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The institute report contained herein was funded by a grant fromthe Office of Education, U .S . Department of Health, Education,and Welfare . Contractors undertaking such projects under federalgovernment sponsorship are encouraged to express freely theirprofessional judgment . Points of view or opinions stated herein do'not therefore necessarily represent official Office of Educational'position or policy .

The availability of this report is limited . A single copy may beobtained free on request to the U.S. Office of Education,Washington, D .C. 20202, as long as the supply lasts .

k 0

MAN EDUCATION AND SOCIETYTHE YEAR 2000

A Report of the1974

Institute for Chief State School OfficersSponsored by the United States Office of Education

in Cooperation withThe Council of Chief State School Officers

Edited byGrant Venn, Institute Director

Callaway Professor of EducationGeorgia State University

2

ACKNOWLEDGEMENTS

This report was made possible under grants from the UnitedStates Office of Education to the Georgia State Department ofEducation and to Georgia State University .! Special thanks andappreciation are due to Dr . Jack P . Nix, Superintendent of Schoolsfor the State of Georgia, Martin W. Essex, Stale Superintendent ofSchools, Ohio and President of the Council of Chief State SchoolOfficers .

As Director of the 1974 Institute I wish to express additionalthanks to Dr. Bryon Hansford, Executive Secretary of the Coun-cil. Dr .Duane Mattheis, Executive Deputy Commissioner of Edu-cation, and to James Gibbs, William Carter, and Elam _He rtzler,Commissione r Bell, and Deputy Commissioner Robert Wheeler .

May I express my double appreciation to Georgia State Univer-sity and Dean Roy M . Hall and to John Evans and Nancy Bri-gance of my staff who had to do so much more because of myillness during the Institute .

Grant Venn1974 Institute Director

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CONTENTS

INTRODUCTION 4Grant Venn

THE ROLE OF THE FUTURE IN EDUCATION7Alvin Toffler

MANPOWER AND HUMAN RESOURCE NEEDS23Willard Wirtz

THE INTERNATIONAL SITUATION - THE ROLEOF EDUCATION 37

Frederick Champion Ward

ECONOMIC PATTERNS - DOLLARSFOR EDUCATION 45

Allan K . Campbell

THE SHAPE OF DEMOCRACY: THE CITIZEN ROLE . . 67Forbes Bottomly

THE PUBLIC AND PRIVATE LIFE OF THEINDIVIDUAL-. EDUCATIONAL IMPLICATIONS81

Harold Shane

ENERGY, NATURAL RESOURCES AND GROWTH :EDUCATIONAL IMPLICATIONS93

Charles J . Ryan

MAN, EDUCATION AND SOCIETYSUMMARY 115CONCLUSIONS• • . • • • • • . 121

Grant Venn

PARTICIPANTS 129

4

INTRODUCTION

Grant Venn, Institute DirectorGeorgia State University

The Fifth Annual Chief State School Officers Institute wasdesigned to provide the Executive Heads of the 50 states and theterritories of this nation with a chance to spend some time to-gether, free from the daily impingements of an administrative andoperational job, to study major issues in American education . Adiscussion of various ways that state departments of educationmight give leadership to the resolution of these issues, to sharesuccessful experiences relating to these problems and to exchangepoints of view of the issues among themselves and outstandingstudents, was the second purpose of the institute .

Seven days of intensive study and discussion with the top lead-ership of the U .S . Office of Education and thq' specialists invited tospeak to the Chiefs reached an apparent cori'sensus regarding theissues that are facing Man Education and Society: The Year2000 .

This Institute report contains the major addresses presented byspeakers and an editorial interpretation of the speeches and dis-cussions that followed each presentation .

The seven topics chosen for study by the Executive Committeeof the Council of Chief State School Officers, the U .S. Office ofEducation and the Institute Director fell under the broad conceptof "the future" and specifically Man Education and Society : TheYear 2000 . The issues selected were as follows :

1 . The Role of the Future in EducationAlvin Toffler

2. Education and Human Resoujce_DevelopmentWillard Wirtz

3. The International Situation - The Role of EducationFrederick Champion Ward

4. Economic Patterns - Public Dollar AvailabilityAllan K . Campbell

5 . The Shape of Democracy : The Citizen RoleForbes Bottomly

6. The Public and Private Life of the IndividualHarold Shane

7. Energy, Natural Resources and GrowthCharles J . Ryan

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Each speech is reproduced as written except in the cases whereno written paper was submitted, in which case a review of the tapesof the speech and the discussions that followed provided what ishoped, by this editor, is an accurate presentation .

Concise summation of the discussions following each topicwould be impossible since no consensus regarding solutions to theissues were intended, desired, nor possible .

The following editorial comment is made based on a look at thetotal topic -the relationships among man, education and societyin the future . Rather than an individual issue analysis, the overallconference inputs and discussions are brought together in the finalchapter of this report .

The lateness of this report is not rationalized, but is simplyexplained as due to the illness of the director occurring at the timeof the Institute and continuing for several months afterwards . Likemost experiences, it teaches well . The tuition is high but the resultsare excellent - my health is now better .

`T'

5

DR. GRANT VENN

Dr. Grant Venn, Callaway Professor of Education at GeorgiaState University, served as Director of the CSSO Institute in 1973and in 1974 .

He is a native of the state of Washington where he received hisdegrees at Washington State University . He has served asSuperintendent of Schools in the states of Washington, New Yorkand West Virginia . In addition, he has been President of WesternState College in Colorado, Executive Director of the AASA Na-tional Academy for School Executives and was U .S. AssociateCommissioner of Education for nearly five years from 1966 to1971 .

He has written in the fields of Vocational Education, Administ-ration and Career Education. His two best known efforts areMan, Education and Work, 1963 and Man, Education and Man-power, 1971 .

He also served as Director of Field Training for the PeaceCorps in 1962-63 .

1 1 4

MAN EDUCATION AND SOCIETYTHE YEAR 2000

Grant VennCallaway Professor Education

Georgia State UniversitySUMMARY

Man Education and Society: The Year 2000 was selected asthe topic of the 1974 Institute because of the great concern for thenecessity to prepare every child for an adult role in an unknownfuture . At the time the reader sees this, nearly every person tTiatwill be governing our society in the year 2000 will have been bornand all the youth will be in school or about to enter. Those whohave to make the decisions are here - their education is not ahypothetical proposition - they are present on this earth .

It is also very true that never before has any society found itselfin the position where every citizen must be educated - in ourpresent technological world, one cannot fu ion unless one has abasic education as well as specific skills needed in a technicalsociety .

We have reached a point where society either educates every-one or supports them .Technological change has, suddenly and dramatically, thrown

up a challenge to our nation's political, economic, social, andeducation institutions . If it is to be solved, it is going to demand amassive response on the part of American education . Technology "tr_has, in effect, created a new relationship between man, his educa-tion and his society . Such a relationship has held for some personsin the past ; technology has placed us in the position where perhapsit now holds for all men throughout the world .

Two words describe the times in which our basic social institu-tions were designed : stability and scarcity . The design of thehome, the church and the school were reflected in these two -01encompassing con itions o i e . In effect, the basic social institu-tions which prepared_the oung for the future, were designed as , }"maintainers" of society -that is, to teach our young the "right"things they would need for the future, since it was essentially_liketh̀eS_MU . The other overriding condition,scarcity,tended to causemen to reach constantly for "more" in terms of material goods ;such as food, shelter and warmth . The man who could gain themost "things" was considered most successful!

Suddenly, the conditions of the environment have become"change" and "abundance" in this nation . The home, the chulib,and the school cannot be effective maintainers since the futurecannot be predicted . The production of "more" may be our

1115

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'greatest mistake, the long-held values of "more is better", "youcan succeed if you try hard enough" - in effect, many of thelong-held answers don't fit the future!The problem we face cannot be solved alone either as individu-

als or as single states or nations .wnat is "right"andwhat is "wrong"?While it becomes obvious that all the "right" answers ofthe past

do not fit the future, our present lack of any planning may beleading us into directions that may prove fatal .

The seven topics presented and discussed during this 1974CSSO Institute were an attempt to raise some of the "right ques-tions" it not the right answers .

