DOCSLIB.ORG

Industrial Education in Puerto Rico

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Industrial Education in Puerto Rico INDUSTRIAL EDUCATION IN PUERTO RICO An Evaluation of the Program in "operation Bootstrap" from 19^8 to 1958 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By JOHN RICHARD McELHENY, B.S., M.S. The Ohio state University I960 Approved by Adviser Department of Education “We, the people of Puerto Rico, in order to organize ourselves politically on a fully democratic basis, to promote the general wel­ fare, and to secure for ourselves and our posterity the complete enjoyment of human rights, placing our trust in Almighty God, do ordain and establish this Constitution for the Commonwealth which, in the exercise of our natural rights, we now create within our union with the United States of America. “We consider as determining factors in our life our citizenship of the United States of America and our aspiration continually to enrich our democratic heritage in the individual and collective en­ joyment of its rights and privileges; our loyalty to the principles of the Federal Constitution; the co-existence in Puerto Rico of the two great cultures of the American Hemisphere; our fervor for education; our faith in justice; our devotion to the courageous, in­ dustrious, and peaceful way of life; our fidelity to individual human values above and beyond social position, racial differences, and economic interests; and our hope for a better world based on these principles.” From the Preamble to the Constitution of the Commonwealth of Puerto Rico July 25,1952.. ii PREFACE This study is more than a dissertation because it seeks to appraise a decade of Industrial Education in Puerto Rico in the light of the economic and cultural advancements made, and then in the field work required, to stimulate the further development involved in this, as well as in other parts of the free world. The problem is a sober one of educational cause and economic effect, and especially concerning the investment required to achieve what is desired. The time, effort, and expense required by this study will have been well spent if a higher cultural level by the people of Puerto Rico and elsewhere can be achieved. The writer is most appreciative for the interest and assistance of Lorenzo Garcia Hernandez, Director of Voca­ tional Education, and the members of his staff in the Commonwealth of Puerto Rico, and to the members of his Advisory Committee, Dr. william E. Warner, Dr. Earl W. Anderson, Dr. Theodore J. Jenson, and Dr. Robert m . Reese of the Department of Education at The Ohio State University in Columbus. The photographs are by the writer. The shop layouts were provided by Ferdinand Rossy, Chief of Section. March i960 JOHN RICHARD McELHENY iii TABLE OF CONTENTS Chapter Page NATURE OF THE DISSERTATION 1 Scope of the Inquiry Definitions Research Procedures Supporting Studies Investigative Trips to Puerto Rico Some Philosophical Bases Brief Summary of Findings II. THE LAND AND THE PEOPLE OF PUERTO R I C O ...........11 Early Spanish History The Middle Years A United States Possession Ethnic and Cultural Background Political structure Taxation and Expenditures Geographical Description Topography and Population Education III. ECONOMIC DEVELOPMENT OF PUERTO RICO .......... 41 Historical Bases Economy During the Period 1900-1948 Operation Bootstrap Economic Development and Industrialization Current Economy and Manpower Needs IV. NATURE OF INDUSTRIAL EDUCATION................... 67 Some Historical Bases for Industrial Arts Derivation and Industrial Arts Education Trade and Industrial Education Some Evaluative Criteria iv /; ii TABLE OF CONTENTS (CONTD.) Chapter Page V. SURVEY OF INDUSTRIAL EDUCATION IN PUERTO RICO . 96 Part I, industrial Arts Education Historical Bases Program Description Location of Programs Enrollments Teaching Staff Administration and Supervision Physical Plant Teacher Education Derivation of philosophies VI. SURVEY OF INDUSTRIAL EDUCATION IN PUERTO RICO . 145 Part II, Trade and Industrial Education Program Descriptions Location of Programs Enrollments Teaching Staff Physical Plant Job Placements Student Drop-Outs Teacher Preparation Admini strati on Cost Per Unit of Instruction Determining Changing Needs VII. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . 176 Summary Conclusions Recommendations SELECTED BIBLIOGRAPHY 191 AUTOBIOGRAPHY 202 V LIST OF TABLES Table Page 1. Education Level of the Population, 1950-75 . 37 2. Labor Force by Education Level, 1955-75 .... 37 3. Revenues and Budgetary Allocations, 1945-57 . 40 4. Costs and Benefits of Fomento Programs ......... 53 5. Projected Employment in Puerto R i c o ........... 64 6. Characteristics of Reimbursable Programs . 90 7. Industrial Arts Enrollment, 1948 ............... 