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Designed to assist American Indian youth in the school selection process, this directory of American Indian secondary and post secondary educational opportunities details programs and philosophies for five institutions. Specifically, this directory presents the following: (1) Post-High School Education and Training Programs Offered by the Bureau of Indian Affairs; (2) Haskell Indian Junior College (introduction, fact sheet, philosophy, flow chart and explanation, approved courses for employment assistance grants, and higher education grants); (3) Institute of American Indian Arts (philosophy, objectives, program, special financial assistance, flow chart and explanation, programs after completion of postgraduate study, fact sheet, major services to Indians, facilities, and locale); (4) Southwestern Indian Polytechnic Institute (philosophy, flow chart, and explanation of flow chart); (5) Chilocco Indian School (history and purpose, philosophy, objectives, flow chart and explanation, and program); (6) Appendix (employment assistance grants and services, veterans' benefits, and application form). (JC)

In Volume I, the Commissioner of Education introduces topics to be covered in the report. Chapter 1 covers current education topics, including work of boards and commissions, education associations, student aid, education standardization, public school teacher training, teacher salaries and pensions, tenure, international relations education, health and hygiene, playgrounds, compulsory education and child-labor laws, and education of the colored race. Chapter 2 covers education-related legislation in the second session of the 60th Congress. Subsequent chapters concern state education associations, insular education, foreign education, college and student periodicals received by District of Columbia libraries. Also included is a directory of chief state school officers, city superintendents, single-sex and coeducational college and university presidents, school of technology presidents, university and college pedagogy department heads and professors, and normal school principals. [For Volume II, see ED620728.]

Influential historic documents in American education are presented in Chapter I, including legislation, land grants for common schools and universities and for agricultural and mechanical colleges, Bureau of Education role, early discussion on establishing a national university, and state constitutions' education provisions. Also included are the report of the Committee of Ten on Secondary School Studies and related papers in Chapter II, and a section on the National Education Association's (NEA) history, organization, and function in Chapter III. A catalogue of NEA papers and addresses since founding is included. Character of and facilities for negro education is addressed in Chapter IV, covering cost, the largely elementary nature of negro education, increasing attention to industrial education, negro education's teaching force, professional training, and institutional statistics for 1892-93. Chapter V covers pecuniary aid for university and college students in U.S. colleges, universities, and women's colleges; English universities; France, and Germany. Chapter VI discusses university extension programs. Chapter VII concerns medical education, including raising its standards, course, lengthening, clinical instruction, students with degrees, women in medicine, higher medical education, and German and American medical students. Education condition in 17 states, the District of Columbia, and Hawaii is covered in discussion and data. A list of notable deaths during the year in the education field is included. Statistical tables cover: school population, attendance, instruction, leadership, and facilities in cities with upwards of 8,000 population; public school receipts and expenditures for those cities; cities with unavailable school data; public high schools; endowed academies, seminaries, and other private secondary schools; universities and colleges; Division A and B women's colleges; agricultural and mechanical colleges; agricultural and mechanical colleges for colored students; receipts and expenditures of funds benefitting colored students in agricultural and mechanical colleges; scientific schools and technology institutes; schools of theology, law, medicine, dentistry, pharmacy, veterinary medicine, and nursing; public and private normal schools; university and college normal students; commercial and business colleges; state institutions for the deaf; public day and private schools for the deaf; state institutions for the blind; state institutions and private schools for the feeble-minded; reform schools; and foreign countries' public elementary education. [For "Report of the Commissioner of Education for the Year 1893-94. Volume 1. Containing Part I," see ED622073.]

This is Volume 2 of the Report of the Commissioner of Education for the Year 1892-93, containing Parts III and IV. Part III contains the chapters: (1) Documents Illustrative of American Educational History; (2) Report of the Committee of Ten on Secondary School Studies, with Papers Relating Thereto; (3) The National Educational Association; (4) The Education of the Negro--Its Character and Facilities; (5) Pecuniary Aid for Students in Universities and Colleges; (6) University Extension; (7) Medical Education; (8) Education in the Various States; (9) Report on Educational Affairs in Alaska; and (10) Educational Necrology. Part IV covers Statistical Tables. [For "Report of the Commissioner of Education for the Year 1892-93. Volume 1. Containing Parts I and II," see ED622069.]

