Fl\TE MORE YEARS
ARE FINISHED

Bloomsburg State Teachers College
Bloomsburg, Pennsylvania
April 1950

SPECIAL ANNOUNCEMENT
It is a professional pleasure to announce the placing of the
Bloomsburg State Teachers College on the accredited list of the
Middle States Association of Colleges and Secondary Schools as
of April 28, 1950.
This recognition of academic quality, along with membership
of long standing in the American Association of Colleges for
Teacher Education, and power to confer degrees as authorized
by the State Council of Education, is announced at this time to all
those interested in the improvement of education in the Commonwealth of Pennsylvania.

+ + +
FOREWORD
At the turn of this half-century, it is well to look back, look
around and then look ahead.
Near the close of World War II, the final proofs of a similar
report of progress were checked by President Harvey A. Andruss
while waiting for transportation to England, where he was to act as
head of the Accounting Department of the First American Army
University at Shrivenham, Berkshire, near Oxford.
That publication, titled "Five Years Are Finished (1940-1945)" ,
contained a description of progress at Bloomsburg State Teachers College during the first half of the present decade. We are attempting
herein to complete a description of the last half of the decade, hence
the title, "Five More Years Are Finished (1945-1950)".
Certainly the first half of the Twentieth Century was crammed
with change. No one will deny that it was a half-century of progress,
but it was also a period of confusion, bitter conflict and shattered
hopes. A world, weary and disillusioned by war, is now seeking peace.
The uncertainties of the future have been intensified by the
challenge of the atomic age which has, in turn, deepened and broadened the responsibilities for higher education. American colleges and
universities face the need for improving traditional tasks and for assuming new tasks created for them by a rapidly-changing world.
What has been happening at our College? What about Bloomsburg from 1945 to 1950?

Entered as Second-Class Matier at the Post Office at
Bkomsburg, Pennsylvania, und
"Five More Years Are Finished"
(1945-1950)
by
JOHN

A.

HOCH

Director, Public Relations

+ + +
A Continuing Service To All

.

It is not necessary for one to be a college graduate to see that
the kind of world in which we would like to live-the American kind
of world-rests on a foundation of education. America's most important economic asset is its educated population-not simply men
and women who can read and write, but men and women who have
ideas and a background of ideas and information.
Americans have long realized that education for all is an obligation as well as a necessity in a democracy. Because education is the
foundation of any democracy, the United States has devoted many
of its best minds and billions of its wealth to maintain an extensive
system of public schools. The level of education attained by more
and more Americans has steadily risen.
Maintaining this record of progress is not an easy task and it
grows increasingly difficult. To beGin with, we have failed to provide a reasonable equality of educational opportunity for our boys
and girls. Most states having difficulty financing public education,
face the task of overhauling antiquated tax structures to provide new
sources of school revenue. Millions of dollars worth of new school
buildings and equipment are desperately needed in every state of the
Union.
But America's urgent and most pressing need is teachers!
According to the United States Bureau of Labor Statistics, we
must recruit and educate nearly 1,000,000 new teachers during the
next ten years (1950-1960). The immensity of the job constitutes
a tremendous challenge to institutions educating teachers.
These institutions, moreover, face an even greater challenge to
make certain that those who want to teach are fitted to do the job as
it should be done. Teachers need to know not only what they teach
but how to teach.
Teacher-education institutions have still another responsibility,
and that is to those already teaching. In-service educational needs
are greater than ever before, and if standards of the profession are
to be raised, we must provide in-service teachers with opportunities
to continue their education.
Bloomsburg State Teachers College has not stood still during the
past five years. As before, we have continued to grow through
service. We have not kept to our ivory towers; we have endeavored
to extend our facilities to meet every need. Our usefulness does not
end with any one period nor end with any one graduating classours is a continuing service to all.

Enrollment
The largest foctor in our enrollment p!cture during the past five
year::; was the ex-G. I. The greatest number of veterans of World
War II were registered during the College year 1946-47 when 477
veteran enrollees were reported. Veteran registration fell off only
slightly during the next two years but showed a sharp decrease in
September, 1949, when approximately 350 veterans enrolled. The
enrollment for the second semester was even smaller, show1ng only
278 veterans.
This decrease (nearly 45 % ) is indicative of the sharp reduction
in veteran enrollments to be expected during the next few years. If
it continues, the ex-G. I. will be a negligible factor in our enrollment
by the end of the next half decade.
It should be noted that, after enrollment figures became stabilized in the college year 1945-46, the total student enrollment (fulltime students) was maintained at a fairly constant level. The total
enrollment leveled off at a figure slightly in excess of 800 students,
well within the limitations of existing facilities, faculty and plant.
In other words, when other collegiate institutions were literally
"packin' 'em in" to a point where students were "hanging from the
rafters", enrollment at Bloomsburg never exceeded 850 full-time
students.