The editor in preparing the final report of the Institute triedseveral approaches and finally settled on an analysis and review ofthe total institute as a single package . As one listened to thespeeches and discussions, there were overriding issues and ques-tions that came through all the individual topics . These issuesspoke to the questions of what is the role of education and what aresome ofthe specific changes that must be started soon if we are togive our young a chance to find the answers they need . '

The essence of the Institute seems to be that certain consistentquestions rose to the surface and certain consistent approacheswere recommended as new approaches with little assurance thatthey would deliver guaranteed results .

The clearest overall approach to finding better ways seemed tobe a new role for the state departments of education .A NEW ROLE FOR STATE DEPARTMENTS OF EDUCATIONNo one during the Institute suggested that state education

departments could find the answer and give them to others tocarry out, but it was equally clear that no one felt that statedepartments of educationcould la the passive role of sim lesupervision and administration of an established e ucationalprogram an organization .

From the question of finances to the question of values thatshould be taught in the schools, the consensus was that leader-ship and priority changing by state departments was the mostimportant step to be taken .

After all the questions had been asked and all the dialogueended, it appeared that the most difficult matter would be one ofinstituting new approaches to education ; even if evidence wereavai a e to orsee which of the new directions were correct .

The long held concept of local control of education at theindividual school district level and the general belief that thefederal government would be unable, either through finances orregulations, to change education, left the members of the institute

1 1 6

with clear recognition that they were in the position to make thegreatest difference .

While the discussions brought out the need for research . orhigher education change, for participation y the community andfor greater political involvement bUolitical bodies--- the presentpolitical, economic and social conditions point clearly to action atthe state level .

It may be that the action of the 60's and early 70's at the federallevel raised greater expectations than could be accomplished -the present situation certainly and clearly points to a newdirection for the states .

What should the states be doing, where do they begin and howshould it be done to develop an education approach that will meetthe needs of the future?

This report will not answer these questions, but the speechesand discussions did consistently lay out some issues that needconsideration and some basic premises that must be looked at inevery state of the nation as state departments of educationassume the leadership role they cannot avoid .

The balance of the editor's section of this report will attempt tosummarize the basic premises that came through all presentationsand discussions and finally indicate some of the conditions thatmust be created in order for a new approach to the education ofour young for the year 2000 .Basic Premises Emerging from the 1974 CSSO Institute

The following premises are not intended as a complete norinviolate interpretation of the speeches and discussions butrather,'an attempt to summarize the main threads that seemed tobe in the total fabric of the Institute . Hopefully, it will serve toencourage the reader to carefully read the major speeches .Premise One

ools and curriculums have been built on the past ex eri-ence of society as the best formulator o educat ort

Toffler's belie t at t e schools have been a "maintaining"institution for a static predictable society was not agreed to by all,but there was agreement that the education for the future had toend its reliance on the past as predictor of the future .

e traditional cluster of knowledge, skills, values, and con-cents will not help our young face the future in their private life,the international situation, their citizen role, their work role, norin the area of energy, national resources or growth .

The continued expansion pattern of the present technologicalsociety, based on past needs and values, as it is ; cannot per-petuate itself forever .

Lastly, in terms of designing schools and curriculums, neither

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researchers_or state departments of education can set relevanteducational goals by reviewing what has been .

Premise TwoThe future will be pluralistic and changing - tomorrow will not

be like today .How then do we know what to teach our young and how to re-

educate our adults? The answer, if there is one to this question,assumes a knowable future; this appears to be false at the be-ginning . An attempt to find answers with old processes seemsto be unproductive .

During the discussions following every topic, there seemed tobe an attempt to say "you are an expert, tell us the answer," andeach expert said in effect, "we don't know any answer" otherthan we must teach our young to look to the future and continueto learn new ways and new things .Premise Three

Education cannot be completed during the childhood andyouth of the individual.

The patterns of formal education have been set by economicand cultural needs ofihe past . Financing of education has beenbased on thepremise that when you are young you learn . Values,knowled in . nce is are resented as ' e wouldlastforte e_ ver_ Without exception, there was agreement that this ap-

,~' proach to formal education is unacceptable for today and tomor-row .W__Premise Four

Knowledge is not enough - the use of knowledge and its effecton the future must be understood .

It is unlikely that anyone could prescribe what knowledgewould be needed in the future, but it seems certain that newknowledge, technology, public policy and individual actions mustconsider the effect of future conditions created b the use of that

ow a ge .

Premise FiveThe future is more dependent on the values man holds and the

political decisions made than it is on the continued extension oftechnology .

The euphoria, created in our society by the application ofknowledge and technology to the old problems of food, shelterand warmth led us to believe that simply doing more and better,what we were already doing, would continue to solve ourproblems, has turned to a sour depression .We spend more on education - yet we have massive un-

employment!Our young donot hold our old values the wa the1 1 8

should. We have more of what we need ; but crime, pollution0 -and

all increase .We have come to realize that we must decide what we value

most and that we must make some hard value judgments as asociety aware of the tact that there is an environment that isfinite and destructable -man is not isolated from nor can ~eisolate himself from the earth - nor can man live alone .

Premise SixEnergy and resources in the world are finite ; increased use of

energy cannot be a permanent solution to our problem .Our energy shortage, more than anything else, caused us as a

nation to realize that we live in a world where we cannotdisassociate ourselves from that world nor the actions of man inthat world . Even if the energy problem was solved, the finitenessof air, water, soil and other necessities for life would still requireoverall understanding and decisions related to our dependency ona I parts of the world .

Premise SevenEducation must help every person develop minimum tool

learning skills .The concept is not new, yet it is now a goal which everyone

must achieve if one is to solve the problems he faces individuallyand that man faces as a whole . While learn nL the basictool-skillswas desirable in the past, because it enhanced one's opportunitiesto get more, it now bcomes an essential so each person maycontribute to society and so rou decisions ma be reached thatwill help achieve a viable future .

Premise EightIndividuals need more learning about social process with a

greater emphasis on participation in group decision making .Again we come face to face with the fact that many problems of

the future must be solved based on values and -priorities set bygroups . Many of these values will have tobeenforced by groupactionand will need the involvement of manv individuals in orderthat hard decisions can be implemented . Many of the futureproblems cannot be solved by individual ecision or action. Theeavy emp asis on individual achievement and competiti n may

nee to me ude learning about cooperation and group achieve-men .

Premise NineThere can be no such thing as "value free" education .As learning becomes more tied to the future,rpersonal and

societal change "values" come to the fore round . It is doubtfulthat we shall ever re urn o e concept of values in the same way

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we saw them in the past, but there can be no doubt that our youngmust be motivated in terms of purpose and values if they are tolearn effectiv v .r Perhaps there is a need for the clarification of new valuesneeded to solve future problems . They may become clear as webegin a deliberate search for' values we wish to teach and toprovide experiences for our young inusing these values in solvingreal problems . Values that guide behavior as it relates to a

V" changing environment must be understood .fPremise Ten

Education must become more an interplay between the learner,the environment, and the society .

It would appear that our young have become isolated from the"real work"of society and from the real decision making ofit Dii

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co a the

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esoc e y ec s on

n :.V' process if there learnare reater o ortumttes for "action in and

group learning by teachers and students . Many persons feel thatour youth in school today tend to become "de-motivated" bybeing cttt off from the productive work and the essential decisionmaking processes of home and society .

Premise ElevenThe rapid changes in today's society have created a need for

more frequent and earlier teaching of abstractions and samplingof reality .

The ove em hasis on knowledge, information, and the i scaused our youth to be freed from the testing

a non-controlled environment -the real wor one remains too'long removed from the environment and culture, one tends to seethe "real world" as unreal or to reject the learning environment offormal education as unfair and unimportant . Manyof the young areso isolated and unable to "try-out" their'concepts and theories inthe real world that the problem of transition from school becomestoo great to handle- in effect, the schools cannot educate alone!

Premise TwelveThe immediate future is not likely to provide a larger share of

the public dollar of the GNP for public elementary and secondaryeducation .

The rising and immediate demands of more public dollars forwelfare, health, crime, old age, energy development, and un-employment, to list a few, will make it much more difficult than inthe past to receive financing . In fact, education's long held politicalstrength shows a temporary, if not a long term, decrease . A shiftfrom local and federal dollars to more state aid seems to be the

1 20

pattern that will continue - again a push toward greater stateleadership and accountability .