This is the 1963 Annual Report of the U. S. Department of Health, Education, and Welfare, which includes the Office of Education's report. The report is in six sections. Section 1 is Education in the Spotlight. Section 2, Educational Services and Research, covers the topics: (1) Statistical Surveys and Reports; (2) Studies and Services; and (3) Sponsored Studies (Research, Surveys, Demonstrations). Section 3, Financial Assistance Programs, covers the topics: (1) Vocational and Technical Education; (2) School Assistance in Federally Affected Areas; (3) Programs Under the National Defense Education Act; (4) Civil Defense Adult Education; (5) Cuban Refugee Assistance; (6) Land-Grant Colleges; (7) College Housing Loans; (8) Special Education; (9) Library Services; (10) Educational Television; and (11) Other Programs of Federal Assistance. Section 4, International Education, covers the topics: (1) Educational Exchange and Technical Assistance; (2) Teacher-Exchange Program; (3) Teacher Development Program; (4) Technical Assistance Training Program; (5) Non-grant Visitor Programs; (6) International Assignments for Education Specialists; (7) Consultative and Support Services to Personnel in Foreign Missions; (8) Clearinghouse on Educational Exchange; (9) International Studies and Services; (10) Studies in Comparative Education; (11) Evaluation of Foreign Academic Credentials; (12) Services Relating to International Organizations; and (13) Educational Materials Laboratory. Sections 5 and 6 cover Nondiscrimination in Federally Aided Programs and Federal Legislation.

The report presents data and discussion on U.S. education across sectors, as well as the work of the Office of Education. Among topics covered are a progress report by the Commissioner of Education; Office of Education management; the career education in educational reform; higher education, including student financial aid and the Talent Search program; international education cooperation and intercultural understanding, including teacher exchange and cooperative research; increasing the nation's manpower pool of trained specialists in languages and cultures of countries in Africa, Asia, the Middle East, Latin America, and Eastern Europe, and the USSR; the Teacher Corps; helping the ex-GI, including the Special Veterans Talent Search/Upward Bound program, and enlisting veterans into teacher-training programs; school finance, including work of the President's Commission on School Finance, the Advisory Commission on Intergovernmental Relations, and the Office of Education Task Force; help for the disadvantaged child; the schools and the handicapped; the Right to Read program; gaps in the teacher surplus; aiding school desegregation, including the Emergency School Assistance Program; migrant children; the multicultural classroom, including the Bilingual Education Act; educational technology; drug abuse, including the Help Communities Help Themselves program; and advisory committees and councils.

The report presents data and discussion on U.S. education across sectors, as well as the work of the Office of Education. Among topics discussed are education failings, including inadequate budges and ineffective courses, teaching, and curricula; evidence of success; compensatory education; education finance; dropout prevention; minority education, including bilingual education, migrant education, and Indian education; titles of the Elementary and Secondary Education Act (ESEA); postsecondary education, including student financial aid, non-financial assistance programs, black colleges, and community colleges; career education, including employer- and home-based models; state initiatives; early childhood education, education for the handicapped; education innovation; the Right to Read program; drug-abuse education; environmental education; arts and humanities programs in schools; gifted and talented programs; education research and dissemination; Office of Education management; and advisory councils and committees.

The report presents data and discussion on U.S. education across sectors, as well as the work of the Office of Education in 1970. Among additional topics covered are charges of U.S. education's inefficiency, unresponsiveness, and aloofness from great societal issues; education research; the federal role in education; education and the U.S. bicentennial; Title I of the Elementary and Secondary Education Act; program priorities, administration, and organization; early childhood education; reading scores; Indian education; higher education, including student financial aid; assessment; comparability; the Right to Read program; teacher shortages in high-poverty schools; drug-abuse education; portal schools to ease the transition from teacher training to teaching; educational television; federalism and education, including Impact Aid; regionalism; federal aid to nonpublic schools; desegregation and emergency school assistance; and education advisory councils.

This document is a bound copy of reports of the Department of Health, Education, and Welfare, including the Office of Education, for 1960-1962. The Office of Education presents data and discussion on U.S. education across sectors and jurisdictions, as well as the work of the Office of Education. Among additional topics covered are the National Defense Education Act and other legislation and laws; role of state education departments; school libraries; balanced curriculum; vocational education; special education; lifelong learning; school organization, leadership, and staffing; higher education, including enrollment, physical plant needs, staffing, land-grant colleges and universities, graduate and professional education, and student aid; research, education statistics, and results dissemination; international education; comparative education; teacher training; educational media; education finance; adult literacy; civil defense education; urban education; freedom and world understanding; equal opportunity in education; captioning; high school dropouts; the President's Council on Physical Fitness; international education; and education exchange programs.