109 8. Industrial Arts Enrollment, 1956-59 109 9. Enrollment by Areas of Instruction ............. 112 10. Distribution of Areas T a u g h t ..................... 113 11. Level of Teacher Preparation ................... 114 12. Analysis of Functions and Objectives ........... 140 13. Enrollment, Day Trade, November, 1958 152 14. Trade and Industrial Enrollment, 1948-58 .... 153 15. Point iv participants, 1950-58 ................. 154 16. Trade Teacher Salary Increment and Preparation . 157 17. Type B Vocational Graduates, 1954-57 ........... 160 18. Placement by Trades, 1954-57 ................... 162 19. Salaries of Graduates by Trades, 1954-57 .... 163 20. Enrollment in Trade Courses, Six High Schools . 166 21. Base Monthly Salary, Administrative Personnel . 170 22. Rank Order of Twenty states, 1956-57 ........... 172 23. Expenditures for Trade and Industrial Education. 173 vi LIST OP ILLUSTRATIONS FIGURE PAGE 1. Geographic Location of Puerto Rico ...... 20 2. A Typical Puerto Rican Scene ................ 22 3. The Department of Public Instruction S t r u c t u r e ................................. 31 4. Birth and Death Rates, 1938-75 .............. 33 5. Enrollment by Levels, 1950~75 34 6. Distribution of Population by Age Groups . 36 7. The Budget Dollar for E d u c a t i o n ............ 39 8. Imports, Fiscal Years 1949-56 60 9. Personal and Family Incomes, 1950-75 ......... 6l 10. Distribution of Labor Force, 1950-75 ......... 63 11. The Changing of Energy U s a g e .................. 79 12. Industrial Arts Enrollments, 1948-58 ......... Ill 13. The Industrial Arts Section structure .... 117 14. General Shop, Manati junior High School . 119 15. General Shop, Manati Junior High School . 120 16. The Industrial Arts Building at Fajardo . 121 17. Handicrafts Laboratory at Fajardo .......... 122 18. Electrical Laboratory at Fajardo ....... 123 19. Building Forms for Basketball court, Fajardo . 124 20. The Laboratory of Industries at Arecibo . 125 21. A Typical Girl student at Arecibo High School. 126 22. The Laboratory of industries at Manati .... 127 vii LIST OP ILLUSTRATIONS (CONTD.) Figure Page 2 3 . Graphic Arts Laboratory, Einstein High S c h o o l ......................................... 128 24. Woodworking, Arecibo Junior High School .... 129 2 5. Woodworking, Einstein High School ............. 130 2 6. Vocational School at C a y e y ....................... 158 2 7. Organizational Structure, Trade and industrial Section ........................... 169 viii CHAPTER I NATURE OP THE DISSERTATION The purpose of this dissertation is to report a research study made of the industrial education program in Puerto Rico during the years 1948-58. The study was made to evaluate the industrial education program and to deter­ mine its influence on the economy and culture of the Commonwealth of Puerto Rico. There Is also the anticipa­ tion that existing programs in Puerto Rico and the United States will be benefited, and that leadership and adminis­ trative policies may be improved as a result of the study. Scope of the Inquiry. The period 1948 to 1958 has been chosen because it parallels the projected time schedule of the Economic Development Administration of the Common­ wealth of Puerto Rico and coincides with the first ten years of political autonomy. The data from these years show a significant change in the island economy. A further limitation of the scope of this dissertation can be made by identifying the two phases of industrial education: industrial arts, and trade and industrial education. Industrial arts programs in Puerto Rico are found in both rural and urban areas. The programs in the former are in second unit schools, while the latter are in both junior and senior high schools. Trade and industrial education programs are found in twelve schools and are classified as follows: trade pre­ paratory, trade extension, accelerated training, diversi­ fied occupations, technical training, and Point Four programs. Definitions. Industrial arts is commonly classified as a phase of general education (1 2 2 ,1 )* while trade and industrial education is considered to be an area of educa­ tion with specific objectives in trade preparation inte­ grated within the public school program (5 5,1 ). General education in its modern interpretation, according to Wilber, has the following basic purposes: (1 ) to transmit a way of life, (2 ) to improve and reconstruct that way of life, and (3 ) to meet the needs of individuals (122,3). A way of life is defined by Young as common material and social heritages, beliefs, activities, and interest of those who live in the same economic and social environment (124,3). *See the bibliograptor. The first figure refers to the listing and the second to the page number. 3 The Harvard Report (38) states