Premise ThirteenMany of man's future problems must be solved on a world wide

basis .While it must be said that the participants of the Institute under-

stood this, there seemed to be less viable discussions as to howeducation could tackle this issue effectively . It would appear,however, that failure to educate our young regarding this fact maybe the action that could have the greatest effect on our future .

The previous premises are an attempt to select and synthesizethe many ideas that were presented and discussed . In any case,they become the basis for some specific ideas that were brought upin the discussion as to how education might be changed to helpeducate our young to be abel to work out solutions for their futuremore effectively than in the past .

CONCLUSIONS

Three things seem to emerge from the total institute that apply toeach of the seven Institute issues and the premises which thepresentations and discussions brought out .

FirstIn the United States today, every citizen must learn the basic

tool skills if he is to function as a citizen in a democracy and as anindividual in his private, public and work life .

In a_ dd~on_.1nUhe three R's the basic skills would appear toinclude group participation . environmental relationships andplanning for the fu e!

SecondThe simple concept of improving what is already being done in

education will not be adequate, it may even be harmful in solvingpresent and future problems .

Organization structure, role and purpose, methods content,financing, relationshi s amon school and societ , leadershi ,andtime tames must all be evaluated and changed . The greatestdanger seems to be that simple improvement rather than basicchange might be attempted .

ThirdAll speakers and discussions pointed up the fact that leadership

for such a searching analysis and formulation of new directionscannot come from 16,000 local school districts nor from a federal

121

. •government concerned with crime, welfare, energy, unemploy-ment, health and other problems that can only be solved at na-tional level - leadership must come from the states, individually <_and collectively .

This broad conclusion must raise the question of whether thestates are willing to assume such a task and how they must cooper-ate to provide some new directions. While the failure to take anyimmediate action may not show any obvious default, it is certainlytrue that education, or more accurately, learning is the key to the

The following conclusions seem to be suggested as approaches

TwoThe states should convene a task force to study and report the

ways that are being tried and ways that might be used to providealternatives to earn the high school diploma .(a) A review of all state legislation and regulation that prevent

learning or prevent recognition of learning outside theschool should be made and published with suggested waysto include such learning in students attempts for adiploma orcertificate .

(b) Standardized test competencies should be developed in thevarious courses in the secondary schools and used as a basisfor giving credit toward graduation .

(c) Students achieving minimal credits ought to be encouraged1 22

th

to develop their unique aptitudes and to test these in thecommunity, work force and the school systems .

(d) There should be a policy devised in each of the states thatends the long held basic of "time in place" as the evaluationof learning for credit . b ewe -- NA'S~Ie h y

" a *levy ~~Three

C-> 1-3 C'The rigidity of the present public education pattern as to

schedule, curriculum, staffing and financing allows ]5'r little indi-vidualization of instruction or development of altern~at ,i~v learn-ing styles .

ett.,~ le o, (-,hat"-er _5dLtt~SfSh(a) Financing patterns which fix attendance and schedule pat-

terns should be studied as to new ways to allow local schooldistricts to experiment with alternatiye learnin appr_oacWwithout penalty in loss of state aid .

(b) Restrictions and regulations which make local school unitssubject to loss of aid in terms of yearly calendar, location ofclasses, methods of instruction and size of class ought to bestudied for a new way to encourage flexibility .

(c) Regulations must be developed which encourage the use ofthe community, adults, students and other learning sitesthan the classroom and teachers .

(d) Certification, licensing and graduation requirements shouldbe reviewed to see which create rigidities in the learningprocess .

(e) Full-time attendance from grades one through twelve mayhave become a barrier to learning - what are alternatives?

FourWays must be found and policies established in the states which

provide opportunities for youth to participate in the real world aspart of their education .

(a) Youth need to test and try out their knowledge and skills inthe significant activities of the culture prior to completinghigh school .

(b) Educational credit should be available to students for ac-tivities related to their studies in work, volunteer action,community participation, school volunteer programs andother programs contributing to the betterment of the home,school, community and society .

(c) Such activities ought to take place throughout the calendaryear .

(d) A starting point for such contribution ought to be in theschools where youth can help teach younger children thetool skills as well as the many content courses where certainchildren may need special help .

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which might bring about mai Qrchange!One

The states collectively should establish specific minimal com-petencies in each of the basic tool skill areas and each state shouldmake them the first priority for funding, staffing and organizing .

This would suggest the following :(a) Legislation and policy which would allow state expenditures a

for teaching illiterate adults in every state and territory .(b) State policy enaction that would require skills in diagnosing D Pand getting help for incompetent students by every certified

educator regardless of speciality .(c) New state action for our high school and college students

and interested adults to be trained and used as tutors, aidsand teachers of the basic skills as a way of giving specialhelp and as a way of establishing the priority .

(d) Reward success in the reduction of illiteracy and student Dc)' ~.achievement through increased state finances .

(e) Annual state reports should be devised to replace the nor-

t) C,

mative achievement tests in the future with competencyachievement .

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(f)

SevenIt is obvious that the schools alone cannot educate our youth .

1 24

(e) Recognition and opportunities for youth contributions arefundamental to the development of worth and dignity in theyoung- tc always get and never give detracts from the selfimage of the individual .

FiveStates must begin to develop policies which change the concept

and the myth that all education takes place while one is young .(a) Many states have regulations that keep youth in school

full-time and prevent the continuing education of adults .(b) The time traps of learning for the young, earning for the

middle-aged and yearning for the retired must be changed toa concept of continuous learning .

(c) There-is a necessity to change state regulations which pre-vent the use of older, volunteer citizens from becomingactive in the education of youth .

SixThere is a need to develop a required review of each young

person's education, upon reaching the high school, which willbeco_me-Ihekg

~ < nin the next v ral ears o education .(a) Since maximum learning creates a greater achievement

spread among individual students, an extended individualreview and analysis ought to be done for each student priorto assigning any high school plan . It should emphasize :

1 . Career planning2. Basic competencies3. Overall knowledge4. Experience needed5. Weaknesses6. Special aptitudes and interests

(b) State regulations ought to encourage the development ofindividual curriculums rather than mandated courses if thebasic competencies have been achieved .

(c) Opportunities for learning and problem solving where thestudent is held accountable ought to be emphasized .

(d) Opportunities for group projects which emphasize planning,cooperation, community improvement, participation andimplementation should be part of the learning experience .Greater use of adults and students from other countries andcultures should be emphasized .Studies of environmental, energy, population, food andother future orientedproblems ought to be encouraged aspart of individual education .

State Departments should encourage, through policies andfinancing, !he use of other societal agencies and resources to bepart of the planned educational program_ o high school and olderyouth.-`F) There is no way the schools can create laboratories or class-

rooms that simulate the new technologies or conditionswhich make up the real world . Perhaps, at all times a thirdof our youth ought to be learning outside the formal schoolin planned experiences .

(b) The solution of many future problems are dependent ondecisions made among and between nations - learning inother countries and bringing other people to this nat_io_n__forlearning ought to be part of the experience of aTi3youth!

(c) Since the future indicates a smaller share of the public dol-lar for education, states should develop regulations andpolicies which use theentire year and the entire society aseducational resources .

(d) Restrictions, regulations and policies often cause localschool systems to fear trying such programs . Every stateought to review their own regulations and change thosewhich try to restrict learning to schools and teachers .

EightThe fifty states should organize a commission to establish the

values that are significant in approaching problems that must belaced in the future .

(a) A course of study should be planned arou nd these "values"and be made available as an elective to high school students .

(b) Since c ange is sogreat and probTemsolvingthenecessity of'he future, the state should establish a study which woulddefine the essentiaiskills, under standings and approachesthat our youngs>ou1d-learn in order to participate in thesocial decisions that must be made in the future .

(c) Knowledge and information is not only the basis for solvingproblems, our schools need to help our outh ain ex eri-ence in group ecision making as a basis for future citizen-s i

(d) he use of knowledge without understanding its consequ-ences can prove fatal to mankind - can our youth be taughthow to analyze and review the possible con sequences ofcontinued useoT-tehiin logy without regard to the future?