This document is a bound copy of reports of the Department of Health, Education, and Welfare, including the Office of Education, for 1957-1959. The Office of Education presents data and discussion on U.S. education across sectors and jurisdictions, as well as the work of the Office of Education. Among additional topics covered are record elementary and secondary school enrollment, teacher shortages, and crowded and inadequate school plants; concern for basic learning in the sciences, mathematics, English, foreign languages, and history; high-school dropouts; education legislation and enacted laws; state and local school administration; school finance; elementary education; adult education; exceptional children; audiovisual education; higher education, including college retention; research; libraries; federally impacted schools; improvement of practical nurse training, and other vocational education programs; engineering education; college costs and institutional aid; international education; library services; the White House Conference on Education; gifted education; vocational rehabilitation; national defense fellowships; and equalization.

This bulletin is a compilation of significant statistical material pertaining to American education. It contains information on a variety of subjects within the broad field of educational statistics, including schools, enrollments, teachers, graduates, educational attainment, finances, Federal programs in the field of education, libraries, international education, and research and development. The digest is divided into five chapters: (1) Elementary and Secondary Education; (2) Higher Education; (3) All Levels of Education; (4) Federal Programs of Education; and (5) Miscellaneous Statistics Related to Education in the United States. Appended is a description of the structure and functions of the U.S. Office of Education. (Contains 125 tables, and 5 figures.) [Best copy available has been provided.]

The trend toward the development of functional communication skills and a longer sequence of language study has been hastened by an awakened public interest in modern foreign languages and by the emphasis given to language development in the National Defense Education Act. Both the immediate and the long-range objectives of foreign language study have changed markedly in the last few years, and language instruction at all levels of the school system is undergoing a thorough revision. It is more difficult now than in the past to advise students of school age about foreign language programs fitted to their needs and abilities. Guidance workers, teachers, principals, and parents who are responsible for helping students plan their program of study need basic information about foreign languages. The present publication updates and considerably expands information contained in a previous bulletin, Modern Foreign Languages: A Counselor's Guide, which had previously provided this information. (Contains 41 footnotes.) [Best copy available has been provided.]

This directory presents information relating to institutional financial aid programs which were active during the 1959-60 academic year. To collect information for this directory, over 2,100 copies of a questionnaire, "Survey of Institutional Financial Assistance to Undergraduate Students, 1959-60," were mailed to institutions of higher education, their branch campuses, and certain professional schools as listed in the Educational Directory, Part 3: Higher Education, 1959-60. The resulting information was supplied by officials of the 1,677 institutions listed herein. A table of gross figures is also included which summarizes, by States, institutional scholarships, undergraduate employment, undergraduate loans, and all loans made under the National Defense Student Loan Program. (Contains 5 footnotes, and 1 table.) [Due to its size, this volume has been processed as two separate parts. The first part (ED544000) includes the foreword through the descriptions of institutions and their student financial aid programs 1959-60, alphabetically by state up to and including New Jersey. The second part (ED544001) includes the remaining descriptions by state beginning with New Mexico through the index. The cover page and table of contents are repeated in the second and third parts. Best copy available has been provided.]

This directory presents information relating to institutional financial aid programs which were active during the 1959-60 academic year. To collect information for this directory, over 2,100 copies of a questionnaire, "Survey of Institutional Financial Assistance to Undergraduate Students, 1959-60," were mailed to institutions of higher education, their branch campuses, and certain professional schools as listed in the Educational Directory, Part 3: Higher Education, 1959-60. The resulting information was supplied by officials of the 1,677 institutions listed herein. A table of gross figures is also included which summarizes, by States, institutional scholarships, undergraduate employment, undergraduate loans, and all loans made under the National Defense Student Loan Program. (Contains 5 footnotes, and 1 table.) [Due to its size, this volume has been processed as two separate parts. The first part (ED544000) includes the foreword through the descriptions of institutions and their student financial aid programs 1959-60, alphabetically by state up to and including New Jersey. The second part (ED544001) includes the remaining descriptions by state beginning with New Mexico through the index. The cover page and table of contents are repeated in the second and third parts. Best copy available has been provided.]

