facts that it was deemed appropriate to set the following task for the National Conference: TO PREPARE A PLAN for Organizing, Financing, and Administering a A. Aimed at creating a wide understanding of the problem and its 1. On the part of the general public. 2. On the part of all school people. B. Aimed at stimulating in States and selected communities programs or aspects of programs which will be suggestive to other States and other schools. C. Aimed at the initiation, operation, and continued development of such education services in every community. THE PLAN for organizing, financing, and administering such an action program must take into account that all three of its phases are interrelated and will need to be carried forward concurrently and continuously. THE PLAN will need to provide for action at national, regional, State, and local levels. With what marked success the conference accomplished this purpose may be seen from a study of the recommendations reproduced under a section of this report entitled "Committee Reports and Conference Action." ORGANIZATION AND COMMITTEE ASSIGNMENTS THE CONFERENCE AT WORK The committee organization and the manner in which these committees worked together to develop the significant conference reports constitute a thrilling story of cooperative endeavor. This story is told in the following pages of this report. The personnel of the National Conference was like that of the several regional conferences in that it represented national leadership in the various aspects of vocational education and general secondary education. The roster of those attending is reproduced herewith as appendix C. For each committee and for each of its subcommittees there was a chairman, an associate chairman, a secretary, a consultant, and an Office of Education representative. Acceptance of these assignments was sought from the respective participants prior to the conference dates. The conferees understood that the important objective of this conference was not the growth and development of individual participants-although such was, of course, inevitable but was, rather, the production of practical, usable action plans. The conference was organized into working committees to achieve definite, stated, attainable purposes described in the agenda sent out well in advance of the conference. The two general sessions on the opening day provided opportunity for the conferees to hear Dr. Charles A. Prosser, father of the resolution, and provided also for a "briefing session" at which the cochairmen provided instruction and answered questions regarding committee activities. The major portion of conference time was devoted to committee discussion and action. After the committees had been in session three times, provision was made for a general session at which preliminary committee reports were heard and discussed. This device made it possible for committees to so refine their recommendations that the conference was able to take action on the completed reports at the final session with a minimum of revision. In opening the conference, Dr. Galen Jones, cochairman, stated that We are convened here to consider a problem which is of central importance in education and which, we will all agree I am sure, is central to the perpetuation and improvement of the American way of life. That approximately one hundred persons in key positions of leadership in American education have arranged to give these several days to planning a program of action attests to the value and possibilities of this conference. In commenting upon the motives which had compelled the participants to make a place for this conference in their busy schedules, Dr. Jones said, We are all earnestly concerned with accelerating the realization of the ideal of functional education for all youth. That a significant proportion of the youth of secondary-school age are not yet being appropriately and adequately served by sound programs of education is of great concern to all of us-it undoubtedly is the reason which has driven each one of us to be present here today. Another genuine source of motivation for most of us has been the realization that this conference provides a medium for cooperative attack on this persisting problem by all of those interested in various aspects of secondary education. As the revised committee reports were heard one by one on the final day, it became increasingly apparent that this conference had exceeded all possible expectations cherished by even the most optimistic member of the committee on arrangements. Here were clarifying statements concerning all aspects of the resolution-what it meant, what would be involved in its realization, what stood across the road leading to the solution of its problems, and the like. Here were clearly defined activities which needed to be conducted at national, State, and local levels; and here were carefully delineated plans for administering these activities. Here were proposals for establishing, financing, and managing a continuing organization to stimulate and guide the conduct of such activities. Here were feasible, practical, workable devices for uniting all interested groups for a concerted effort on behalf of the Nation's neglected youth. That the author of the resolution was highly pleased with the accomplishments of his fellows was evident from his inspiring remarks with which the conference was closed. He said, in part: We have been talking here these past few days about all our hopes for the years ahead. Never in all the history of education has there been such a meeting as this one in which you have participated so loyally, so faithfully, and with such great productivity. Never was there such a meeting where people were so sincere in their belief that this was the golden opportunity to do something that would give to all American youth their educational heritage so long denied. What you have planned is worth fighting for—it is worth dying for. Because of what you have done, we are on the eve of a system of education which looks after all American youth—those who go to college and those who do not; those who enter skilled occupations and those who do not. I have thoroughly enjoyed the small part I have played in all this. I have never seen a group so sincere, never so much earnest thinking and earnest achievement. This is prophetic of the thinking and achievements which we are going to do in the days, week, and years which lie ahead. I am proud to have lived long enough to see my fellow schoolmen design a plan which will aid in