NineThe immediate future will see three groups that must become

more active in our society - women, minorities and retired - statedepartments of education need to look at how education should ,bealtered to urther educate and to use these resources .

(a) Limited funds and other resources indicate t at retired per-125

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sons could become a major contributor to the education ofour youth - specific planning should be done in each stateas to how this resource can be used in education .

(b) The continued lam in the education of minorities and in theirparticipation in the work torce is a great cost to our society--ways to reach the minority parents with children in schoolmust be found if the cycle is not to continue .

(c)The use of women in onl selected Sobs : i , social res on-sibilities has become too reat a waste of human resources .=`a oin s ate effort ought to look at ways education canchange to avoid continuing therestrictive use of women inour culture .

Ten - 5",k gg/ ",~ 04 'Our society presently does not have a method for helping our

young make the transition to adulthood, jo the work forcg, W.Lullresponsibility or to independence . Can education be seen as relev-ant by our young if it assumes no responsibility for helping themfind a place in society?

(a) We invest huge sums of money to get our youth through highschool or college and hardly a dime to see that they enter thework force where they can use their knowledge, skills oraptitudes .

~

(b) We have the highest youth unemployment of any nation~t vt-Q which would argue that every youth ought to be helped to

cross the gap so they may continue to learn . Each stateought to look at the problem of the role of the school -inmaking the entry job a means rat er than an en .

(c) One of the speeches referred to the fact that our youth are"de-motivated" because of the isolation of youth from thereal world . Would a placement function for the schools helpmotivate yoiiffi'T

(d) Would the feedback from a "transition" function help keepthe schools up-to-date in terms of change?

ElevenPlanning for the future was the essence of the institute both for theindividual and the educator . Each state should devote some re-sources and somejoint efforts to "thinktankinQ" the implicationsof change in societ as it a ects education and the role of the state .

student ou ht to devote a . s rtion of theirtime to the development of a career related to the future andsensible public and private life . Obviously, no plan would beabsolute but it should set some goals and objectives, as wellas some alternative plans for the future .

(b) The only thing certain to come is the future and its form isconstantly changing, thus it would seem absolutely neces'

a very hi schoolh

sary that the state agency devote more energy to anticipatingways education should change to help the young prepare forthat future .

r

(c) Mostresearch in education has looked at parts and piecesrather than the total relationship of man, education andsociety-.-The CSSO should. establish a lone-range planningand policy group to look at societal issues and the~implica-tions for education . At present, there is no such body look-ing at this problem . Can the education Chiefs afford

look-L_

others do all the directing of the future?The summary and conclusions reached by the editor are not

those that might be selected by another person .Again, they grow from the belief that the states must take the

lead in looking at the future and_must arrive at some new directionsand new ways to prepare our youth for a different set ofconditionsthan we know today .

The last several decades which saw an emphasis on research andtechnnlogy ac a soiution to educating our young is now recognizedfor what it was -trying to lay out a trip without knowing where we

..were going .What education should be doing is a "value decision" reached

by the people who own the schools - doesn't every state depart-ment need to look at the options and allow for informed or studiedchoices rather than fearful reactions to a changing fature?

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LEROY BROWN, prior to assuming his pre-sent position as Alabama's State Superinten-dent of Schools (1961), was the President ofJefferson State College in Birmingham for sixyears. A native of Cleburne County, Alaba-ma, Dr. Brown received his B .S. and LL.D .from Jacksonville State University (Alaba-ma) and his M .S. degree from the University

of Alabama. Dr. Brown did graduate work at Princeton Universityand received his Doctor of Education degree from Columbia Uni-versity: In addition to many professional experiences, his honorsinclude Alumnus of the Year, Jacksonville State University(1965-66) and recipient of the Fi eed_o_cFoundation Award (1968) .

1974 CHIEF STATE SCHOOLOFFICERS INSTITUTE

July 25-August 2Jackson Lake Lodge

Jackson Hole, Wyoming

INSTITUTE CONSULTANT-PARTICIPANTS

MARSHALL L. LIND, Alaska's Commis-sioner of Education, was superintendent ofschools in the Kodiak Island Borough SchoolDistrict prior to becoming State Commis-sioner in 1971 . A native of Wisconsin, Dr .Lind received a B . S. degree from the Univer-sity of Wisconsin, a Master's of Educationdegree from the University of Montana and a

Ph .D. degree from Northwestern University . He has served in thepublic schools as a teacher, principal and superintendent . He hasbeen visiting professor at Northwestern University . Commis-sioner Lind is a member of Phi Delta Kappa, AASA, NEA, andserves on the board of directors for the Agency for Instruction lTelevision, the Northwest Regional Education Laboratory and theCenter for Northern Educational Research .

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WELDON P. SHOFSTALL is Arizona's StateSuperintendent of Public Instruction. Dr .Shofstall received the B .S . degree at North-east Missouri State Teachers College and theM .A. and Ph .D . degrees at the University ofMissouri. In June, 1970, he was appointedU .S. Secretary of HEW to the Grant Adminis-tration Advisory Committee for a three year

term. Among other professional experience, he has been Professorof Secondary Education, Dean of Students and Professor ofHigher Education at Arizona State University ; Dean of Administ-ration at Stephens College ; and Superintendent of Schools inMemphis, Missouri . He received the Outstanding EducatorAward from the Arizona Committee for Responsible Educationand has been lised in Who's Who in American Education .

ARCHIE W. FORD, Arkansas' Commis-sioner of Education graduated from State Col-lege of Arkansas and the University of Ar-kansas . He has received a Doctor of Law de-gree from Ouachita Baptist University . Fromelementary, high school principal, andsuperintendent of schools, he has a large ad-ministrative experience . His professional af-

filiations include life member in Arkansas Association and Na-tional Education Association, the American Association of SchoolAdministrators and a past president of CSSO .

WILSON C. RILES is California's StateSuperintendent of Public Instruction . Dr .Riles received both his B .A. and M .A . de-grees from Arizona State College. He has re-ceived honorary Doctorate of Law degreesfrom Pepperdine College and ClaremontGraduate School and honorary Doctor ofHumane Letters from St. Mary's College,

University of the Pacific and University of Judaism, all of whichare in California . His efforts were instrumental in the passage, bythe California Legislature in 1972, of legislation providing morethan $300 million in new funds for education and, at the same time,creating significant local property tax relief by increasing thestate's share of local school costs . He implemented a comprehen-sive early childhood education program, the state's first BilingualEducation Act, a broader local choice in the selection of textbooksand a more effective system of evaluating new educationtechniques .

I'M

DAVID A. SPEIR was appointed Superinten-dent of Schools on October 28, 1973, by theGovernor of the Canal Zone . Joining thePanama Canal Zone Division of Schools in1951, he has also been a teacher, counselor,assistant principal, principal, supervisor ofinstruction, and assistant superintendent . Hegraduated from the Junior College Division of

Georgia Military College in 1942, served three years in the AirForce in World War 11, received his A .B. from the College of Wil-liam and Mary in 1947, and the M . Ed . degree from the Universityof Florida in 1949 . He has also studied at the University of Havanaand Florida State University . He is married and has two grownchildren, David, 27, and Beth, 24 . Though born in Georgia, he callsFlorida home when he is in the United States .

CALVIN M. FRAZIER is Colorado's Com-missioner of Education . He received his A .B .degree from College of Puget Sound, his M .A .and Ed .D. from the University of Oregon . Hisprofessional career covers teaching inWashington State, Assistant Dean of theSchool of Education at the University of Ore-gon, an associate professor at the University

of Colorado . A proven education leader, he served as a districtsuperintendent in Colorado .

MARK R. SHEDD, Connecticut's Commis-sioner of Education, graduated from the Uni-versity of Maine and received his Ed . D. fromHarvard University . A wide background ineducation includes visiting Professor of theGraduate School of Education, Harvard Uni-versity, and Consultant, Institution for Socialand Policy Studies, Yale University . He has

been Superintendent of Schools, in Philadelphia and Englewood,New Jersey. He has received Honorary Doctor of Law degreesfrom the University of Maine, College of Wooster and Bates Col-lege . He received a Doctor of Letters degree from Drexel Univer-sity . His active memberships include American Association ofSchool Administrators, National Urban Coalition, Phi Delta Kap-pa, NAACP, and the Harvard Graduate School of EducationAlumni Cottttcil .

