M ANY of the concepts the teacher is likely to use in portraying public administration to his students look different when seen from the desk in the middle of a very large government organization. They are not false concepts, but they do lack a good deal of the truth which would help the student to identify his whereabouts when he sits at such a desk. I learned this after giving up teaching to head one of a hundred or so branches-Education and Libraries-in the Headquarters of the U. S. Air Force (usually called Air Staff by those working there). This branch is one of five or six in the Personnel Services Division, which is one of a number of divisions under the Directorate of Military Personnel headed by the Deputy Chief of Staff for Personnel, who is one of several subordinates of the Air Force Chief of Staff. The responsibilities of the branch were staff and policy supervision of three programs: education services, which provided off-duty academic education at all levels to military personnel; dependents' schools, which had charge of elementary and secondary schooling for Air Force children wherever their parents were stationed; and libraries at Air Force bases and stations. In particular, three major concepts of public administration assumed a different texture at the bureaucrat's desk than at the classroom rostrum: delegation, coordination, and control. Delegation