There is a widespread interest in financial aid for college students on the part of prospective students and their parents as well as counselors and administrators in secondary schools and colleges. This interest and its own research needs warrant publication by the Office of Education of a comprehensive up-to-date bibliography on financial aid problems and issues. It is limited to published materials on scholarships, fellowships, loan funds, assistantships, and other part-time employment. This bibliography expands and brings up-to-date U.S. Office of Education Bulletin 1957, Number 7, which carried the title "Scholarships and Fellowships: A Selected Bibliography." It should not be confused with "Financial Aid for College Students: Graduate," and "Undergraduate," which were directories of available aid published separately in 1957. A new edition of the undergraduate directory is in preparation and scheduled to be available in 1961. This bibliography is divided according to topics: (1) General and Composite; (2) National Defense Education Act; (3) Costs; (4) Scholarships; (5) Fellowships; (6) Assistantships; (7) Loans; (8) Part-Time Employment; and (9) Foreign Study. An index is included. (Contains 1 footnote.) [Best copy available has been provided.]

In the past few years an important beginning has been made toward defining and exploring the major issues in the economics of higher education. The research of economists covers a wide range of problems, from that of the Nation's requirements for college-trained people, to detailed questions of financing. Perhaps no single area of this work offers larger promise than that of research on education as an investment in people. The Division of Higher Education has sought, through this volume, to bring together important contributions about the economics of higher education for the use of educators and others concerned with the formulation of educational policy. The Division sought, too, to provide a working tool for the economist turning anew to research on higher education. This volume is a summary of a substantial segment of earlier research and opens up new questions for inquiry on a broad range of macroeconomic problems. Part I of this volume concerns the demands of students for higher education and of the Nation for high-talent manpower. Part II presents the fundamentals of a theory of investment in people through education. It includes consideration of the essential differences and similarities between investment in people and investment in physical capital, an assessment of the educational stock of the labor force--both in terms of original cost and in terms of replacement--and estimates of the volume of resources allocated to education and the return on this investment. Part III deals with the financing of higher education and covers a wide range of sources of funds, public and private. Part IV describes briefly the ongoing research in the economics of higher education and outlines the range of issues which require still further study. Appendices include: (1) Sample size, interviews and non-interviews by spending unit and family classification for the cross-section and re-interview sample; (2) Earnings forgone while attending high school, as calculated by Schultz, compared with such forgone earnings as reported in two empirical studies, selected years, 1899-1923; and (3) Local funds for higher education (current funds only): amount and percentage of total State and local current funds, 50 States and District of Columbia, 1957-58. (Contains 396 footnotes, 101 tables, and 4 charts.) [Due to its size, this volume has been processed as three separate parts. The first part includes the foreword through Chapter VIII (ED543989). The second part includes Chapters IX through XV (ED543990). The third part includes Chapter XVI through the Appendices (ED543991). The cover page and table of contents are repeated in the second and third parts. Best copy available has been provided.]

In keeping with the functions of the Office of Education, the Laws and Legislation Branch is presenting a brief resume of the laws having statewide educational implication enacted by the 46 State legislatures which met in 1957. This publication was prepared in response to requests from Chief State School Officers and other educators and specialists, and in compliance with the Branch policy to exchange information relating to educational laws with personnel of State Departments and other interested educators. An unprecedented number of laws of significance to education were enacted by the States during 1957. Legislatures in all States except Virginia and Kentucky met in regular or special session, or both. No attempt is made here to evaluate the educational significance of each act or to indicate the frequency of activity in a given area of legislation. As reported an act may introduce or modify one or many educational achievements. It is listed under the heading with which it is most closely associated. During 1957, the following matters received noteworthy attention: (1) Administration and organization; (2) Financial support; (3) Higher education; (4) Personnel; (5) School building construction; (6) Special education; and (7) Students. An index is included. [Best copy available has been provided.]

Previously, the statistics of nurse training schools were included with those of theology, law, medicine, dentistry, pharmacy, and veterinary science in the chapter of the Annual Report of the Commissioner of Education devoted to professional education. This year (1918), the statistics of the other professional schools are included in the chapter on colleges, universities, and professional schools, and the statistics of nurse training schools are printed here separately. The topics covered by this bulletin include: (1) Reasons for separate treatment; (2) Methods of tabulation formerly used; (3) Classification of schools; (4) Pupils and graduates; (5) Requirements for admission; (6) Hours of duty required; (7) Remuneration of pupils; (8) Tuition; (9) Years in nurse training course; and (10) Nurse training schools affiliated with colleges and universities. (Contains 22 tables and 3 footnotes.) [Prepared by the Statistical Division of the Bureau of Education under the supervision of H. R. Bonner, Collector and Compiler of Statistics. Best copy available has been provided.]