achieving for every youth an education truly adjusted to life. You dare not rest the case now, however. We have no proof that this plan will "deliver the goods." We must prove it by the work of the institutions we expect to establish for consummating our dream. Yes, it is a dream-man's big dream. If we go all the way back to primitive man and follow him down through the ages, he has always had this grand dream, dimly seen, before him. That you will bring its realization into the bright light of today and tomorrow I have no doubt. God bless you all! COMMITTEE REPORTS AND CONFERENCE ACTION COMMITTEE NO. 1 NATURE AND MEANING OF THE RESOLUTION This committee was assigned the task of reviewing the document which was prepared prior to the conference bearing the title, “A Tentative Statement Concerning the Meaning and Implications of the Prosser Resolution." Committee 1 suggested revisions therein to the end that it might serve as a platform on which the plan for action might rest. The suggestions developed by this committee, together with ideas for improving this statement, sent to the Office of Education in writing by many other persons, were most helpful in preparing Part III, Common Understandings for a Program of Action. The report made before the final session was unanimously approved. It is reproduced below as a part of the conference recommendations: Your committee has made a careful study of the contents of A Tentative Statement Concerning the Meaning and Implications of the Prosser Resolution and finds itself in general agreement therewith. We believe, however, that there are a number of points which need revision in the form of clarification and amplification. This we undertook to accomplish. In addition there are a number of important implications of this resolution which have been omitted entirely, referred to only indirectly, or given insufficient emphasis. We have prepared statements for certain of these and have outlined the content of certain others yet to be written. When the work is completed in accordance with these instructions, this conference will have a document which in our opinion will serve as a platform on which the plan for action developed here may be based. The following abridged statements will serve to illustrate some of the major revisions and additions which we have made or believe should be made: 1. The committee has prepared a preamble to this document which outlines 2. The committee has clarified and enlarged the section dealing with the 4. The committee recommends that the section entitled "Home and Family 5. The committee recommends that much greater emphasis be given to all aspects of consumer education. Some of this can be done in connection with sections included in the original document. The importance of these experiences are such, however, that an additional separate section should be developed. 6. The committee is preparing a new section on all phases of practical arts for inclusion in the document. (See appendix B.) 7. The committee has reworded certain sections to give increased emphasis 8. A section on the implications of the Prosser Resolution regarding evalu- 10. The committee has recommended revisions (which have been made) in the section on work experience, among which is one calling for the granting of credit for supervised work experience. 11. The committee recommends that an abridged, illustrated statement of this document be prepared for popular use and for distribution in quantity to administrators and others in key positions, possibly four or five pages in length. COMMITTEE NO. 2 IMPORTANT CONTINUING ACTIVITIES This committee was given the responsibility for suggesting the types of activities which need to be promoted and directed by some continuing organization if the schools of the Nation are to move more rapidly than they otherwise would toward the realization of the objectives of the resolution. Four subcommittees, each working on various types of continuing activities, developed the following reports which were approved by the conference: SUBCOMMITTEE No. 2A A. Guiding Principles for Leadership Training 1. Laymen, students, as well as professional educators, should be included in leadership-training programs. 2. In the training of educators it should be recognized that teachers in their work with students, parents, and colleagues should be a part of the leadership-training effort. 3. Teacher educators-deans, college professors, etc.-should participate in leadership-training activities in order to understand the program under way for improvement of public education, and thereby become more ready to rebuild the teacher education curriculum. 4. The best way to train leaders to lead others is to give the leaders themselves an opportunity to engage in the activities which they later are to lead others in developing. These include a. Deciding upon desirable curriculum experiences and developing resource units for them. b. Working out adequate guidance programs. c. Deciding upon desirable administrative procedures and organizations. d. Securing from laymen moral and financial support. e. Stimulating teachers to think education is important and therefore worth working hard to make functional. 5. The leadership-training activities should be initiated and under way within a period of 2 years. B. State Coordinating or Steering Committee for Developing Life Adjustment Education The basic committee for developing a program of life adjustment education in each State should be a steering or coordinating committee at the State level. This group would receive stimulation and help from the national organization which is set up. The national organization will probably wish to set up regional conferences for the State committee to attend. Whenever possible a full-time worker should be assigned to the State committee. In some cases the State department of education may provide this person; in other instances various organizations may pool funds for the employment of such a person. The State committee can be activated by a procedure somewhat as follows: The national organization should send a representative to the State to meet with the State superintendent, the president of the teachers association, the president of the secondary-school principals group, the president of the parent-teacher association, and other lay groups. These persons should decide upon the members of the State coordinating or steering committee and announce their appointment. This committee should include laymen, students, and four or five key educators of |