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This publication presents the papers presented at the Proceedings of the National Citizens Conference on Education held at the Washington Hotel, Washington last May 19-21, 1920. The purpose of the conference is to capitalize for the new era the interest in education that is springing up in all parts of the country, and to organize it for effective action, to the end that it may come out of this conference Nation-wide in extent and influence. This publication contains the following papers: (1) Aims and purposes of the conference (P. P. Claxton); (2) Some facts about the schools and their teachers (Leonard P. Ayres); (3) Adequate preparation for an adequate number of teachers to fill the schools of the United States (William C. Bagley); (4) The source of supply of teachers (David Felmley); (5) Selling the idea of good schools to the people (William Harding); (6) Meeting new tests of rural and urban life (Albert Shaw); (7) A practical program for the development of the rural school (Thomas E. Finegan); (8) An adequate program of public education (Frank Spaulding); (9) Economies in education (Charles H. Judd); (10) Education and agricultural production (Raymond A. Pearson); (11) Education and the Army (William G. Haan); (12) Education and the wage earner (Matthew Woll); (13) Education in relation to invention and research (Charles R. Mann); (14) Conference on highway engineering and highway transportation education (Albert F. Woods); (15) The new interest in education in Great Britain (Auckland Geddes); (16) The new interest in education in France (G. Chinard); (17) The new interest in education in Latin-American countries (Jacobo Varela); (18) Education as a national interest (Horace M. Towner); (19) The rural school and the rural teacher (Robert A. Cooper); (20) Education for citizenship (Carl E. Milliken); (21) The interest of the churches in education (Robert L. Kelly); (22) Education and the suffrage (Maud Wood Park); (23) Education for citizenship (Thomas J. Shahan); (24) Education for human culture (Enoch A. Bryan); (25) Training the teachers for the rural schools (John A. H. Keith); (26) Cooperation of business and industry with the schools (H. E. Miles); (27) How women's clubs can help (Philip North Moobe); (28) The interest of patriotic societies in the promotion of education (George Maynard Minor); (29) The program of the national committee on chamber of commerce cooperation with the public schools (James T. Begg); (30) What musical organizations can do (Frances E. Clark); (31) Health education a duty of the schools (Emmett Holt); (32) A new policy necessary in dealing with the salary situation (George Drayton Strayer); (33) Will the people respond? (Hugh S. Magill); and (34) Extracts from Letters and Statements from governors of States; from State superintendents of public instruction; from heads of educational institutions; and from prominent persons to the United States Commissioner of Education. An index is included. [Best copy available has been provided.]

Reliability data suggest that, although there are many problems, it is feasible to systematically evaluate a student's analytic and persuasive competence in free oral argumentation. The first part of the paper describes the contexts within which the evaluation project took place. Specifically discussed are the five areas of analysis on which the project concentrated: (1) problem identification and differentiation, (2) making explicit cross problem assumptions, (3) identifying and using appropriate strategies for dealing with different types of problems, (4) identifying common dialectical operations, and (5) identifying relevance problems. The second part of the paper describes the content analysis system used to quantify student behavior. The categories or units used to describe the interactions are examined (many examples are provided) and the importance of the frame of reference of the person who does the categorization is emphasized. Two evaluation studies were conducted. In the first, four trained scorers scored from 10 to 18 discussions between a student and adult interviewer, in which a student was challenged to defend a position on a controversial case. In the second study, two trained scorers scored 32 pupil-led discussions. On the average, there was a relatively high level of agreement among scorers in both studies. (RM)

The primary purpose of this conference held in Washington, May 1 and 2, 1922, was to promote through training better coordination of the major operations in industry and commerce. There was an attendance of 215 comprising largely business executives, engineers, and professors of business and engineering. The topics of discussion related to the coordination of college training with the industrial demand, to civic and social training of the engineer and business, and to the training of the engineer for management of overseas engineering projects. The committee hoped that the discussion of these topics might: (1) help solve the new problems that have recently arisen in modern industries, the solution of which demands a more scientific approach to include job analysis and personnel specifications and a translation of these into a new and teachable content for use in engineering and commerce schools; and (2) might assist the engineer to a better understanding of problems relating to community development and aid in the training of the engineer for management of Overseas engineering projects. Committee on Commercial Engineering is appended. [Footnotes were unable to be counted due to poor print quality. Best copy available has been provided.]

"In democracy education holds the most promising potential solution of the social and economic problems for peaceful, gradual, intelligent evolution toward the goals which we must set up for the preservation of the ideals and the happiness of our citizenship." This opening sentence of the letter of greeting sent by President Roosevelt to the National Conference on Fundamental Problems in the Education of Negroes was the fundamental assumption upon which the conference was projected. The conference was held in Washington, D.C., May 9 to 12, 1934, under the auspices of the Federal Office of Education, and was attended by 1,030 registered delegates, 500 of whom came from 28 States. The agencies represented at the conference were: (1) State, county, and city systems of public education; (2) church boards; (3) philanthropic foundations; (4) National, State, and local teachers' associations; (5) accrediting associations; (6) the press; (7) business, industry, and labor; (8) the professions; (9) fraternal organizations; (10) youth movements; and (11) governmental agencies. Although the conference addressed itself particularly to fundamental and special problems in the education of Negroes, it considered all phases of education in their relation to the special topics under discussion. The report of the conference presented in this bulletin is an abstract of the findings, conclusions, and recommendations of the committees, together with excerpts from the major addresses made during the sessions. There are three parts of the report, comprising, respectively, addresses, consideration of major life functions, and organizational and administrative machinery. Individual sections contain footnotes. [Best copy available has been provided.]