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KENNETH C . MADDEN, a native of Or-bisoria, Pennsylvania, is presently Dela-ware's State Superintendent of Schools . Dr .Madden received his B .S . from Shippenburg,Pennsylvania, his M .A. from Chapel Hill,North Carolina and his Ed .D. from Univer-sity Park, Pennsylvania . His professional ac-tivities include membership in NEA, AASA,

Phi Delta Kappa and he is listed in Who's Who in American Educa-tion, Who's Who in America, and Who's Who in the East . Otherhonors include winner of the John Hay Fellowship in Humanitiesand Idea Fellow (1967) . In addition to a distinguished militarycareer, Dr . Madden has authored numerous educational publica-tions .

RALPH D. TURLINGTON, Florida's ChiefState School Officer, has a solid record oftwenty-eight years of public service . As theSpeaker of the House and the "dean" of theFlorida legislature, he has a proven record asa pioneer in finance and education . In educa-tion, his work has led to expanding Florida'scommunity college system and was instru-

mental in the establishment of a new university in Tampa, BocoRaton, Orlando, and Jacksonville . He has co-authored a book enti-tled The Legislator's Guide to School Finance .

JACK P. NIX is presently Georgia's Superin-tendent of Schools . Dr. Nix, a native of WhiteCounty, Georgia, graduated from the Univer-sity of Georgia with a master's degree . Heholds honorary doctorates from both JohnMarshall and Piedmont Colleges and aSpecialist in Education degree from the Uni-versity of Georgia . Dr. Nix, president-elect of

the Council of Chief State School Officers, believes that the field ofeducation, more than any other facet of society, provides thegreatest opportunity to serve people . His primary goal is to see thatevery child in Georgia receives a quality education . Dr. Nix wasone of the nation's first educators to recognize the need and impor-tance of providing vocational opportunities to public school stu-dents who desire training in technical, skilled and related areas,and to this end, area vocational-technical schools and comprehen-sive high schools have been established throughout Georgia .

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TIMMY TEICHIRO HIRATA, Hawaii'sSuperintendent has been a leader in schooladministration for over twenty-five years . Heis a graduate of the University of Hawaii andColumbia University . As a communityleader, he is active in the council of EconomicEducation, the past president, a founder ofthe Central Honolulu Community Associa-

tion, and numerous other activities . His professional activities in-clude president of the Hawaii Association of Secondary Princi-pals, the Hawaii Association of Curriculum Development and theAmerican Association of School Administrators . He has served onlegislative, finance and other committees for many years .

D . F. ENGELKING, Idaho's Superintendentof Public Instruction, has a teaching and ad-ministrative career which spans 30 years andranges from teaching in a rural two-roomschool to Superintendent of Schools atBlackfoot . Dr. Engelking attended GreeleyState Teachers College and the University ofIdaho. A supporter of the Eht State PZWejc :

De Educate n for t e Future, he has been active in numer-ous e ucation organizations such as the Idaho School Adminis-trators Association . Social and civic interests have included mem-berships in the Chamber of Commerce, Rotary Club and LionClub. In 1972, he received the Freedoms Foundation at ValleyForge Award as a "Distinguished Educator ." He received specialrecognition awarded for active service and interest in the NationalResearch and Development effort in Career Education forMountain-Plains Education and Economic Development Pro-gram. His Honorary degree of Doctor of Education was awardedby the University of Idaho, 1974 . He is presently serving hisfourth term as Idaho State Superintendent of Public Instruction .

MICHAEL J. BAKALIS, Illinois' Superin-tendent of Public Instruction, is the youngestsuperintendent in the State's history and thelast to be chosen by popular vote . Dr. Bakalisearned a B .S. degree in education and M .A .and doctorate degrees in history from North-western University . During a 12 year teachingcareer spanning elementary through univer-

sity levels, he established a reputation as an innovator and leaderin education . His achievements at Northern Illinois University ledto his appointment as Assistant Dean of the College of Liberal Arts

1 33

and Sciences. Dr. Bakalis' concerns as superintendent have in-cluded efforts for increased citizen involvement in educational de-cision making, for up-grading instruction, and for providing equalaccess to quality education . Dr. Bakalis' book entitled A Strategyfor Excellence was published in August, 1974 .

HAROLD H. NEGLEY is the State Superin-tendent of Public Instruction for Indiana . Dr .Negley earned a B .A . degree at DePauw Uni-versity, an M .A . at Butler University and anEd .D. at Indiana University . The author of anumber of school publications, he began hiscareer in the Indianapolis Public Schools . Heentered the Indiana State Department of Pub-

lic Instruction in 1967 as Director of Curriculum (6 months), laterbecoming Director of the Ball State University Programs at Gris-som Air Forc Base. From 1967 to 1970 he served as AssistantSuperintendent for Instructional Services in the Department ofPublic Instruction . Dr. Negley has also taught courses in socialstudies and introductory courses in education at Indiana Universi-ty, Indiana State University and Butler University . A member ofvarious professional organizations, he headed the Indiana Com-mittee for Individualized Instruction . Dr. Negley co-authoredSearch for Freedom, a 1970 textbook in U .S . History .

ROBERT D. BENTON, Superintendent ofPublic Instruction in Iowa, received the B .A .and M.A. degrees from the University ofNorthern Iowa and an Ed .D. from ColoradoState College . Dr. Benton has held variouseducational positions, among which areteacher, Director of Public Information andCoordinator of Secondary Education (South

Dakota), assistant superintendent and superintendent of schools .He has held professional affiliations in NEA, South Dakota As-sociation of School Administrators, National School Public Rela-tions Association, AASA and State Advisory Council of Voca-tional Education . Having served in various civic capacities inCouncil Bluff, Dr. Benton was named Outstanding Young Man ofthe Year in Rapid City .1 34

C. TAYLOR WHITTIER, Kansas' Commis-sioner of Education since 1969, received theB .A ., M .A. and Ph .D. degrees from the Uni-versity of Chicago . Dr. Whittier's experienceincludes Executive Director of Central Atlan-tic RegionalEducational Laboratory,Superintendent of Schools in Pennsylvaniaand Maryland and Visiting Professor at Stet-

son University and F .S. U. He is Chairman of the ESEA Title IIIState Advisory Council of the District of Columbia and past Na-tional President and Treasurer of the Association for EducationalData Systems. Among his publications are Teachers, Adminis-trators, and Collective Bargaining (1968) ; "A Look at Decentrali-zation" in The School Administrator (January, 1969); and "TheSupervisor" in The Supervisor : New Demands, New Dimensions(1969) .

LYMAN V. GINGER, Kentucky's StateSuperintendent of Public Instruction, re-ceived the Baccalaureate degree from Ken-tucky Wesleyan College and the M .A . andEd.D . degrees from the University of Ken-tucky . Listed in Who's Who in America, Dr .Ginger has experience in all fields of educa-tion - ranging from teaching to administra-

tion . He served as president of KEA during the development of theMinimum Foundation Program and has also been President ofNEA. In 1968, he was secretary to the U .S. Delegation to theWorld Confederation of Organizations of the Teaching Professionheld in Dublin, Ireland . Dr . Ginger was appointed by Dean Rusk toserve a two-year term on the Education Committee of the UnitedStates National Commission for UNESCO and was reappointedfor an additional term .

LOUIS J. MICHOT is presently Louisiana'sState Superintendent of Education . A nativeof Lafayette, Louisiana, he has been active inbusiness, government, and education formany years . He has held positions as Execu-tive Director of the Lafayette Chamber ofCommerce, and Assistant to the Vice Presi-dent of the Air Transport Association of

America in Washington, D .C . From 1960-64 he served in theLouisiana Legislature and was a candidate for Governor in 1964 .In 1968, he was elected a member of the Louisiana State Board ofEducation and was elected State Superintendent of Education in1972 .

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CARROLL R. McGARY is the Commissionerof Educational and Cultural Services for theState of Maine . A native of Auburn, Maine,Dr. McGary is married and the father of twochildren . Having earned the B .S. and M. Ed .degrees from the University of Maine and theEd .D. from Harvard University, he also at-tended Tufts and Notre Dame in the Naval

V-12 Program. He taught at Boothbay Harbor and Calais and wasSuperintendent of Schools at Princeton, Belfast and Westbrookbefore joining the State Department of Education as Commis-sioner in 1971 . Dr .McGary is a member of many educational andcommunity organizations and he has published numerous profes-sional studies .

