the way in which they are arrived at, are the proper concern of research. The schools and other interested groups, in order to assist in the transition or to guide it, should know more about neighborhood blight and the way to eliminate and control it. Since the Federal legislation authorizing cooperation in urban renewal programs is permissive to the extent of providing funds for effective demonstrations, it should be possible, for example, to trace the history of a group of churches, schools, and settlement houses on the edge of slum areas or recently surrounded by slums. A study of personnel turnover could be made. Also, the characteristics of outgoing and incoming functionaries could be noted as the composition of congregations and school enrollments changed. The extent to which the process was a gradual one unmarked by any specific break could be determined, and the extent of a period of open conflict between factions for institutional control could be noted. Researchers could develop tentative hypotheses concerning the processes of institutional change in the face of blight and slum invasions.

It may well be that partial answers to some of the problems and issues raised in this report are already available. There are numbers of articles, reports, theses, and monographs which have received only limited circulation and dissemination. It should be pointed out, also, that some of the research problems suggested, represent to a degree "unknowns," the explorations of which are extremely difficult even using the best currently available methodologies and techniques. It is possible in these cases that the solution will be dependent upon the formulization and utilization of entirely new types of research methods and techniques.

There are still important educational differences between rural and urban levels of schools, resources for education and teachers salaries and expenditures. Many of these differentials are lessening and some are increasing. Authorities need to know more about these and other important problems of urban education if satisfactory education programs are developed, not only for adult migrants but other adults in the community. Case studies and demonstrations should be of great value in developing programs and testing theories in action situations.

There is a serious need for the preparation of guides, handbooks, manuals, and other education materials which would be helpful to school authorities in adjusting programs bridging the gap between home and school, and finally, the integration of educational development and planning with other aspects of urban development.

Finally, there is need to continue research and investigation into (a) the field of civic adult education, (b) community action programs, (c) consumer education for adults, (d) home and family life education for parents, (e) group processes and group dynamics, (f) guidance and counseling of adults, (g) recruitment of adults for all types of sound educational experiences, (h) literacy and fundamental education and, (i) vocational training and retraining.

These studies, if successfully carried out, would help in bringing greater understanding of the adult migrant and his role in the modern city, and in helping to lay a sound foundation for community efforts to assist him.

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