Because of this fact, we do not anticipate too much difficulty
in recruiting good replacements for the veterans presently enrolled.
It is rather difficult to predict an enrollment trend, because enrollments in institutions of higher education are markedly influenced by
general economic and social conditions. If present conditions remain relatively stable, however, the total enrollment at this college
should level off at approximately 800 men and women.

Enrollment (Full-Time Students)
(1945-1950)
Veterans

Non-Veterans

Total

194'9-50

557

338

895**

1948-49
1947-48
1946-47
1945-46

451
474
477
104

388
306
270
237

839**
780**
747**
341

** Does not include Liberal Arts

FreshmeD

Summer sessions showed a marked increase during the period.
As mentioned previously, the war-time practice of operating four
three-week sessions during the summer months was discontinued in
1946 when a program of three sessions, two of three weeks and a
regular session of six weeks, was begun. Enrollment for all three
sessions steadily increased from 1946 to 1948, but a slight decrease
was noted in the summer of 1949.

,

It is interesting to note the growth and development of the
summer sessions during the period:
Pre-Session Regular Session Post-Session

1949
1948
1947
1946
1945

414
468
371
248
194

560
570
483
353
188

336
383
340
238
93

Total

1310
1421
1194
839
475

Broadening and Inl:egrafing the Program
Rigid conformity to traditional patterns of curricula and methods is a barrier to progress in any institution of higher learning.
Colleges, keenly aware of their shortcomings, are constantly engaged
in studying their educational deficiencies in light of an ever-changing
world. At the same time they are constantly seeking to extend their
services.
B ecause these problems are so important, the Bloomsburg State
Teachers College has taken steps, during the past five years, to:
gradually expand, increase and broaden the elective offerings
develop curricula in Retail Selling, Safety Education, Radio
Education and Aviation
provide for the needs of in-service teachers through extension
centers
develop a program of initial selection for admission and continual screening after admission
provide for a comprehensive and integrated program of student
personnel services
cooperate with the Pennsylvania State College in the education of freshman students in the field of Liberal Arts
The elective offerings of the College have been broadened in the
fields of Social Studies, Biological and Physical Science, Mathematics, Geography, Business Education and Elementary Education.
Subjects with an educational value have not been discarded because
they have no vocational value, because "how to live" is regarded to
be equally as important as "making a living."
In the field of Business Education, a Retail Selling sequence was
added to the curriculum in 1946. Since that time it has developed
to include actual store experience and carries six semester hours
credit. Offerings in the Accounting field have also been enlarged and
a popular course in Taxation is now offered.
In order to meet demands in Pennsylvania for teachers certified
to teach Safety Education in the elementary and secondary schools,
the College established during the summer of 1948 the basic courses
in Driver Education and Training and General Safety Education.
Offerings in this field will be expanded at the rate of one additional
course each year, and during the 1950 Summer Session a new course
will be available for teachers who wish to extend their certificate to
include Safety Education. Nine credit hours will be required for
certification after September 1, 1950.

The College in 1945 began to extend its services to meet the
needs of in-service teachers by establishing a number of off-campus
extension centers. The program was designed to assist teachers to
complete the requirements for the degree of Bachelor of Science in
Education. Credits could also be used to make certificate:1 permanent and to extend certificates to include teaching in the eler:1entary
school. A number of "refresher" courses were offered for fon-;:,er elementary teachers who had returned to the profession because of the
critical shor tage of elementary teachers.
As evidence of the expanding program of in-service education,
the College established two extension centers in September 1945.
These were increased to six by 1948. Saturday morning classes on
the campus for teachers-in-service were resumed at the beginning of
the fall semester 1949.
At the same time techniques were developed to improve selection of students for admission to the College. In addition to graduation in the upper half of his high school class, an applicant must
now file a statement of recommendation by his high school principal
and have a personal interview with the Dean of Instruction before
he is admitted to the College. All incoming students are required
to take a battery of mental, achievement, and aptitude tests. These
test results are plotted on a profile record card used, with other
records in the student's file, for guidance purposes. At the end of
each grading period students are carefully screened to eliminate those
who have shown little or no professional promise.