JAMES A. SENSENBAUGH, State Superin-tendent of Schools for Maryland, received theB.S ., M .A . and Ed.D . degrees from Colum-bia. In 1965, Dr. Sensenbaugh was awardedthe Doctor of Law degree from the Universityof Maryland . Educational and civic respon-sibilities formerly held include State Directorfor the Department of Rural Education of

NEA, Vice President and Secretary of the Maryland Associationof School Superintendents, President of the Teachers Associationof Baltimore County and Chairman of the National Safety Com-mission of NEA. Currently, Dr . Sensenbaugh is Chairman of theMaryland State Teachers Retirement System, member of theCommission on Aging, chairs two committees on ABA, Councilfor CSSO, and is a member of the Public Broadcasting Commission .

GREGORY R. ANRIG is Commissioner ofEducation for the Commonwealth of Mas-sachusetts. Prior to becoming Commissioner_in 1973, Dr . Anrig was Director of the Instu-tute for Learning and Teaching at the Univer-sity of Massachusetts . Other professional ex-perience includes Executive Assistant to theCommissioner, U .S. O . E . ; Director, Divi-

sion of Equal Educational Opportunities, U .S.O. E .; and Superin-tendent, Mt. Greylock Regional School District, Williamstown,Massachusetts . Dr. Anrig has numerous publications to his credit,some of which include "Introduction,"'Six Crucial Issues in Educa-tion (1972) ; "What's Needed for Quality Integrated Education?,"School Management (March, 1972) ; and two guest editorials,Early Years Magazine (1971) .

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JOHN W. PORTER, Superintendent of Pub-lic Instruction in Michigan, has been a direc-tor of the State College Loan-ScholarshipProgram, a university professor and the As-sociate Superintendent of the Bureau ofHigher Education in the Michigan Depart-ment of Education . Current and past profes-sional affiliations include MEA, NEA,

MASA, American Education Research Association and Phi DeltaKappa . In 1972, Dr . Porter served on the Commission for the Re-form of Secondary Education and was appointed by PresidentNixon to the Commission for Financing Post-Secondary Educa-tion; he is currently a member of the Board of Trustees of the Na-tional Urban League, Chairman of Task Force '74 on SecondaryEducation, and a member of the Education Commission of theStates. Dr . Porter has received several honorary doctorates .

HOWARD B. CASMEY is presently Min-nesota's State Commissioner of Education .Mr. Casmey received his B .A . from Concor-dia College (Minnesota) and his M.Ed . fromthe University of North Dakota . He has hadeducational experience as a teacher and ad-ministrator . His professional activities in-clude membership in NEA, Minnesota State

Advisory Council (1956-60), Minnesota StateLegislative Commission (1962-64) and Western Division Legisla-tive Chairman of Minnesota Education Association (1962-64) .

Commissioner's

GARVIN H. JOHNSTON, Mississippi's StateSuperintendent of Education, received a B . S .degree and an Ed .D. from the University ofSouthern Mississippi and an M .A. from theUniversity of Alabama . Dr. Johnston hasbeen a classroom teacher, elementary andhigh school principal and superintendent; hewas also a supervisor in the State Department

of Education and President of Pearl River Junior College . A pastpresident of the Mississippi Education Association, he has servedon the Board of Directors of the Mississippi Economic Council andon the State Advisory Committee for Vocational and TechnicalEducation . Dr . Johnston is an active Mason, Baptist Deacon andRotarian .

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ARTHUR L. MALLORY is the Commis-sioner of Education for the State of Missouri .A native of Springfield, Missouri, Dr . Malloryreceived a B.S. in Education from SouthwestMissouri State College and the M .Ed . andEd.D. from the University of Missouri . Priorto becoming Commissioner of Education in1971, he was History Supervisor in the Uni-

versity of Missouri Laboratory School, Assistant to the Superin-tendent of Columbia Public Schools, Assistant Superintendent ofColumbia Public Schools, Assistant Superintendent of ParkwaySchool District, Dean of the Evening division of the University ofMissouri and President of Southwest Missouri State College .

DOLORES COLBURG, Montana's StateSuperintendent of Public Instruction, workedin private industry prior to graduating withhonors from the University of Montana. Ms .Colburg later served as Administrative Assis-tant to the State Superintendent of Public In-struction and was elected State Superinten-dent in 1968 . She is a member of the Board of

Public Education, Board of Regents, State Library Commission,Teachers' Retirement System Board of Trustees and EducationalBroadcasting Commission . She is a member of the Board of Direc-tors of the Council of Chief State School Officers and serves asVice Chairperson of both the Board of Directors of the Northwest.Regional Educational Laboratory and the Mountain-Plains Educa-tion and Economic Development Program, Inc . Other member-ships include AASA, AAUW, NOW, Montana Manpower Plan-ning Advisory Council and Montana Special Olympics StateExecutive Committee (Education Chairperson) and several otherstate organizations .

CECIL E . STANLEY, Commissioner of Edu-cation for Nebraska, received a B .A. degreefrom Nebraska Wesleyan University and anM .S. degree from Colorado A&M College .Mr. Stanley has been Assistant Commis-sioner of Education in Charge of VocationalEducation, Division Coordinator and Direc-tor of Distributive Education, Assistant State

Director of Vocational Education and State Supervisor for Dis-tributive Education . Memberships include the Nebraska School-masters Club, NEA, NSEA, Nebraska Business Education As-

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sociation, Nebraska Council of School Administrators, LincolnChamber of Commerce, VFW, Phi Delta Kappa and AASA .

KENNETH H. HANSEN, Nevada's StateSuperintendent of Schools, received the B.A .and Ed .M. degrees from the University of Ok-lahoma and the Ph .D. from the University ofMissouri . Dr . Hansen has been professor ofEducation at Western State College and Pro-fessor of Educational Administration atWashington State University . He has had a

wide range of administrative experience . Dr. Hansen has writtenseveral books, among which are Philosophy for American Educa-tion and Public Education in American Society ; he has also pub-lished in many professional bulletins, quarterlies and journals .

NEWELL J . PAIRE, a native of Keene, NewHampshire, holds the B .Ed . and M.Ed . de-grees and the Doctorate in Humane Lettersfrom Keene State College. Presently NewHampshire's Commissioner of Education,Dr. Paire has held various educational posts,including superintendent of schools and De-puty Commissioner of Education in his home

state. A combat veteran of World War II, he retired from the U . S .Naval Reserve with the rank of Commander . Dr. Paire has heldmembership in Rotary, Lions Club and the Chamber of Com-merce ; he is also a member of Bektash Temple, the New Hamp-shire Education Association, AASA, and the American Legion .

FRED G. BURKE, newly appointed Commis-sioner of Education for the State of New Jer-sey, was Rhode Island's Commissioner ofEducation. He received a B .A. from WilliamsCollege, an M .A. and Ph.D. from Princetonand an honorary Doctorate of Law fromBryant College . Dr. Burke was formerlyDean of International Studies at State Uni-

versity of New York, Professor of Political Science at SyracuseUniversity, Assistant Professor of Political Science at Ohio Wes-leyan University and Consultant to the Kenya Government . Hehas written articles in the Journal of African Administration andOhio Wesleyan Magazine, chapters in African Socialism andCase Studies in Local Government and a book, Africa's Questfor Order pd Sub-Saharan Africa .

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LEONARD J . DE LAYO is presently NewMexico's State Superintendent of Public In-struction . A native of New York City, Mr . DeLayo earned his B . S . degree from the Univer-sity of New Mexico and his M .A. degree fromColumbia University . He is past president ofthe Council of Chief State School Officers, amember of NEA, AASA, New Mexico Con-

gress of Parents and Teachers and is also involved in numerouscivic activities . Mr. De Layo has been listed in Who's Who inAmerican Education, Who's Who in New Mexico, Who's Who inthe West, Who's Who in the East and Who's Who in America .