Load more

Recommended publications
  • September 20, 1962: Commonwealth of Puerto Rico, Vol. 196, No. 6196
    The COMMERCIAL and FINANCIAL rTTPONTfT P Established 1839 V/ A A A \J V/ -JL. ^ M V^/ I J I J Reg. U. S. Pat. Off. Volume 196 Number 6196 New York 7, N. Y., Thursday, September 20, 1962 Price 50 Cents a Copy In 2 Sections — Section 2 COMMONWEALTH OF PUERTO RICO Aerial view of the road network joining the Old City of San Juan with the Santurce Business District. Modern freeways connect the major commercial and residential sections of San Juan and provide easy access to the Islands outlying areas. IMPRESSIVE ECONOMIC GROWTH ' - I A PRELUDE TO A GREATER TOMORROW Digitized for FRASER http://fraser.stlouisfed.org/ Federal Reserve Bank of St. Louis The . 2 Commercial and Financial , Chronicle . Thursday, September 20, 1962 shows, concluded that year with has been active in developing this end of the fiscal year there were a net income figure of more than field. Loans for various tourist 4,116 hotel and guest house rooms Economy of Puerto Rico $381 million, a gain of more than projects such as large and small available, an increase of 369 over 14% over the preceding year. hotels as well as guest houses and the preceding year. restaurants have been granted. The gains indicated by the fig¬ As indicated, the chief source Is Recently, the Government De¬ ures shown above have been re¬ Steadily Thriving of this 11 gain was traceable to the velopment Bank disbursed an in¬ flected in the entire , . 1 1 .j economy of f , ■ ■ . manufacturing activities of plants By Dr. Rafael Pico, President, Government Development Bank teresting loan for a commercial Puerto Rico—in business gen¬ promoted by the Economic De¬ boat yard and marina, an added „ for Puerto Rico erally, in banking, in transporta¬ velopment Administration, the facility for the growing tourist tion, in public services.
    [Show full text]
  • EDUCATION in CHINA a Snapshot This Work Is Published Under the Responsibility of the Secretary-General of the OECD
    EDUCATION IN CHINA A Snapshot This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Photo credits: Cover: © EQRoy / Shutterstock.com; © iStock.com/iPandastudio; © astudio / Shutterstock.com Inside: © iStock.com/iPandastudio; © li jianbing / Shutterstock.com; © tangxn / Shutterstock.com; © chuyuss / Shutterstock.com; © astudio / Shutterstock.com; © Frame China / Shutterstock.com © OECD 2016 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. Education in China A SNAPSHOT Foreword In 2015, three economies in China participated in the OECD Programme for International Student Assessment, or PISA, for the first time: Beijing, a municipality, Jiangsu, a province on the eastern coast of the country, and Guangdong, a southern coastal province.
    [Show full text]
  • Department of Economics
    DEPARTMENT OF ECONOMICS Working Paper The Self-Inflicted Dimensions of Puerto Rico’s Crisis Argeo T. Quiñones-Pérez Ian J. Seda-Irizarry Paper No. 02, Fall 2017 The Self-Inflicted Dimensions of Puerto Rico’s Crisis “Puerto Rico requires a labor policy directed towards converting us into an attractive jurisdiction for establishing businesses and for creating opportunities of employment in the private sector”- Francisco Montalvo Fiol, coordinator for the Coalition of the Private Sector, January 4, 2017. Introduction The decade long socio-economic depression through which Puerto Rico is passing has caught international attention, with characterizations such as “the biggest default in U.S. municipal bonds market history” or “the Greece of the Caribbean” feeding the imagination of those that seek explanations to understand it. Local and foreign bondholders, a pro-austerity government, and a fiscal control board have all become the major protagonists in a story of social decomposition in a nation that was once thought to be a model for capitalist industrial development and social welfare. For many within Puerto Rico, past concerns and fears associated with achieving political independence from the United States, fed in large part by decades of cold war propaganda, have become very real under the colonial status. The poverty level is three times that of the United States, the island is among the most unequal nations in the world, and the emigration waves have surpassed those of the 1950s to the point that the island is being depopulated. The unhindered mobility of the “factors of production,” i.e. capital and labor, that for decades has characterized the business environment in the island has not produced the dynamic and long term economic growth, or convergence with the metropolis, that some economic theories and models would have predicted.1 Not surprisingly many explanations have been put forward to understand the causes of the crisis in Puerto Rico.
