Skip to Main Content
Have library access? Log in through your library
Intergovernmental Relations in Education

Intergovernmental Relations in Education

ROBERT L. MORLAN
Volume: 3
Copyright Date: 1950
Edition: NED - New edition
Pages: 236
https://www.jstor.org/stable/10.5749/j.ctttt6fm
  • Cite this Item
  • Book Info
    Intergovernmental Relations in Education
    Book Description:

    Intergovernmental Relations in Education was first published in 1950. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions. This volume is number 3 in a series of monographs edited by William Anderson and Edward W. Weidner on intergovernmental relations in the United States as observed in the state of Minnesota. The study covers two areas, public elementary and secondary education, and higher education and special programs. The first part examines administrative and financial relationship between state and local public school agencies, vocational education, the community school lunch program, education of Indians, and libraries. The latter section includes the education of veterans, agricultural extension and experiment stations, vocational rehabilitation, and apprentice training.

    eISBN: 978-1-4529-3811-0
    Subjects: Political Science

Table of Contents

Export Selected Citations Export to NoodleTools Export to RefWorks Export to EasyBib Export a RIS file (For EndNote, ProCite, Reference Manager, Zotero, Mendeley...) Export a Text file (For BibTex)
  1. Front Matter
    (pp. i-x)
  2. Table of Contents
    (pp. xi-xii)
  3. Part I. Public Elementary and Secondary Education

    • CHAPTER 1 The Public School System: State-Local Relations
      (pp. 3-39)

      In Minnesota, public elementary and secondary education, one of the most widespread of the state's governmental functions, embraces the daily activities of approximately half a million pupils, the professional services of more than 20,000 teachers and several hundred supervisors, and local public control through the medium of some 25,000 elected school board members. It involves expenditures now totaling more than 100 million dollars a year and the use of properties valued at approximately 207 million dollars. Throughout its broad ramifications, the administration and financing of public education require the combined efforts and resources of national, state, and local governments cooperatively...

    • CHAPTER 2 The Public School System: Interlocal Relations
      (pp. 40-69)

      The relationships on educational matters existing among the various local units of government—counties, school districts, cities, villages, townships—are extensive, varied, and frequently quite informal in nature. Proximity lends informality, but it can scarcely be stated categorically that it also leads to smooth relations inasmuch as the variations are so great from place to place. The great differences in activities make generalizations extremely difficult. In most localities there is fairly close cooperation between the officers of these various governmental entities, but it is not uncommon to find considerable antagonism and disharmony. Although the county is not a school administrative...

    • CHAPTER 3 The Public School System: National Government Activities and Interstate Relations
      (pp. 70-98)

      Although public education in the United States has traditionally been considered a function of state and local governments, the national government from the beginning has manifested a concern for the well-being of the public schools. Though its relationships to the general public school systems within the states have remained relatively limited in scope to date, with the passing of years and the increasing realization of national unity the interest of the national government in educational activities has gradually expanded. This chapter will deal with the more general aspects of this interest; many special phases will be considered in detail in...

    • CHAPTER 4 Vocational Education
      (pp. 99-112)

      Background. Since 1917, when the Smith-Hughes Act was passed, the national government has been contributing to the support of programs of vocational education within the states. The agencies involved are the regular educational agencies on the national and state levels, the united States Office of Education, the state departments of education, and, locally, the public high schools and trade schools. The grants-in-aid are directed toward the specific task of assisting individuals in attaining occupational competence and originally they authorized training in agriculture, home economics, trade, and industry, and the preparation of teachers of such subjects. Each year $7,167,000 is provided...

    • CHAPTER 5 The Community School Lunch Program
      (pp. 113-121)

      Background. The National School Lunch Act of 1946 placed on a permanent basis a program of assistance to the states and localities that for eleven years had been renewed by Congress on a year to year basis only. Begun in the early 1930s, school lunches were one phase of a relief project that not only provided work for those handling the lunches but also remedied much severe malnutrition and furnished a logical channel for the distribution of agricultural surplus commodities. At various times such agencies as the Civil Works Administration, the Federal Emergency Relief Administration, the Work Projects Administration, and...

    • CHAPTER 6 Education of Indians
      (pp. 122-129)

      Background. The American Indian in the United States has long been considered in many respects a ward of the national government, and his education has been no exception. The Office of Indian Affairs in the Department of the Interior, frequently called the Indian Service, operates both day schools and boarding schools for Indian children in many areas of the country, but the number of such schools is steadily declining. In some localities it has been the practice to make limited tuition payments to public schools for pupils in attendance who are of not less than one-quarter blood and who live...