This bulletin reports information about scholarships, loans, and opportunities for employment available to undergraduate students at colleges and universities throughout the country for the year 1955-56. It is the third in a series of reports based on a current study which the Office of Education is making in response to continuing demand for information about financial aids available to students in institutions of higher education. The data for the individual institutions in the present bulletin were obtained by means of a questionnaire, a copy which was sent to 1,848 institutions listed in the 1955-56 Directory. An index is included. Individual sections contain footnotes. [Best copy available has been provided.]

In response to requests for more accurate and complete information about financial aid for college students, the 'Division of Higher Education, Office of Education, undertook its Student Assistance Project for the collection, analysis, and dissemination of information about institutional student financial aid. The present bulletin is the third in a planned series of 5 publications of the project. It is concerned with the several forms of institutional financial aid, such as fellowships, loans, and employment for graduate students in the academic year 1955-56. This bulletin is the result of several conferences and many discussions between staff members of the Office of Education and interested groups. The project has had, from its inception, the valuable counsel of a national advisory committee who helped to formulate the original questionnaire and who made many suggestions for the directory. This directory is based upon data assembled by questionnaires sent during May 1956 to 1,855 institutions of higher education listed in the "Education Directory Part 3, Higher Education." The student aid data sought included graduate fellowships, loans, and employment for the academic year 1955-56. An index is included. [Best copy available has been provided.]

Financing higher education for a growing number of young men and women in the face of steadily rising costs is becoming a crucial problem in the United States. This report is concerned with one major aspects of the problem: namely, what it costs students to attend college and where they get the money for this purpose. Next to the student and his family, those who finance, govern, and administer colleges and universities are most concerned lest the spiraling costs make it necessary to continue raising tuition and fees until the usual clientele of an institution can no longer attend it. These persons are equally concerned that increased living costs at college may have the same effect. Within limitations set by an expanding economy, both those who provide education and those who acquire it want to know the extent to which these increasing costs are inevitable and the bearing they may have on some of the cherished ideals of the American way of life. In an effort to throw some light on the character of the costs students incur in attending college and on their sources of income for this purpose, the United States Office of Education in 1953 studied the problem as it was faced by full-time, single undergraduate students in 110 colleges that are located in 41 of the 48 States and the District of Columbia. This report presents an analysis of the data obtained from replies to a questionnaire received from 15,316 students, a random sampling of those attending what is believed to be a reasonably representative group of institutions of higher education. The implications of the findings should be of use to students and parents, to those who govern and administer colleges, to public and private agencies, and to individuals who provide financial assistance to college students, to taxpayers, and to those who voluntarily aid in the support of higher education in this country. A bibliography is included. The following are appended: (1) Schedule for Gathering Data; (2) Data Arranged by Cooperating Institutions; and (3) How the Study was Conducted. (Contains 15 tables, 12 figures, and 6 footnotes.) [The following provided assistance in the preparation of this bulletin: Granville K. Thompson, Robert E. Iffert, James A. Van Zwoll, Henry M. Bain, Jr., and Fred J. Kelly. Best copy available has been provided.

Since the last publication of "Scholarships and Fellowships Available at Institutions of Higher Education" by the Office of Education as Bulletin 1936, No. 10, innumerable requests for current information have been received from school and college officials, parents, high-school and college students, and other persons interested in extending college opportunities to greater numbers of capable students. This bulletin attempts to bring up to date information about financial aids for undergraduate and graduate study available at and administered by colleges and universities throughout the country. It is believed that the information will be welcomed by a vast number of students who may be eligible to receive scholarships or fellowships. This bulletin contains the following parts: (1) Summary of scholarships and fellowships available at institutions of higher education, 1949-50; (2) Narrative summaries of scholarships and fellowship provisions by institutions, 1949-50; (3) Scholarships and fellowships available by subject-matter fields and divisions; and (4) State provisions for scholarships and fellowships. Questionnaire is appended. An index is included. Individual sections contain footnotes. (Contains 2 tables.) [Best copy available has been provided.]