    [Show full text]
  • Instructional Work in Textile Craft ISBN 978-91-7447-435-0
    STUDIES IN EDUCATION IN ARTS AND PROFESSIONS 3 Instructional work in textile craft ISBN 978-91-7447-435-0 Instructional work in textile craft Studies of interaction, embodiment and the making of objects Anna Ekström ©Anna Ekström, Stockholm 2012 ISBN 978-91-7447-435-0 Printed in Sweden by US-AB, Stockholm 2012 Distributor: Department of Education in Arts and Professions, Stockholm University THE WORK REPORTED HERE HAS BEEN FUNDED BY THE SWEDISH RESEARCH COUNCIL. Abstract Title: Instructional work in textile craft Language: English Keywords: craft, education, instruction, interaction, ethnomethodology, Sloyd, teacher education ISBN: 978-91-7447-435-0 The focus for this thesis is instructions and their role in guiding students’ activities and understandings in the context of textile craft. The empirical material consists of video recordings of courses in textile craft offered as part of teacher education programs. In four empirical studies, instructions directed towards competences in craft are investigated with the ambition to provide praxeological accounts of learning and instruction in domains where bodily dimensions and manual actions are prominent. The studies take an ethnomethodological approach to the study of learning and instruction. In the studies, instructions related to different stages of the making of craft objects are analysed. Study I highlights instructional work related to objects- yet-to-be and the distinction between listening to instructions as part of a lecture and listening to instructions when trying to use them for the purpose of making an object is discussed. Study II and III explore instructions in relation to developing-objects and examine instructions as a collaboration of hands and the intercorporeal dimensions of teaching and learning craft are scrutinised.
    [Show full text]
  • Sloyd – Tradition in Transition
    idskrift för lärarutbildning och forskning Journal of Research in Teacher Education nr 2–3 2006 Theme: Sloyd – Tradition in transition Special issue editors: Kajsa Borg & Per-Olof Erixon Tidskrift för lärarutbildning och forskning Nr 2–3/2006 Årgång 13 FAKULTETSNÄMNDEN FÖR LÄRARUTBILDNING THE FACULTY BOard FOR TeacHer EducatiON Tidskrift för lärarutbildning och forskning nr 2–3 2006 årgång 13 Tidskrift för lärarutbildning och forskning (fd Lärarutbildning och forskning i Umeå) ges ut av Fakultetsnämnden för lärarutbildning vid Umeå universitet. Syftet med tidskriften är att skapa ett forum för lärarutbildare och andra didaktiskt intresserade, att ge information och bidra till debatt om frågor som gäller lärarutbildning och forskning. I detta avseende är tidskriften att betrakta som en direkt fortsättning på tidskriften Lärarutbildning och forskning i Umeå. Tidskriften välkomnar även manuskript från personer utanför Umeå universitet. Tidskrift för lärarutbildning och forskning beräknas utkomma med fyra nummer per år. Ansvarig utgivare: Dekanus Björn Åstrand Redaktör: Fil.dr Gun-Marie Frånberg, 090/786 62 05, e-post: [email protected] Bildredaktör: Doktorand Eva Skåreus e-post: [email protected] Redaktionskommitté: Docent Håkan Andersson, Pedagogiska institutionen Professor Åsa Bergenheim, Institutionen för historiska studier Professor Per-Olof Erixon, Institutionen för estetiska ämnen Professor Johan Lithner, Matematiska institutionen Doktorand Eva Skåreus, Institutionen för estetiska ämnen Universitetsadjunkt Ingela
    [Show full text]
  • Suggested Courses for Handicraft) an Area of Industrial Arts, for Schools in Thailand
