The purpose of this study is to determine whether the armed-force method of instruction and the civilian method of instruction are similar or different. The five basic steps of instruction emphasized in the armed-force bulletins receive special emphasis in this study. They are as follows: 1. Preparation by the instructor; 2. Presentation; 3. Application; 4. Examination; 5. Discussion and critique. It is with these five basic steps that the writer has endeavored to show the difference or similarity between the educational programs used in the armed forces and in the public schools.

The purposes of this study are: (1) to analyze the military system of education and discipline developed and employed by the preparatory institutions of the United States which combine military training with academic training; (2) to show that the military system of education compares favorably with that offered in secondary schools; and (3) that certain distinctive features are present in the military system of education and that these features are worthy of careful consideration by parent and student.

The purpose of this study is to learn from test results of veterans of World War II and from a background of their education prior to service whether there is any correlation between these test results and the number of years spent in school.

No description available.

A series of radio broad casts over Station KGO, San Francisco, California, in the spring of 1935, first brought to my attention the great value of the National Parks in the field of adult education. Subsequently, in visiting some of the world's greatest natural wonders, which are located in the National Parks in the western part of the United States, I have had the opportunity to observe some of the fine educational facilities made available to the visitor through the service of the park naturalists. The purpose of this thesis is to bring out the importance to the visitor of this educational service. It is my aim to present a clear picture of this educational work and to interpret the material gathered in the survey, and to comment on outstanding problems in this relatively new field of education. During the past five years, I have had the privilege of spending from one day to two weeks in each of the following National Parks: Bryce Canyon, Crater Lake, Glacier, Grand Canyon, Lassen Volcanic, Mesa Verde, Mount Rainier, Rocky Mountain, Sequoia, Yellowstone, Yosemite, Zion, and Kings Canyon . In 1935 I visited the Olympic Peninsula, and have been in the region which is now the Olympic National Park. A great deal of the material has been gathered by interviews with the naturalists in the various parks and from observations made by the writer. Therefore much of this information is not recorded in books or bulletin form. My interest in National Parks is of long standing, and it was rekindled in 1934 when the Post Office Department issued a series of postage stamps known as the National Park Series. In my opinion this was one of the most beautiful sets of stamps ever issued by our Government, and it has served to attract the attention of millions of our citizens t o the great natural resources controlled by our nation in the interest of all people. This novel way of calling attention to the most beautiful spots in America, the National Parks, the public's playgrounds, has undoubtedly resulted in heightened interest in these regions and exerted a real influence in directing the travel habits of the American people.

The problem for this study is to determine the appropriateness of presenting the concepts contained in the "Objectives of Christian Teaching and Training" to children ages six through twelve. The appropriateness of presenting these concepts will be based upon a comparison of research figures with the "Objectives of Christian Teaching and Training."

The problem of this study is to review the background, the development, the present status, and the significance of Public Law 815 with special reference to its operation in Texas.

The purpose of this study is to evaluate the performance of advisory boards serving schools of business. This evaluation is based upon perceptions held by business school deans, department heads, and advisory board members concerning the most significant objectives established for advisory boards and the extent to which they have been attained.

Benefits for soldiers follow the formation of ancient and present day armies raised for the purpose of extending the national or state will. Veterans' benefits for defenders of the U.S. emerged during the American colonial period. College benefits began after WWII with the GI Bill of Rights. This study examines the variations in purpose for nationally established educational benefits for veterans and the singular value to the veterans of these 5educational benefits. The study begins with an overview of the history of veterans' benefits. Primary emphasis is then placed on the educational portion of the World War II Servicemen's Readjustment Act and the current educational benefit, the Montgomery GI Bill. As the purpose of awarding educational benefits changed from World War II to the latest U.S. war, the Gulf War of 1990-1991, the economic value to the individual veteran also changed. The WWII GI Bill featured an educational provision intended to keep returning veterans out of the changing economy whereas current GI Bills is intended as a recruiting incentive for an all-volunteer force. Correspondingly, the economic value to the individual veteran has changed. Data supporting this study were extracted from historical documents in primary and secondary scholarly studies and writings, government documents, national newspapers and periodicals, Veterans Administration publications, service newspapers, and anecdotal writings. The study offers conclusions regarding the shifting purposes and economic value and recommends changes to current and future GI Bills. The conclusions of this study are: (a) the purpose of the Montgomery GI Bill is to serve as a recruitment tool for the armed force, whereas the WWII GI Bill emphasized concern over the return of millions of veterans to a changing wartime economy unable to offer full employment and, (b) the present GI Bill funds less than 50% of the costs for a 4-year degree while the first GI Bill fully funded a college degree, including tuition and living expenses.

No description available.