The depression of the past few years led colleges and universities to seek new ways in which to assist their financially needy students. In January 1937 the Office of Education requested all colleges and universities to send it descriptions of the projects they had devised. The responses to this request indicated a very cooperative spirit on the part of the institutions, but many of the projects they described did not differ materially from those commonly employed to help needy students. A few of them, however, were of such nature as to merit publication, and from these have been selected some of the largest and most unusual for description in four parts in this bulletin: (1) Money-earning opportunities provided by the college or university identifies projects operated by higher education institutions in factories and college printing presses, various other and special projects, drives to stimulate student employment by local businesses, and student employment at Yale University; (2) Money earning opportunities devised by students that are encouraged and aided by the institutions, such as student agencies that supply services or sell commodities to other students, student-initiated projects such as setting up a beauty parlor through the student government association, and student-operated employment bureaus that reach out to local businesses to identify opportunities; (3) Projects to reduce the cost of student living, including cooperative housing projects devised by state-controlled and privately-controlled institutions, cooperative dining clubs, cooperative housing projects devised by students, and other means to reduce the cost of student living provided by the institutions; and (4) Self-help colleges that aim to be as nearly self-sustaining as possible, with descriptions of the labor programs at ten of these institutions. The conclusion contrasts current activities with the practices of earlier years, highlights recent changes at the institutional and Federal levels, and discusses the educational significance of work projects and of cooperative living arrangements for college students. (Contains 1 footnote.) [Best copy available has been provided.]

This compilation of scholarships and fellowships is the second which has been made by the United States Office of Education. The first compilation was published in 1931 and treated the subject in a manner similar to that used in the present bulletin. Information of this type, however, needs frequent revision, as changes are constantly taking place in the form of student aid represented by scholarships and fellowships, existing funds undergoing modification, and new funds being created. This bulletin indicates institutions at which scholarships and fellowships are available and gives brief statistical data concerning them, except in the case of State scholarships for which there is given a brief resume of the legal provisions and institutional requirements for their award. The data for individual institutions contained in the tables in this bulletin were obtained by means of a questionnaire, a copy of which was sent to all the institutions of higher learning--1,662--listed in the Educational Directory (part III), 1935, of the Office of Education. Practically all of the larger institutions, both publicly and privately supported, answered the questionnaire. The bulletin is divided into six parts, as follows: (I) Summary of the statistical data contained in Parts II, III, IV, and V; (II) State Scholarships; (III) Scholarships and fellowships available at State-supported higher educational institutions, 1934-35; (IV) Scholarships and fellowships available at municipally supported institutions, 1934-35; and (V) Scholarships and fellowships available at privately endowed institutions, 1934-35. A copy of the questionnaire is appended. Individual sections contain footnotes. (Contains 14 tables.) [Best copy available has been provided.]

The Federal student aid program is the first instance in American history in which the National Government has assisted needy youth to work their way through college. Inaugurated by the Federal Emergency Relief Administration (F.E.R.A.) the plan provides financial aid to qualified young men and women who lack sufficient funds to attend college. The students are required to perform actual work on a part-time basis in return for the money paid to them by the Government. The primary aim of the program is to keep up the supply of trained persons through the depression period, and to prevent these young people from suffering too heavily from idleness and deprivations. An important feature of the program was that the responsibility for its administration was vested in the individual colleges and universities through the county with a minimum of supervision from the relief authorities at the National and State capitals. Monthly allotments were made to them by F.E.R.A. The institutions were responsible for selecting the students to receive Federal aid, arranging for their part-time employment on and off the campus, assigning them suitable jobs, supervising their work, and other phases of the undertaking. All tax-exempt institutions of collegiate or university grade are entitled to participate in the program. Accordingly, a wide variety of colleges and universities are receiving Federal funds for student aid. As a result of this situation, the administration of the program is a different problem in each institution. The present study is intended to provide an analysis of the individual institutions taking part in the program and to give an account of the procedures adopted by them for its operation. The particular questions considered are: (1) Institutions participating in the program; (2) Form of organization to administer the program; (3) Assurance of need of students receiving aid; (4) Use of Federal money by students; (5) Special provisions for students to live cheaply; (6) Cost of living for students; (7) Administrative plans to provide part-time work for students; (8) Supervision of part-time work of students; (9) Intellectual ability and scholastic achievement of F.E.R.A. students; (10) Evaluation of program by individual institutions; and (11) Criticisms and suggestions for changes in the program. A copy of the Federal regulations governing the Federal student aid program is appended. (Contains 15 tables and 4 footnotes.) [Best copy available has been provided.]