    SUGGESTED COURSES FOR HANDICRAFT) AN AREA OF INDUSTRIAL ARTS, FOR SCHOOLS IN THAILAND SUGGESTED COURSES FOR HANDICRAFT~ AN AREA OF INDUSTRIAL ARTS, FOR SCHOOLS IN THAILAND by TongpoonRuamsap II Bachelor of Science Oklahoma State University of Agriculture and Applied Science 1959 Submitted to the Faculty of the Graduate School of the Oklahoma State University of Agriculture and Applied Science;· in partial fulfillment of the requirements for-the degree of MASTER OF SCIENCE May, 1960 OKLAHOMA STATE UNIVERSITY LIBRARY SEP 2 1960 SUGGESTED COURSES FOR HANDICRAFT, AN AREA OF INDUSTRIAL ARTS , FOR SCHOOLS IN THAILAND TONGPOON RUAMSAP Master of Science 1960 THESIS APPROVED: Thesis Advisor, Associate Professor and Head, Department of Industrial Arts Education Dean of the Graduate School 452833 ii ACKNOWLEDG:MENT The author wishes to express his appreciation and grati­ tude to the following people who helped make this study possible. First to his advisor, Professor Cary L. Hill, Head, School of Industrial Arts Education, Oklahoma State University, for his kind and patient advice and assistance. Second, to Professor Mrs. Myrtle c. Schwarz for her kind assistance and encouragement. Third, to the State Superintendents of Public Instruction of the following states: Connecticut, Illinois, Kansas, Louisiana, Ohio, Virginia, and Wisconsin. Appreciation is extended t·o Professor John B. Tate and Professor L. H. Bengtson,·who gave kind instructions to the author throughout his study at Oklahoma State University. Tongpoon Ruamsap August, 1959 iii TABLE OF CONTENTS CHAPTER PAGE I., INTRODUCTION •••••_•&ct•o•••••e•• 1 Part A.. The General Scope of the Study. .. • • 3 The Origin of_th~ Study ........... .. " 3 Needs for the Study .........
    [Show full text]
  • Theory, History, and Practice of Education: Fin De Siècle and a New Beginning
    Reginald Edwards McGill University Theory, History, and Practice of Education: Fin de siècle and a new beginning Abstract The history and development of normal schools is traced through a summary of events that transpired in France, the United States, Britain, and Canada. The author examines the roots of several systems ofteacher training and identifies specifie institutions (normal schools) that played an important role in bringing to McGill University key persons interested in the training of teachers. Much of the article is devoted to linking the diverse influences that culminated in the establishment of the McGill Normal School, the Macdonald CollegeforTeachers, and the Macdonald Chair ofEducation. Whilethearticle outlines the history of McGill's role in teacher education in Quebec and Canada, it also gives a broad perspective on the history of normal schools in Europe and North America, and their influences on teacher education today. Résumé L'histoire et le développement des écoles normales est retracée par un résumé des événements qui se sont produits en France, aux États-Unis, en Grande-Bretagne et au Canada. L'auteur analyse les racines de plusieurs systèmes de formation des maîtres et se penche sur certains établissements (écoles normales) qui ont contribué àfaire venir à l'Université McGill des personnes clés s'intéressant à la formation des maîtres. Une bonne part de l'article est consacré aux diverses influences qui ont abouti à la création de la McGill Normal School, du Macdonald Collegefor Teachers et de la Chaire Macdonald des sciences de l'éducation. Si l'auteur dresse l'historique du rôle joué par McGill dans laformation des maîtres au Québec et au Canada, il propose une vue d'ensemble plus étendue de l'historique des écoles normales en Europe et en Amérique du Nord et de leurs incidences sur laformation des maîtres telle qu'elle est dispensée aujourd'hui.