EWALD B. NYQUIST, New York's Commis-sioner of Education and President of the Uni-versity of the State of New York, receivedundergraduate and graduate degrees from theUniversity of Chicago. Dr. Nyquist, holdshonorary doctorates from over 20 collegesand universities . He has served in variousadministrative capacities with Columbia

University and the New York State Education Department . In1970, Dr . Nyquist proposed the Regents External Degree Programwhich is now well established . He has been involved in accredita-tion commission, trusteeships and directorships . The recipient ofmany honors, Dr . Nyquist has written and spoken on such topicsas open education and the state's role in urban education .

CRAIG PHILLIPS, North Carolina's StateSuperintendent of Public Instruction, re-ceived his education at UNC-Chapel Hill withA.B ., M.A ., and Ed .D. degrees . During hispublic school career, Dr . Phillips has been ateacher, principal, and superintendent of theWinston-Salem school system . He gave lead-ership in making the merger of the 75,000

pupil Charlotte-Mecklenburg system a working reality as itssuperintendent . Before being elected State Superintendent in1968, he was administrative vice president of the RichardsonFoundation in Greensboro, a foundation seeking ways to identifyand develop creative leadership in education, government and bus-iness in North Carolina .

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t

M. F. PETERSON, Superintendent of PublicInstruction of the State of North Dakota, re-ceived a B .A. degree from Concordia Collegein Minnesota and an M . S . in Education de-gree from the University of North Dakota .Experienced in both elementary and secon-dary education, Mr . Peterson taught schoollaw on the graduate level at the University

of North Dakota. Prior to his present position, he was DeputyState Superintendent in his native North Dakota . He has writtenfor various state and national publications. In addition to activemembership in such organizations as Kiwanis, Phi Delta Kappaand AASA, Dr . Peterson has held several offices and served onvarious committees of Trinity Lutheran Church in Bismarck .

MARTIN W. ESSEX, State Superintendent ofPublic Instruction in Ohio, has served as ateacher, principal and superintendent ofschools in Ohio and Michigan . Includedamong his service to American education arethe presidency of AASA, chairmanship of theNational Advisory Council for VocationalEducation which led to the present Voca-

tional Education Act, chairmanship of the Joint Council onEconomic Education and chairmanship of the Advisory Council ofthe National Merit Scholarship Corporation . Currently he is serv-ing as chairman of the first National Governance Study and presi-dent of the Council of Chief State School Officers . He is the onlyeducator to be chosen by his peers to head each of the most pres-tigious school administrator organizations (AASA and CCSSO) .His comparative education services include the direction of twostudies in the USSR, an around the world study of education in thefree world countries and services as consultant to the West Berlingovernment .

LESLIE R. FISHER, Oklahoma's Superin-tendent of Schools, received the B .S. degreefrom Southeastern State College (Oklahoma)and the Ed .M . and Ed .D. degrees from theUniversity of Oklahoma . Dr. Fisher, afterserving in the U .S. Navy, was a teacher,coach, principal and superintendent in hisstate's public schools . Civic and educational

recognitions include outstanding citizen in Moore, Oklahoma(1961-63 and 1968), "Certificate of Special Merit" awarded by the

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OASA (1966) and State Chairman for the Education Division of theU .S. Savings Bond Program . He is a member of AASA, NEA, theOklahoma State Board of Vocational Education, NASE, theBoard of Regents of Oklahoma Colleges and other educational or-ganizations .

JESSE FASOLD, Oregon's Superintendent ofPublic Instruction is a graduate of ColoradoState College, the University of Colorado andthe University of Oregon . He is a member ofPhi Delta Kappa, Oregon Education Associa-tion, National Education Association, andthe American Association of School Adminis-trators and numerous other professional or-

ganizations . From elementary school teacher to superintendenthis career has made him a proven educational leader .

JOHN C. PITTENGER, Secretary of Educa-tion in Pennsylvania, is introduced by Gover-nor Milton J. Schapp as "the Ralph Nader ofeducation in the Commonwealth ." A lawyerand former legislator, Mr. Pittenger wasgraduated from Harvard College and HarvardLaw School . He was a Frank Knox Fellow atthe London School of Economics before serv-

ing in the U .S. Army. He has taught at Harvard and Franklin andMarshall, and is co-author, with Henry Bragdon, of The Pursuit ofJustice .

RAMON A. CRUZ APONTE, Puerto Rico'sSuperintendent of Schools, graduated fromthe University of Puerto Rico, University ofFlorida (M.A.), and the University of NorthCarolina (Ed.D) . His wide professional lead-ership has lead him to be the vice president ofthe Puerto Rican Teacher's Association, thedirector of the Pilot Project for Preparation of

Teacher Aids in 1966, and a member of the Task Committee for aComprehensive Planning of Higher Education in the Council ofHigher Education, 1969-71 . From elementary school teacher in1945 to the present Secretary of education for Puerto Rico, he is aproven educational leader .

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ARTHUR PONTARELLI, Executive Associate Commissioner, isActing Commissioner of Education for Rhode Island . He is agraduate of Rhode Island College (Ed .B .), Boston University(Ed .M .) and Ohio State University (ASTP) . His career spansnumerous positions from teacher, superintendent of teacher edu-cation and certification to executive assistant commissioner . Heis a state representative member of the College Entrance Exami-nation Board, the Rhode Island Association of School Super-visors, the Rhode Island Principals Association, and the CollegeAlumni Association .

CYRIL B. BUSBEE is presently SouthCarolina's State Superintendent of Educa-tion. A native of Aiken County,South Caroli-na, Dr. Busbee received his bachelor's andmaster's degrees from the University ofSouth Carolina. The University of SouthCarolina and Wofford College awarded himhonorary Doctor of Law degrees . He serves

as administrative officer to the State Board of Education and ex-officio member of the Boards of Trustees of the University ofSouth Carolina, Winthrop College and the Citadel and of the Edu-cational. Television Commission and the Technical and Com-prehensive Education Board . Dr. Busbee is a member of the Steer-ing Committee of the Education Commission of the States .

DON BARNHART, Superintendent of PublicInstruction for the State of South Dakota, is anative of Mitchell, South Dakota . Dr . Barn-hart has been a high school teacher, anelementary principal and a school superin-tendent. For two years, he was director of oneof 10 pilot projects in the nation on dropoutprevention. His educational background in-

cludes a bachelor's degree from Dakota Wesleyan and a master'sdegree and Ed.D . from the University of South Dakota . Dr. Bar-nhart has been State Superintendent since January, 1971 .

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BENJAMIN E. CARMICHAEL, Commis-sioner of Tennessee State Department ofEducation from the position of Director of theAppalachia Education Laboratory, Charles-ton, West Virginia . He was Superintendent ofthe Chattanooga Public Schools prior to beingDirector of the Appalachia EducationLaboratory. Dr. Carmichael holds the B .S .

and M .Ed . degrees from the University of Tennessee and a Ph .D .from George Peabody College . He has been a member of the Ad-visory Committee for the Civil Rights Commission's Study on Ra-cial Isolation, the Survey of Elementary Education in Brazil andthe review committees for the Equal Education Projects . At pre-sent he is engaged in activities of AASA, ETS, the EducationCommission of the States and holds membership in the AmericanEducational Research Association and Phi Delta Kappa .

M. L . BROCKETTE is the Texas Commis-sioner of Education . He received his A .B. de-gree from Southwestern University and hisM . A . and Ed . D. degrees from Baylor Univer-sity . As an elementary school teacher, princi-pal, and superintendent of schools his careerspans forty years of outstanding educationalleadership . Mr. Brockette is a me(nber of the

NEA, AASA, the Texas State Teachers Association, president ofSchool Masters Association, and president of the Texas Associa-tion of County Superintendents . As a community leader he is pastpresident of the Rotary Club and Junior Chamber of Commerceand Chairman of the Hill County Chapter of National Foundationfor Infantile Paralysis .

WALTER D. TALBOT is Utah's StateSuperintendent of Public Instruction . A na-tive of Utah, Dr . Talbot graduated from Pan-guitchguitch High School and received an Associateof Science degree from Weber State College .Following this, degrees were earned at UtahState University (B .A . and Ed.D., M.S. fromthe University of Utah) and the additional

study was pursued at UCLA and the University of Pennsylvania .Dr. Talbot's educational experience has included Professor andChairman of Educational Administration, Brigham Young Uni-versity ; visiting professor at the Utah State University and KansasState University, and Deputy State Superintendent for Adminis-tration . He has also taught and served in administrative positionsin elementary and secondary schools of his state .