The information in this bulletin was compiled from recent catalogues where available, and from a questionnaire issued by the Bureau of Education. Some schools that should have been included have been omitted by reason of lack of direct information. The list is in the nature of a directory and carries no endorsement of any school by the Bureau of Education. The schools included range from those of elementary grade, giving a few fundamental industrial courses, to schools of college grade that, in addition to their degree-granting courses, also offer some trade courses. Only the trade and industrial work offered by any of the schools is noted. The tuition fees are liable to variation from year to year, and the tendency to increase over previous catalogue reports is evident in many cases. Contents include: (1) Schools arranged alphabetically according to States; (2) Corporation schools; (3) Correspondence schools and schools offering home-study courses; and (4) Private and endowed collegiate schools of technology. (Contains 2 footnotes.) [Best copy available has been provided.]

This publication is a handbook of scholarships and fellowships available in colleges and universities of the United States. Information regarding scholarships and fellowships available at institutions of higher learning in the United States is of vital interest to many thousands of students. While several lists of the scholarship offerings for students interested in advanced study and research have been compiled by educational organizations, no attempt has been made to bring together similar information for the use of undergraduate students. The present study was therefore undertaken to supply this slack. It is more comprehensive than previous studies, inasmuch as it indicates offerings in both the undergraduate and graduate fields. The study was made from data obtained from college catalogues (including those of law, medicine, dentistry, pharmacy, and theology, but not teachers' colleges and normal schools), verified and augmented by the institutions themselves by means of a questionnaire, copies of which were sent to all institutions of higher learning in the United States. It contains the scholarship offerings at 402 institutions, including practically all of the larger colleges and universities, which have a preponderance of the scholarships and fellowships available, and a fair proportion of those at smaller institutions. An index is included. Individual sections contain footnotes. (Contains 12 tables.) [Best copy available has been provided.]

Anyone who has taken the pains to follow educational direction and administrative action during the past two years will recognize that one of the most important current tendencies in higher education is the desire to obliterate the sharp distinction between college life and life thereafter. The educational program is being directed to service continuously throughout the life of the alumnus. Higher institutions are becoming increasingly the source to which the alumnus turns when he discovers that he needs further training to improve his economic condition or to enrich his personal life. This biennial survey on higher education focuses specifically on the following eight topics: (1) Human product of the colleges; (2) High schools and the colleges; (3) College cooperation and consolidation; (4) Special periods and services; (5) College religious and social life; (6) Improvement of instruction; (7) Research and graduate work; and (8) Financing higher education. [Best copy available has been provided.]

The General Education Board has, since its foundation in 1902, to June 30, 1928, appropriated $176,689,425.54 for the promotion of education in the United States. Of this sum $112,163,437.95 was paid to colleges and other institutions for Whites; $12,991,854.75 to institutions for Negroes; and $1,317.023.91 to miscellaneous objects. This report details receipts and expenditures for in the above categories for the year ended June 30, 1928. Information is also provided on the financial and administrative statistics of the following organizations: (1) Rockefeller Foundation; (2) Laura Spelman Rockefeller Memorial; (3) Carnegie Corporation of New York; (4) Carnegie Foundation for the Advancement of Teaching; (5) John F. Slater Fund; (6) Jeanes Fund; (7) Phelps-Stokes Fund; (8) American Field Service Fellowships for French Universities; (9) Commission for Relief in Belgium Educational Foundation (Inc.) and the Foundation Universitaire; (10) Baron de Hirsch Fund; (11) Kahn Foundation for the Foreign Travel of American Teachers; (12) Commonwealth Fund; (13) Julius Rosenwald Fund; and (14) The Payne Fund. (Contains 2 footnotes.) [Best copy available has been provided.]

More than 1,000 institutions of higher learning in the United States are now offering work of college grade to some 900,000 students. These institutions include regular 4-year colleges and universities, independent professional schools specializing in law, medicine, dentistry, theology, engineering, etc., 2-year junior colleges, colleges for training teachers, and colleges especially for Negro youth. Many inquiries are sent to the Bureau of Education from prospective students who wish to know of the possibilities of self-help in this or that institution. Such information from an unbiased and authoritative source is clearly necessary to enable young men and women and their parents to decide intelligently the momentus question of college attendance. This bulletin contains advice on the transition from high school to college, the financial cost of university, how to obtain student loans, different job prospects for students, as well as how to earn one's way through school. Also included is a directory by States for institutions of higher learning. (Contains 3 footnotes and 5 tables.) [Best copy available has been provided.]