    [Show full text]
  • The Quarterly OFFICIAL PUBLICATION of the ST
    The Quarterly OFFICIAL PUBLICATION OF THE ST. LAWRENCE ,COUNTY HISTORICAL ASSOCIATION AT THE SCHOOL DOOR Page Two The Quarterly Official Publication of The St. Lawrence County Historical Am. ~SsocIAnoNOmCERS I CONTENTS JULY 1966 VOL. 11 NO. 3 Prcsidott MILES GREENE Page Massena ONE GENERATION TO ANOTHER First Vice Prcsidcnt WILLIAM BRUCE VAN BUREN By Harriet H. Shoen 3 Ogdensburg Second Vice Prcsidcrtt CECIL CRAHAM Canton YOUNG HISTORIANS Corrcspordimg Sccrctary Compiled by JoAnne Wtinen MRS. MILES CREENE Massena Financial Sccrctary EDUCATION MRS. W. B. FLEETHAM - DePeyrter A Potsdam Tradition for 150 Years Treanrrrr By Dee Little DAVID CLELAND Canton Editor, The Quartcrly ST. LAWRENCE SUNSETS MASON ROSSrrtR SMITH Couverncur By George H. Liebler Cott~rtittecChairrrtn Progratr~ MRS. DORIS PLANYY CANTON CORNERSTONE Osdembw Dedicatory Address by Historic Sites ortd Afustucns LAWRENCE C. BOVARD The Hon. John A. King Ogdenrburg Nuntiltatio~ts CARLTON D OLDS Waddlngton HOW IT ALL BEGAN Yorkcr Clubs By Nina W.Smithers MRS. JOSE= WRAmSH Rlchvllle Protrtotion MRS. EDWARD BIONDI FROM THE Ogdensburg COUNTY'S CRACKER BARREL County Fair Edited by Bette Mayhew CZARENCE POOR Renaselaer Faus Special Gift$ MRS. EDWARD BIONDI THE QUARTERLY is published in January, April, July and October each year by the St. Lawrence Coun- ty Historical Association, editorial, advertising and publication office qo- 42 Clinton Street, Gouvaneur. N.Y. EXTRA COPIES may be obtained from Mrs. Edward Biondi, St. Law- rence County Historian's Office. County Building, Canton, N.Y. at 75 cents each. COVER - Miss Harriet H. Shoen, whose interesting story begins on page three is shown here at her school door. She knew the combination ADVISORY BOARD of the padlock, but she did not know that it should have been lubri- Mrs.
    [Show full text]
  • Notes Regarding CSRD in Puerto Rico
    Northeast and Islands Regional Educational Laboratory Lessons and Possibilities Notes regarding CSRD in Puerto Rico a program of The Education Alliance at Brown University 222 Richmond Street, Suite 300, Providence, RI 02903-4226 Phone: 800.521.9550 E-mail: [email protected] Fax: 401.421.7650 Web: www.lab.brown.edu Lessons and Possibilities Notes regarding CSRD in Puerto Rico (based on site visits March 12-15 and September 10-14, 2000, and on reviews of literature and previous LAB CSRD involvement in Puerto Rico) Dr. Ted Hamann, Research and Development Specialist Dr. Odette Piñeiro, Puerto Rico Liaison Brett Lane, Program Planning Specialist/CSRD Dr. Patti Smith, Research and Development Specialist December, 2000 Northeast and Islands Regional Educational Laboratory a program of The Education Alliance at Brown University Northeast and Islands Regional Educational Laboratory At Brown University (LAB) The LAB, a program of The Education Alliance at Brown University, is one of ten educational laboratories funded by the U.S. Department of Education’s Office of Educational Research and Improvement. Our goals are to improve teaching and learning, advance school improvement, build capacity for reform, and develop strategic alliances with key members of the region’s education and policy-making community. The LAB develops educational products and services for school administrators, policymakers, teachers, and parents in New England, New York, Puerto Rico, and the Virgin Islands. Central to our efforts is a commitment to equity and excellence. Information about LAB programs and services is available by contacting: LAB at Brown University The Education Alliance 222 Richmond Street, Suite 300 Providence, RI 02903-4226 Phone: 800-521-9550 E-mail: [email protected] Web: www.lab.brown.edu Fax: 401-421-7650 Copyright © 2001 Brown University.