    • CHAPTER 7 Libraries
      (pp. 130-134)

      Although rather infrequently treated in connection with educational discussions, the library has long been recognized as a vital element in the total picture of public education. Not only are libraries the focal point for much of the study and research at colleges and universities and an essential supplementary service in well-equipped elementary and secondary schools, but municipal and county libraries throughout the nation provide the most widespread adult education service in existence. Despite the extensive nature of library services, it is true that intergovernmental relations in the field are relatively limited though of considerably greater scope than is readily apparent...

  4. Part II. Higher Education and Special Programs

    • CHAPTER 8 Higher Education
      (pp. 137-151)

      The Minnesota system of public higher education consists of the University of Minnesota, with campuses in Minneapolis, St. Paul, and Duluth and at present with one of the largest enrollments in the nation; five state teachers' colleges; and eleven junior colleges operated as a part of the public school systems of certain municipalities. The latter group are entirely supported from local funds plus certain state aids, the teachers' colleges are totally state supported, while the university is supported largely by the state with assistance from the national government and from endowments, some of which originated in national grants. The university...

    • CHAPTER 9 Education of Veterans
      (pp. 152-163)

      Although the several programs relating to the education of veterans that have been established by the national government concern to a large degree the public school systems and the higher educational institutions, which have been discussed in previous chapters, they also involve extensive intergovernmental relationships that merit separate consideration. Financed almost entirely by the national government and administered at the national level by other than primarily educational agencies, these activities not only involve all three levels of government but frequently necessitate extremely close coordination of their efforts. The programs include (1) veterans' education and training under the act for veterans'...

    • CHAPTER 10 Agricultural Extension
      (pp. 164-171)

      [This chapter and the following one present a factual outline of the intergovernmental relations that arise out of the educational aspects of the work in agricultural extension and the agricultural experiment station. Another monograph is being prepared to cover intergovernmental relations in the field of agriculture as a whole. Agricultural extension and experiment stations will be treated much more comprehensively there than in the two short chapters that are here presented, and it may shed some additional light on the educational aspects of these services.]

      NATIONAL-STATE RELATIONS

      Background. The Cooperative Agricultural Extension Service, established in 1914, operates on the basis...

    • CHAPTER 11 Agricultural Experiment Stations
      (pp. 172-178)

      The agricultural experiment stations in each state, dedicated to scientific research in agriculture and allied matters, exist as divisions of the land-grant colleges except in those instances where separate stations had been established within the states before the passage of the first national act for the support of experiment stations in 1887. The division of national grants among stations within a state is the responsibility of the state legislature; but Connecticut and New York, each maintaining two, are the only states that operate more than one station. Many, of course, operate several branch stations. In most cases, as in Minnesota,...

    • CHAPTER 12 Vocational Rehabilitation
      (pp. 179-187)

      Background. The national program for the rehabilitation of disabled veterans began in 1918; a similar program for disabled civilians began with the enactment of the Smith-Fess Act in June 1920. State action had begun in Massachusetts in 1918, and by the time the Smith-Fess Act was passed, twelve states, including Minnesota, had rehabilitation laws of some sort. Minnesota, in fact, at the time of the passage of its own law in 1919 formally accepted the provisions of the national act in anticipation of its passage, as did New York and Nevada. The national act of 1920 provided set appropriations for...

    • CHAPTER 13 Apprentice Training
      (pp. 188-194)

      Agencies. The field of apprentice training as an area of governmental activity has been developed only in recent years. The National Youth Administration concerned itself for a time with the promotion of labor standards of apprenticeship, but in 1937 Congress directed the Secretary of Labor to formulate standards for the guidance of industry in the training of apprentices, bring management and labor together to work out cooperative apprentice training plans, promote general acceptance of the standards and procedures agreed upon, and cooperate with state agencies engaged in similar activities. The Apprentice Training Service was established as the administrative agency in...

    • CHAPTER 14 Summary
      (pp. 195-206)

      [The material that is included in this chapter is limited and tentative. More complete analyses and conclusions based on additional research will be forthcoming in the two final volumes of the present series. Here is attempted only a brief descriptive summary of the intergovernmental relations involved in the various educational programs examined in this monograph, together with tentative comparative observations and generalizations.]

      One can hardly fail to be impressed by the great variety and vast scope of governmental activities coming within the field of public education or by the relatively harmonious relationships between the national, state, and local governments in...

  5. A Selected Bibliography
    (pp. 207-216)
  6. Index
    (pp. 217-220)