At the request of the Association of Land-Grant Colleges and Universities, the Office of Education undertook a survey of the 69 land-grant colleges and universities, including 17 institutions for Negroes. For more than a half century, these institutions have grown in importance as vital factors in the agricultural, industrial, and educational progress of the Nation. However, in view of the great changes that have come in the economic and social life of our country, it became highly desirable to make a critical study of the achievements of these schools and to reappraise on a scientific basis their objectives and functions. The survey provides basic data and information which can be used by these institutions and by the States in making adjustments that are necessary to develop a more effective educational program, and to render increasing service to the social and economic life of the Nation. As a first step in the definition of the problems that concern the entire group of institutions and of the functional fields that would need to be covered by the surveys the director of the surveyor visited 38 of the land-grant institutions. At each of the institutions he met with group faculty councils, dean's of schools and colleges, and such other members of the staff as the president desired. The general problem of the survey was presented and an opportunity given for questions and suggestions. Appointments were then made with individual members of the staff, and at these individual conferences two questions were propounded: (1) What problems in the field of interest of the person being interviewed he would like to have the survey consider; and (2) Who in his field in the United States was best qualified to assist in the undertaking. Notes were made listing the problems suggested by individuals and the personnel recommended for prosecution of the work. The problems suggested were then classified and grouped in accordance with the fields of interest that indicated substantial unity of concern. Upon the basis of suggestions concerning the personnel to assist in the survey, frequency tables for each field were constructed. From these tables it was possible to reach conclusions concerning the specialists in each field who would command the largest degree of confidence of the workers in that field. This preliminary study served to define the problems that would need to be considered and to determine the personnel that should be called in to assist upon the survey. The attached document covers the initial sections of this bulletin, from the Preface to Part VI. The topics covered include: (1) Historical introduction; (2) Control and administrative organization; (3) Business management and finance; (4) Work of the registrar; (5) Alumni and former students; and (6) Student relations and workers. Individual sections contain tables, charts, and footnotes. [This survey of land-grant colleges and universities was done under the direction of Arthur J. Klein, Chief of the Office of Education's Division of Collegiate and Professional Education. Due to its size, this volume has been processed as two separate parts. The first part (ED542083) includes the preface through Part VI. The second part (ED542084) includes Part VII through the index. The introductory material (cover page, table of contents, and letter of transmittal) will be repeated in the second part. Best copy available has been provided.]

At the request of the Association of Land-Grant Colleges and Universities, the Office of Education undertook a survey of the 69 land-grant colleges and universities, including 17 institutions for Negroes. For more than a half century, these institutions have grown in importance as vital factors in the agricultural, industrial, and educational progress of the Nation. However, in view of the great changes that have come in the economic and social life of our country, it became highly desirable to make a critical study of the achievements of these schools and to reappraise on a scientific basis their objectives and functions. The survey provides basic data and information which can be used by these institutions and by the States in making adjustments that are necessary to develop a more effective educational program, and to render increasing service to the social and economic life of the Nation. As a first step in the definition of the problems that concern the entire group of institutions and of the functional fields that would need to be covered by the surveys the director of the surveyor visited 38 of the land-grant institutions. At each of the institutions he met with group faculty councils, dean's of schools and colleges, and such other members of the staff as the president desired. The general problem of the survey was presented and an opportunity given for questions and suggestions. Appointments were then made with individual members of the staff, and at these individual conferences two questions were propounded: (1) What problems in the field of interest of the person being interviewed he would like to have the survey consider; and (2) Who in his field in the United States was best qualified to assist in the undertaking. Notes were made listing the problems suggested by individuals and the personnel recommended for prosecution of the work. The problems suggested were then classified and grouped in accordance with the fields of interest that indicated substantial unity of concern. Upon the basis of suggestions concerning the personnel to assist in the survey, frequency tables for each field were constructed. From these tables it was possible to reach conclusions concerning the specialists in each field who would command the largest degree of confidence of the workers in that field. This preliminary study served to define the problems that would need to be considered and to determine the personnel that should be called in to assist upon the survey. The attached document covers the initial sections of this bulletin, from the Preface to Part VI. The topics covered include: (1) Staff; (2) The library; (3) Agriculture; (4) Engineering; and (5) Home Economics. An index is also included. Individual sections contain tables and footnotes. [This survey of land-grant colleges and universities was done under the direction of Arthur J. Klein, Chief of the Office of Education's Division of Collegiate and Professional Education.] [Due to its size, this volume has been processed as two separate parts. The first part (ED542083) includes the preface through Part VI. The second part (ED542084) includes Part VII through the index. The introductory material (cover page, table of contents, and letter of transmittal) has been repeated in this second part.] [Best copy available has been provided.]