    [Show full text]
  • Appendix: State Normal Schools in the United States
    Appendix: State Normal Schools in the United States State Date Location Names and dates of name changes, with Institution: Women; open current title in bold African American; Native American Ala. 1907 Daphne State Normal School (Closed) 1873 Florence State Normal School; State Normal College (1889); State Normal School (1912); State Teachers College (1929); State College (194?); University of North Alabama (1967) 1875 Normal State Normal School for Colored Students; State African American Normal and Industrial School (1885); State Agricultural and Mechanical College for Negroes (1896); State Agricultural and Mechanical Institute for Negroes (1919); Alabama Agricultural and Mechanical College (1948); Alabama A & M University (1969) 1883 Jacksonville State Normal School; State Teachers College (1929); State College (1947); Jacksonville State University (1966) 1883 Livingston State Normal College (for Girls); Alabama Normal College Women (1900; coeducational beginning in 1900); State Normal School (1907); State Teachers College (1929); State College (1957); Livingston University (1969) 1873 Montgomery Lincoln Normal University (located in Marion, 1873–1887); African American State Colored Normal School (1886); State Teachers College (1929); State College (1946); Alabama State University (1969) 213 Continued Continued 214 State Date Location Names and dates of name changes, with Institution: Women; open current title in bold African American; Native American 1910 Moundville State Normal College; State Normal School (1912) (Closed) 1887 Troy State Normal School; State Normal College (1893); State Normal School (1911); State Teachers College (1927); State College (1957); Troy State University (1967) Alaska Alaska did not establish state normal schools. Ariz. 1899 Flagstaff Northern Arizona Normal School; Northern State Teachers College (1925); Northern State College (1945); Northern Arizona University (1966) 1886 Tempe Territorial Normal School/Normal School of Arizona; State Teachers College (1925); Arizona State College (1945); Arizona State University (1958) Ark.
    [Show full text]
  • Melendez-Ramirez.Pdf
    NATIONAL HISTORIC LANDMARK NOMINATION NPS Form 10-900 USDI/NPS NRHP Registration Form (Rev. 8-86) OMB No. 1024-0018 CASA DRA. CONCHA MELÉNDEZ RAMÍREZ Page 1 United States Department of the Interior, National Park Service National Register of Historic Places Registration Form 1. NAME OF PROPERTY Historic Name: Casa Dra. Concha Meléndez Ramírez Other Name/Site Number: Casa Biblioteca Dra. Concha Meléndez Ramírez 2. LOCATION Street & Number: 1400 Vilá Mayo Not for publication: City/Town: San Juan Vicinity: X State: Puerto Rico County: San Juan Code: 127 Zip Code: 00907 3. CLASSIFICATION Ownership of Property Category of Property Private: Building(s): _X_ Public-Local: District: ___ Public-State: _X_ Site: ___ Public-Federal: ___ Structure: ___ Object: ___ Number of Resources within Property Contributing Noncontributing 1 1 buildings sites structures objects 1 1 Total Number of Contributing Resources Previously Listed in the National Register: 1 Name of Related Multiple Property Listing: NPS Form 10-900 USDI/NPS NRHP Registration Form (Rev. 8-86) OMB No. 1024-0018 CASA DRA. CONCHA MELÉNDEZ RAMÍREZ Page 2 United States Department of the Interior, National Park Service National Register of Historic Places Registration Form 4. STATE/FEDERAL AGENCY CERTIFICATION As the designated authority under the National Historic Preservation Act of 1966, as amended, I hereby certify that this ____ nomination ____ request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. In my opinion, the property ____ meets ____ does not meet the National Register Criteria.
    [Show full text]
  • Guide to Theecological Systemsof Puerto Rico
    United States Department of Agriculture Guide to the Forest Service Ecological Systems International Institute of Tropical Forestry of Puerto Rico General Technical Report IITF-GTR-35 June 2009 Gary L. Miller and Ariel E. Lugo The Forest Service of the U.S. Department of Agriculture is dedicated to the principle of multiple use management of the Nation’s forest resources for sustained yields of wood, water, forage, wildlife, and recreation. Through forestry research, cooperation with the States and private forest owners, and management of the National Forests and national grasslands, it strives—as directed by Congress—to provide increasingly greater service to a growing Nation. The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, age, disability, and where applicable sex, marital status, familial status, parental status, religion, sexual orientation genetic information, political beliefs, reprisal, or because all or part of an individual’s income is derived from any public assistance program. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA’s TARGET Center at (202) 720-2600 (voice and TDD).To file a complaint of discrimination, write USDA, Director, Office of Civil Rights, 1400 Independence Avenue, S.W. Washington, DC 20250-9410 or call (800) 795-3272 (voice) or (202) 720-6382 (TDD). USDA is an equal opportunity provider and employer. Authors Gary L. Miller is a professor, University of North Carolina, Environmental Studies, One University Heights, Asheville, NC 28804-3299.
    [Show full text]