Realization of the importance of counseling in the program of
a teacher-education institution led to the appointment, in 1949, of a
full-time Coordinator of Guidance and Personnel Services. This
person compiles and maintains adequate records, establishes contact
with the student, interviews, and conducts follow-up activities. These
activities do not relieve other faculty members and administrative
officers from responsibility in the counseling of students, but rather
serve to coordinate the efforts of all these educational agents.
The year 1946 brought an interesting experiment to the campus
in the form of a cooperative agreement with the Pennsylvania State
College under which the College accepted 76 Liberal Arts freshmen
for their first year of collegiate life. Twenty-two other State Teachers
Colleges and collegiate institutions were engaged in the Freshman
"Farm Out" program. Our part in this plan terminated in 1949
when the need for dormitory space for women elementary education
students forced the College to conclude temporarily its part of the
agreement. Nearly 250 Penn State freshmen were accepted during
the three years the cooperative agreement was in effect.
The most important change in the calendar during the period
was the transition from the war-time schedule of three terms of sixteen weeks each to a calendar of two semesters of eighteen weeks
each. This change was effected on September 10, 1945. Because the
accelerated program for graduation in three calendar years operated
during the period, approximately 48 % of our regular student body
were able to prepare themselves for teaching positions one year
sooner than in previous years.

Improving the Physical Plant
Despite the fact that scarcity and high cost of labor and materials made it difficult to secure much-needed construction on the
campus during the period, improvements and additions to the physical plant of the College were secured at the cost of $325,000. Of this
total, nearly $11,000 were spent during the past year for minor improvements under limited construction (local) contracts.
Many of the changes which have been made are not apparent to
the casual observer, but to those who live on the campus and attend
classes the improven:ents me easily discernible. Hazards which
were considered to be dangerous to the health and safety of faculty
2nd students have been largely eliminated by an extensive program
of repairs.
More than $100,000 were spent to build new fire towers in Carver
and Noetling Hall, rewire Science Hall with safety conduit, build fire
walls in Waller Hall, and to effect other improvements which made
possible a wider and more extensive use of these old buildings.

.

An extensive remodeling program was carried out in Noetling
Hall, making available an Audio-Visual Aids laboratory, Speech and
Psychology clinic, several attractive classrooms and faculty offices, a
well-equipped and comfortably furnished Day Men's Room, and
modern lavatory facilities for men and women.
The old gymnasium in VJ aller Hall was renovated and remodeled into a Student Lounge and Recreation center. The ceiling
was lowered, covered with acoustical tile, and an elevated lounge was
built along the east side of the room. The room was completely repainted, and the floor was sanded and refinished.
In order that living quarters in the dormitories might be more
attractive and more comfortable, a painting and repairs schedule
was formulated and carefully followed. New floor covering was fa.id
in a number of buildings, while other improvements were made in
the lavatories and shower rooms of Wall er Hall. A new and modern
lavatory and shower room was built on the first floor of North Hall.
Although the average passer-by is not aware of the fact, extensive repairs have been made to rain gutters, spouting, and roofs on
nearly every campus building. Major repairs have been made to
the roofs of North Hall, Waller Hall, Noetling Hall, and the Benjamin Franklin School, while a new roof will be placed on Science
Hall during the coming year.
One of the best-known landmarks of the College, the Long Porch,
was torn down and replaced during the p2sc year with a handsome
brick porch and colonnade. The old wooden structure was in an
unsafe condition. Replacement cost was approximately $20,000.
During the period there was great improvement made in classroom facilities, laboratories and equipment. Classrooms have been
repainted and redecorated. New floor coverings were laid. Lighting

was improved. Laboratory equipment valued at $25,000 has been
secured and placed in use. Audio-visual equipment worth more than
$20,000 has been placed in the new Audio-Visual Aids Laboratory in
Noetling Hall.
The College Library was extensively remodeled and renovated.

As a result, the floor space was increased by more than 2500 square
feet, and adequate facilities are now available for the 30,000 volumes
on hand. The large room was repainted and redecorated; stacks and
shelving were relocated; new lighting fixtures were installed, and
facilities for work and study were greatly improved.