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ROBERT A. WITHEY, Commissioner ofEducation for Vermont, was educated at Rut-gers University where he received his B .S .and master's degrees. Mr. Withey has servedin various educational capacities, amongwhich are Deputy Commissioner for Learn-ing Services (Vermont), Assistant Director ofSecondary Education (New Jersey), Coor-

dinator of NDEA (New Jersey) and NDEA Consultant in Gui-dance and Testing . He is a member of Phi Delta Kappa, NEA,VEA, VSSDA, VSA, NESA and serves on Vermont's RetirementTrustees, Bicentennial Commission and Post-Secondary Commis-sion. Mr. Withey has written for numerous professional publica-tions and has received several awards and honors .

WOODROW W. WILKERSON, Virginia'sState Superinendent of Public Instruction, isa native Virginian . Dr. Wilkerson received aB.A. degree from Hampden-Sydney College,an M.A . degree from the College of Williamand Mary and his doctorate from the Univer-sity of Maryland . After beginning his careeras a teacher and later as principal, he joined

the State Department of Education staff where he served as Assis-tant Supervisor of Secondary Education, Supervisor of SecondaryEducation, Teacher Education Director and Director of Secon-dary Education . Dr. Wilkerson is a past president of the NationalAssociation of State Supervisors and Directors of Secondary Edu-cation. He is currently a member of the Virginia Council of HigherEducation, a member of the Board of Directors of the NationalLaboratory for Higher Education, and a Commissioner of theEducation Commission of the States .

7° HAROLD C. HAIZLIP is Commissioner ofEducation for the U .S. Virgin Islands' De-partment of Education . Dr. Haizlip began hisearly education in Washington, D .C., laterearning a B .A. degree from Amherst College .After receiving the M .A.T. degree from theHarvard Graduate School of Arts and Sci-ences, he continued his studies to earn the

Ed.D. degree from Harvard's Graduate School of Education . Hebegan his education career in the Wellesley, Massachusetts HighSchool as an English teacher . Dr. Haizlip has served as educationdirector of the official poverty program for Boston and was namedone of the "Ten Outstanding Men" of that city in 1964 . He has alsobeen vice president of the Harvard Graduate School of Education .

145

FRANK B. BROUILLET is Washington StateSuperintendent of Public Instruction .Through his common school and collegecareer in Washington, Dr . Brouillet was hon-ored as both an outstanding athlete andacademician. He received the B .A. degree,bachelor of education, and master's degree ineconomics from the University of Puget

Sound. He earned his Doctor of Education from the University ofWashington . From 1956 until his election as state superintendentin 1972, Dr . Brouillet served in the state legislature . During thattime he served as caucus chairman, ranking member on the HouseAppropriations Committee, and for ten years was chairman of theJoint House/Senate Committee on Education . Experience in-cludes public school and higher education teaching and administ-ration .

BARBARA SIZEMORE is superintendent ofthe District of Columbia schools . She re-ceived a B .A. degree and M .A. degree fromNorthwestern University and is a candidatefor a Ph .D . from the University of Chicago .Her professional experience spans a career ofteacher, principal, and superintendent . Shehas been a consultant to the National Urban

Coalition, Education Task Force, the State Commission on Un-dergraduate Education in the Education of Teachers, the AASANational Convention Planning Committee of 1973 and numerousschool districts, conferences, and foundations . She served asAASA Associate Secretary prior to her present position .

DANIEL B. TAYLOR, West Virginia'sSuperintendent of Schools, is a native ofConnellsville, Pennsylvania . He has the B .A .degree from the University of Iowa and the 'M .A . and Ed .D. from West Virginia Univer-sity. Dr. Taylor has taught in Iowa, has beenin administration in New Jersey and hasserved as a superintendent of the public

schools in West Virginia . Active in professional organizations, Dr .Taylor is a past president of the West Virginia Association ofSchool Administrators and has served on several committees ofthe U .S. Office of Education. He is a veteran of the Korean con-flict, having served in the U .S. Army . Dr. Taylor has been active innumerous civic and charitable organizations in each of the com-munities he has served .

146

BARBARA STORCK THOMPSON, Wiscon-sin's State Superintendent of Public Instruc-tion, is a frequent speaker for civic groups,parent-teacher groups, professional organiza-tions, colleges and universities and schoolgroups. Dr. Thompson received the B .S . de-gree from Wisconsin State University and theM.S. and Ph.D. from the University of Wis-

consin . She has served as a college instructor, curriculum coor-dinator, supervisor of schools, principal, state coordinator in theState Department of Public Instruction and instructor in Educa-tional Administration at the University of Wisconsin . Includedamong present professional memberships are NCAWE, ASCD,DESP, NEA and Pi Lambda Theta .

ROBERT G. SCHRADER, a native of Col-orado, is Superintendent of Public Instructionfor Wyoming . After serving in the U .S .Marine Corps during the Korean conflict, Dr .Schrader attended Westminster College andPark College in Missouri . He has servedWyoming as teacher, principal and superin-tendent, having earned both his master's de-

gree and his doctorate from the University of Wyoming, where healso taught school finance . Professional activities include mem-bership in the Education Commission of the States, AASA,Wyoming Association of School Administrators, Phi Delta Kappaand listing in Who's Who in America and Who's Who in the West .

BRYAN HANSFORD is the Executive Sec-retary of the Council of Chief State School Of-ficers in Washington, D .C . He had servedpreviously as the commissioner of educationin Colorado . He has also held the positions ofhigh school teacher and principal, superin-tendent, professor of education, and deputysuperintendent of public instruction . He is a

past president of the Council of Chief State School Officers, andhas served on several national and regional advisory boards for or-ganizations and agencies interested in promoting education as wellas writing and speaking extensively in the field of education . Hereceived his B .S . degree from Southwest Missouri, his M .Ed . andEd .D. degrees from the University of Missouri .

147

MERE T. BETHAM, Director of Education for American Samoa,received her B .A.at Geneva College, Beaver Falls, Pennsylvania .She completed high school with the first graduating class of thehigh school in American Samoa . She will receive her M .A. inschool administration from USC in Los Angeles . Her experiencehas been as a teacher, vice principal, principal, head of secondaryeducation, deputy director of education and in her present posi-tion . She is a native of American Samoa . She was deeply involvedin the development of educational television in Ameri~0a,the wor s most comp ete and elaborate educational televisionexperiment .

UNITED STATES OFFICE OF EDUCATION VISITORS400 Maryland Avenue, S.W.Washington, D.C . 20202

DUANE J . MATTHEISExecutive DeputyCommissioner ofEducation

ROBERT WHEELERDeputy Commissioner ForOccupational and AdultEducation

WILLIAM F. PIERCEDeputy Commissioner forOccupational and AdultEducation

1 48

JAMES E. GIBBSChief Multi-States ProjectBranch Projects Officer

WILLIAM CARTERDirector - Division ofEducational SystemsDevelopment

ELAM K. HERTZLERSpecial Assistant to theCommissioner

GEORGE SMITHSuperintendentMesa Public SchoolsMesa, Arizona

ROBERT LEETSMAAssociate Commissioner ofEducationInstitute of InternationalStudiesUnited States Officeof EducationWashington, D .C .

ROY M . HALLDean, School of EducationUniversity PlazaGeorgia State University33 Gilmer Street, S .E .Atlanta, Georgia 30303

Panelists

WAYNE REEDFormer Associate Commissionerof Education for State-FederalRelations4800 Calvert Street, N .W .Washington, D.C. 20007

ROY K . WILSONExecutive SecretaryNational School PublicRelations Association1801 North Moore StreetArlington, Virginia 22209

1974 Chief State School OfficersInstitute Staff

GRANT VENNDirector, Callaway Professorof EducationGeorgia State University33 Gilmer Street, S .E .Atlanta, Georgia 30303

NANCY BRIGANCESecretary to the 1974 CSSOProjectGeorgia State University

JOHN EVANSAdministrative AssistantCSSO's ProjectGeorgia State University