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renewed unity of purpose. And as you note, a broad perspective will be needed to do justice to the task. To this end, I shall soon be appointing an advisory counsel on education, proposed to me by Ralph Rinzler and Ann Bay. It will include about eight people of distinguished and varied backgrounds, drawn from within and without, who will both represent and extend the rich variety of staff perspectives and viewpoints.

Turning now to our participation in the improvement of pre-college education, I should say something more off planning for the National Science Resources Center. As currently envisioned, this program is not intended to become a permanent part of the Smithsonian, but rather we intend to give it a starting place, with a new institutional location to be sought once its effectiveness has been demonstrated over a period of several years. As its purposes, the Council's point is well-taken that teacher education, not kit production, should be central to the Center's programs. Actually this is intended, although Mr. Lapp's presentation focused more on the kinds of material the center will provide teachers rather than on their training. We are also very much in agreement with the Council's opinion that teacher programs should include instruction in the historical and cultural context of science. Added to this, in my view, is the need for some emphasis as well on the process of science.

The Center's teacher education function will be carried out here and through selected universities and museums around the country.  With varied locations adding to an intended multiplying effect, there will be a concentration on "teachers of teacher." Master teachers will be identified through a selection process dependent partly upon their ability to secure the support f their school districts. Once they have completed the Center's education program, they should be agents primed for change and improvement in their own communities. This widening pool, along with other teachers, can also be called upon by the Center for aid in the development and testing of educational kits and other materials.

A final element, as you observe for this program's success, is specific knowledge of audience. A first step that will aid in this is a survey of school publications, recently launched by our Office of Elementary and Secondary Education. The purpose here is to determine what, if any, Smithsonian educational materials will be useful to schools in the sciences, as well as the arts and humanities. Results of the study, based on interviews with teachers. curriculum supervisors, and educational publishers, will be available in about six months.

The concluding session on advocacy and its expression was of particular value. Forums, such as the Council provides, are hard to come by when seeking to gauge as aspects so fundamental to what we do here. The passion for evaluative thinking so evident on the part of the staff, and shared by the Council, fostered an illuminating discussion indeed. Especially fascinating and possibly

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Edited: per instructions not to truncate, changed some words that had been truncated by previous transcriber