It is almost impossible to detail all the improvements made during the past five years to the physical plant, but a few more must be
mentioned. A new type washing machine has increased the capacity
and efficiency of the College laundry; new kitchen equipment, including a modern dish-washing machine has made it possible to
streamline the task of the kitchen staff. A number of improvements
in the College Dining Room, including attractive floor covering, entirely new and modern lighting fixtures, redecoration, and a new
serving counter have made living at Bloomsburg increasingly pleasant.
Not all the improvements have been confined to buildings, but
constant attention has been given to the campus itself. The results
of this work are seen in the well-kept lawns, terraces, and carefullygroomed athletic fields. The area east of the Centennial Gymnasium
has been terraced and landscaped, new sidewalks and curbs have been
laid at a number of points around the campus, and considerable attention has been given to the Mt. Olympus athletic field.
Representatives of the General State Authority have made a
number of visits to the campus in recent weeks relative to a proposed
building and renovation program. The GSA announced in December, 1949, a multi-million dollar construction program at the fourteen
State Teachers Colleges. Aimed at eliminating fire and health hazards at the institutions, the new project calls for extensive new building and renovation and modernization of structures which have outlived their usefulness after as many as 75 years of service.
Although no commitments have been made by the GSA regarding reported proposals to build three new buildings and renovate
four present structures on the campus, a tentative allocation of
$293,000 has been made to enlarge and improve the present heating
plant.

Improving Faculty Status
One of the basic factors in improving the status of the individual
faculty member is the obvious influence of financial remuneration.
Immediately preceding the period, a cost-of-living increase for all
instructional and non-instructional employees receiving less than
$3750 was made effective as follows: 15 % additional, October 16,
1942, and 10 % additional, September 1, 1944. Salary rates, therefore, at the beginning of the period were approximately 25 % higher
than before the war period.

On August 1, 1946, the Governor granted an increase of 5 % on
salaries which were higher than $3564 for 36 weeks of teaching, while
in September, 1948, an increase of 10 % was granted on all salaries
then earned (the increase not to exceed $600).
Although no individual employee received all the increases, the
following are typical samples for the faculty during the period:

Bachelor's Degree
Master's Degree
Doctor's Degree

1942

1950

Increase

Percent

$2160
2760
3360

$3159
4041
4383

$ 999
1240
1023

46 %
45 %
30 %

During the same period, there was also noted a marked improvement in the degree-holding status of the faculty. According
to figures prepared by the American Association of Colleges for
Teacher Education, the following table shows to what extent the
degree-holding status of the faculty has been raised during the past
five years:
1945

1946

1947

Bachelor's Degree
3
Master's Degree
19
Master's plus 1 year 7
Doctor's Degree
6*

7
21
10
6

5(1)
28(3)
11(3)
6

Total

44

-- -35

1949

Percent

1 (1)
34(3)
5(2)
10(1)

2
68
10
20
100

1948

3
30(3)
11(5)
6

--

--

-

50(7)

50(8)

50(7)

( ) Pursued studies toward a higher degree during this year or during summer.
one faculty member now on leave of absence pending retirement.

* Includes

Another factor that affects the status of the faculty member is
the matter of "teaching load". According to the most recent figures
available (December, 1949) no faculty member has more than 17
teaching periods a week, while approximately one-third of the faculty
teach only 15 periods a week. Two-thirds of all classes scheduled
range in size from 11 to 25 students; in fact, only 66 classes have an
enrollment from 26 to 35 students. Thus with an optimum rather
than a maximum "teaching load", the individual faculty member has
greater interest and zeal for professional accomplishment; he is better
able to perform his tasks to the advantage of himself and the student.
Finally, the action of the State Legislature in 1949 in making it
possible for the faculties of the State Teachers Colleges to transfer
from the Pennsylvania School Employees Retirement System to the
Pennsylvania State Employees Retirement System has had a wholesome effect upon the faculty of the College. The transfer will make
it possible for a faculty member to look forward to a larger retirement allowance which in turn will insure a more comfortable level
of subsistence after retirement. Most of our faculty members have
indicated that they will take advantage of the opportunity to transfer.

