of publicly-supported teacher education in the State of Minnesota. Attention is directed, quite appropriately, to the importance of the professional education of teachers for the public schools. This importance has not always been recognized as is indicated in the cataloging of the sometimes harrowing events in t he early history of the college. But as the story unfolds one gains a sense of well-being. It is clearly evident that great progress has been made. Over the span of years St. Cloud State Teachers College has grown from a normal school offering little beyond the traditional secondary education to a full-fledged college presenting four years of professional education for the preparation of teachers. The degree of excellence achieved by that four-year program has been recognized by both the North Central Association of Colleges and Secondary Schools and the American Association of Colleges for Teacher Education. The college is accredited by both these agencies. In the summer of 1953 a graduate program leading to the degree Master of Science in Education was initiated. Authority to offer this program was granted by the 1953 Legislature of the State of Minnesota with the whole-hearted and active support of the teachers of the state represented by their professional organization, the Minnesota Education Association. To the younger generation, this history is the story of their heritage. lt is a precious heritage and an important one. The traditions of the college and the lofty ideals of its founders come alive for the reader. It is with a sense of re-dedication to those traditions and those ideals that this book is recommended to the alumni and faculty of St. Cloud State Teacher College and to all students of teacher education. ; https://repository.stcloudstate.edu/scsu_histories/1000/thumbnail.jpg

Modern education has recognized the fact that for the desired development of the student, more is necessary than the formal instruction of the classroom. Out of this need has grown the unit known as the "Home Room." Administrators are rapidly coming to realize that the goal of modern education may better be attained through this medium. The homeroom is one of the most vital and important units of educational organization in the secondary schools of today. Through the homeroom, the creation of school consciousness, wholesome attitudes and relations, a definite concept of socialization, and a realization of individual responsibility can best be fostered. Pupil-teacher relationships and relationships between the home and school are better established in the homeroom than is any other group. Here in the homeroom, a miniature form of government may be maintained that will teach the student how to be a good citizen. The three fundamental aims of secondary education are 1. The preparation of the individual as a prospective citizen and cooperating member of society the Social-Civic aim., 2. The preparation of the individual as a prospective worker and producer—the Economic-Vocational aim., 3. The preparation of the individual for those activities which, while primarily involving individual action, the utilization of leisure, and the development of personality, are of great importance to society—the individualistic vocational aim. In the homeroom, the pupils are guided educationally, vocationally, socially, morally, and recreationally. The homeroom is the very life of the school, reflecting quite accurately the character and condition of the school. The purpose of this study is to discover the merits and limitations of the homeroom as a unit of organization in the four-year public high schools of Texas which have an enrollment of approximately 250 and above and to make suggestions concerning possible improvements. The question facing the homeroom teacher is, not "What is the purpose of the homeroom? rather, it is "How shall that purpose be fulfilled