Student Activities
Extra-curricular activities provide recreation, relaxation, and
employment, but educators are agreed that they also provide an opportunity for the participants to develop leadership. Since the development of leadership is one of the important objectives of a
Teachers College, Bloomsburg requires every student to participate
in at least one extra-curricular activity each semester.
The end of \Vorld War II brought wlth it a full-scale resumption
of many student activities curtailed or terminated by the pressure of
the war-time programs on the campus. Campus social life, blighted
by heavy academic schedules, gas rationing and other emergency
restrictions blossomed again in the formal brilliance of the annual
Senior Ball, the gala beauty of the Junior Prom, Sophomore Cotillion, and the Freshman Hop. Frequent square dances in the Waller
Lounge added a touch of warmth and friendliness to campus social
life.

In the field of intercollegiate athletics, the outstanding success
of the Maroon and Gold football team won nation-wide publicity for
the College. Beginning in 1946, the Husky gridders compiled a
brilliant record of 27 victories, six losses, and one tie. The 1948 club
was .the only undefeated and untied college football team in Pennsylvania, and it was declared one of the co-champions of the Teachers
College Conference, an achievement :,lso won by the 1949 Huskies
who lost only one game in nine starts.
Outstanding records were also compiled by the varsity basketball, soccer, baseball, and track teams during the past five years.
The 1949 baseball team is especially worthy of mention since it piled
up twelve straight victories to compile the first unbeaten season since
the halcyon days of Danny Litwhiler in 1935.
Intramural athletics for men were resumed on a minor scale in
1945 and by 1949 have developed into a year-round program, including touch football, soccer, basketball, swimming, volleyball,
track, softball, tennis, horseshoes, and golf. Intramurals for women
have developed around the activities of the "B" Club and a weekly
Open House program in the Centennial Gymnasium.
Since the opening in 1947 of the remodeled and renovated Waller
Lounge, excellent facilities are available for dancing, ping pong,
cards, and reading. A canteen provides light refreshments, and the
profits from its operation are used to publish the Yearbook. The
lounge is also used for small informal dances, parties and receptions.
Student participation in the government of the College community is through the College Council of the Community Government Association. Increased student interest in College affairs has
resulted in delegation of authority commensurate with the degree of
responsibility the students have been willing to assume. Membership
and participation in the National Student Association have brought
invaluable contacts to our student body. Representatives have attended annual conventions of the Eastern States Association of Professional Schools for Teachers and the Associated Student Government Associations of the State Teachers Colleges.

Campus publications have attracted increasing interest and attention durin 6 the period. Through the weekly newspaper, the
l'v'.!c.roon and Gold, students hnve been kept informed of current happenings at the College, while the Obiter, the College yearbook, has
faithfully mirrored campus life during the year. In 1949, a new
publication, the Olympi:m, made its debut. It contained short stories,
poetry, editorials, cartoons, and other literary efforts of the student
body.
In keeping with the times, the Student Handbook was redesigned
and streamlined for the 1949-50 term. Appropriately titled "The
Pilot", this attractive publication aims to inform students about college life at Bloomsburg.

Widening Horizons

It is important for any college to provide opportunities for its
students to broaden their cultural horizons. To this end, we have
attempted to schedule a broad program in the field of music, drama,
art, and lecture. Considerable pro 6ress has been made along these
lines durin 6 the past five years.
Through the medium of an annual "Artists Course", a number
of out standing concert and dramatic artists have visited our campus.
The Margaret Webster Shakespeare Company's "Taming of the
Shrew" featured the 1949-50 program which included a recital by
Miss Evelyn MacGregor, star of the "American Album of Familiar
,M usic." In addition, enthusiastic audiences applauded the Eva
Jessye Choir, Henry Scott, pianist; Margaret Daum, Franklin P.
Adams, and the late Elissa Landi.
In 1948, in cooperation with the Bloomsburg Civic Music Association, the College was able to offer additional cultural opportunities. Such noted artists as Thomas L. Thomas; Miss Eula Beal;
the National Male Quartet; Francine Falkon, of "Hour of Charm"
fame; Iva Kitchell, internationally famous dance satirist; and Sidney
Foster were presented in off-campus concerts to large and appreciative audiences.
Outstanding speakers were brought to the campus to discuss
trends and happenings in world affairs, ethics, politics, and education.
Among these were such platform personalities as Dr. Bernard Iddings
Bell, Dr. Donald Hatch Andrews, Robert Kazmayer, Judge Harold
Kessinger, Harrison Wood, Brigadier General H C. Holdridge, and
Elmer "Sizzle" Wheeler.

A start has been made in the building of a library of recorded
music which will be available to those interested in the music of the
masters.

All this, plus record concerts, varied and entertaining assembly
programs, open forums, conferences and professional meetings have
helped develop community interest in things cultural.

Improving Alumni Relations
The past five years have seen constant growth and improvement
in the services rendered the College by the General Alumni Association. Because a strong and active body of alumni can make invaluable contributions to any institution of higher learning, the increasing
activity and interest of the Bloomsburg graduates is most encouraging.
The membership of the Association, headed by Dr. Elna H.
Nelson, is larger now than in any previous year. According to a
1950 report, 1637 members have paid dues for the present year. This
number represents an increase of 20 % over the paid membership of
a year ago and an increase of 40 % over the total membership in 1945.
County and district clubs are active in nine areas, and periodic
meetings are held to stimulate interest and activity in the affairs of
the Association. Alumni in the vicinity of the Nation's capital organized the Washington, D. C., Club in 1947, while clubs in Montour,
Lackawanna, Luzerne, Susquehanna and Wyoming, Dauphin, Union,
Columbia, and Philadelphia counties have been active. Plans for
the coming year include the organization of an alumni group in New
York City.
In 1948, the Association created annual Distinguished Service
Awards which are presented each Alumni Day to those graduates of
the College who have distinguished themselves in the field of public
service. Recipients of the honor in 1948 were Dr. Francis B. Haas,
Pennsylvania State Superintendent of Public Instruction and former
President of the College from 1927 to 1939; Danny Litwhiler, outfielder for the Cincinnati Reds; and Dr. John C. Connor, formerly
Headmaster, West Nottingham Academy and a member of the Board
of Trustees, Lafayette College. Honored in 1949 were Dr. Lindley
Dennis, Executive Secretary, American Vocational Association; and
Miss Ida Sitler, Emeritus Professor of Biology, Hollins College, Virginia.
From time to time the Association provides scholarships of
$50.00 each to worthy students in the Freshman and Sophomore
classes. During the past five years, 17 scholarships, totaling $850
were awarded to beneficiaries selected and recommended by a Faculty
Scholarship Committee. In addition, the Bruce Albert Memorial
Scholarship of $100 was awarded each year to a deserving student.
During the same period, loans totaling $2380 have been made
from the Alumni Loan Fund.
An increase in annual dues of one dollar was voted by the Association at its last general meeting in May, 1949. The additional
one dollar will provide an increased number of scholarships to worthy
young men and women who are preparing to become teachers in the
public schools of the Commonwealth.

Increased Alumni interest in the development of a sound program of intercollegiate athletics resulted in the formation of the Husky
Club in 1946. Contributions to the Husky Fund have totaled $1650,
and through this organization, scholarships are made available to
deserving athletes. A bronze plaque, commemorating those of the
Alumni of the College who gave their lives in the recent conflict, also
bears the names of individuals and organizations who have made
contributions to the fund.
With a growing and increasingly-active Alumni Association,
there is little doubt but that significant contributions will continue to
be made by those men and women who have graduated from the
"Fr~endly College."

Placement
Perhaps the pragmatic expression of confidence of the everexpanding community which a teacher-education institution serves is
the placement record of its graduates. Reduced to the simplest
terms, Bloomsburg has an excellent record of placement.

As the result of a survey made in 1941 covering 1925 graduates
of the College from 1931 to 1940, it was revealed that 77.27 percent
of our graduates were engaged in teaching. Because this survey covered all but one percent of the graduates, the figures indicate that
the institution was fairly successful in quantitative placement.
A further survey was made by President Harvey A. Andruss in
1949, including the original period from 1931 to 1940 and covering
an additional period of eight years from 1940 to 1948, inclusive.
Results of this study, involving a total of 1818 graduates, show that
the overall teacher placement figure for ten years of 77.27 % grew
to 83.40 % in the period from 1941 to 1945 and increased to 88.73 %
in the period from 1946 to 1948.

From the following figures it would seem that, as far as placement of graduates is concerned, objectives pursued by the institution
have resulted in a high level of employment.

Five Year Survey (1941-45)
Graduates

Elementary
Secondary
Business
Total

183
128
207

-518

Teaching

Percent

174
98
160

95.08
76.56
77.24

432

83.40

--

--

Three Year Survey (1946-48)
Graduates

Elementary
Secondary
Business

97
95
83

-Total

275

Teaching

Percent

97
81
66

100.00
85.26
79.52

244

88.73

--

--

The questionnaires were not compiled in terms of present occupations, but in terms of the question: "Have you ever been
regularly employed as a teacher?" Anyone who taught regularly
for one year was counted as a teacher. Any other gainful occupation
was classified under "Other Occupations", while the "Miscellaneous"
classification included Unemployed, Married (never having taught
or been employed), Enrolled in Graduate School at the time of the
Survey, or Armed Forces Service, etc.

It is significant to note that the over-all picture shows the
number employed has increased from 92.9 % to almost 96.7 % , a
gain of 3.8 % , which the numt er teaching increased from 77 .27 % to
88.73 % , a net gain of 11.46 % . This would seem to indicate that
more of our graduates are going into teaching.

Looking Ahead
Great opportunities loom ahead, and in order to meet the challenge posed by these broadening horizons our College must continue
to grow in service to others.

A recent report by the Carnegie Foundation for the Advancement of Teaching showed that 20 % of American youth between the
ages of 18 and 21 are enrolled in institutions of higher learning.
California leads the several states with 30 % , while Pennsylvania's
average of 7 % is far less than the 12 % figure reported for New
York State.
Obviously, Pennsylvania must narrow the gap between her present low percentage and the national average, or the future of the youth
from 18 to 21 in the Commonwealth will continue to suffer.
What steps will Pennsylvania take to close this gap?
The answer to this question may well indicate the future development of our College.
To meet the needs for higher education among the youth of
New York State, there was created the State University of New York
comprising 33 separate institutions of higher education which include
eleven State Teachers Colleges, eleven state-operated institutions, and
eleven "contract" colleges. By expanding opportunities, New York
has shown that if there is a college with low or medium fees within
commuting distance, a higher proportion of youth will attend college.
An increase in the total number of college enrollees cannot help but
affect the enrollment of all collegiate institutions within the state.
California's experience is similar.
Does the answer for Pennsylvania lie in similar expanded programs of higher education?

The community college presents new educational frontiers. A
relatively new and developing educational institution, the community
college attempts to meet the post-high school educational needs of
youth in the college-age group. Ordinarily, the standard two years
of college work are offered, but many of the newer institutions are
developing programs to meet the vocational and general educational
needs of students who are preparing to go directly into civic and
semi-professional life.
A recent report of the President's Commission on Higher Education defines the community college as the next great area of expansion
in higher education.

Does the Pennsylvania answer lie within the area of developing
a system of tuition-free or low-cost community colleges?
It is well recognized that lack of funds acts as a curb to college
enrollment. Federal or state scholarships are advocated by many
as the solution to the problem of increasing college enrollments.
Following broadly the precedent set by the G. I. Bill, the President's
Commission on Higher Education recommended a Federal program
of scholarships at the undergraduate level based primarily on need;
these scholarships to be available for all types of institutions of higher
learning.
This suggestion, and many other similar proposals, are bound
to have a direct influence upon the development of higher education.

Does the answer for Pennsylvania lie in extending educational
opportunity through government scholarships?
The College participated successfully in the education of Liberal
Arts freshmen for the Pennsylvania State College, and conducted
various war programs for the Army, Navy, U. S . Department of
Commerce, and the Pennsylvania Board of Nursing. In view of this
accomplishment it is believed that a Teachers College might well be
of service in fields other than teacher education.
In some states, teachers colleges serve as regional colleges,
granting four-year and five-year degrees in addition to the B. S.
in Education. Some offer general education, while others specialize
in various fields of vocational and business training.

Does the answer for Pennsylvania lie in a similar program of
expanded opportunities through regional colleges?
The answers to these questions may well affect all the youth in
Pennsylvania between the ages of 18 and 21 years, but whatever the
direction of higher education in Pennsylvania, changes will be felt
in any institution responding to the needs of the public it serves. Our
College has kept in step with the times. Its future growth and development cannot help but reflect the demands that will be made
of it, and the confidence it has inspired in the people of the Commonwealth whom it has so ably served.

EDUCATION
MOLDS OUR
FUTURE

BETTER SCHOOLS MAKE
BETTER COMMUNITIES