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Facts Forum News, Vol. 5, No. 4, April 1956
File 044
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Facts Forum. Facts Forum News, Vol. 5, No. 4, April 1956 - File 044. 1956-04. University of Houston Libraries. University of Houston Digital Library. Web. November 14, 2019. https://digital.lib.uh.edu/collection/1352973/item/1119/show/1093.

Disclaimer: This is a general citation for reference purposes. Please consult the most recent edition of your style manual for the proper formatting of the type of source you are citing. If the date given in the citation does not match the date on the digital item, use the more accurate date below the digital item.

Facts Forum. (1956-04). Facts Forum News, Vol. 5, No. 4, April 1956 - File 044. Facts Forum News, 1955-1956. University of Houston Libraries. Retrieved from https://digital.lib.uh.edu/collection/1352973/item/1119/show/1093

Disclaimer: This is a general citation for reference purposes. Please consult the most recent edition of your style manual for the proper formatting of the type of source you are citing. If the date given in the citation does not match the date on the digital item, use the more accurate date below the digital item.

Facts Forum, Facts Forum News, Vol. 5, No. 4, April 1956 - File 044, 1956-04, Facts Forum News, 1955-1956, University of Houston Libraries, accessed November 14, 2019, https://digital.lib.uh.edu/collection/1352973/item/1119/show/1093.

Disclaimer: This is a general citation for reference purposes. Please consult the most recent edition of your style manual for the proper formatting of the type of source you are citing. If the date given in the citation does not match the date on the digital item, use the more accurate date below the digital item.

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Title Facts Forum News, Vol. 5, No. 4, April 1956
Series Title Facts Forum News
Creator
  • Facts Forum
Publisher Facts Forum
Date April 1956
Language eng
Subject
  • Anti-communist movements
  • Conservatism
  • Politics and government
  • Hunt, H. L.
Place
  • Dallas, Texas
Genre
  • journals (periodicals)
Type
  • Text
Identifier AP2.F146 v. 5 1956; OCLC: 1352973
Collection
  • University of Houston Libraries
  • Facts Forum News
Rights No Copyright - United States: This item is in the public domain in the United States and may be used freely in the United States. The item may not be in the public domain under the copyright laws of other countries.
Item Description
Title File 044
Transcript Constitution, and our laws is tottering under a wave of ridicule, lack of discipline, and general disorder. Yesterday, a high school graduate was instructed in moral values, proper behavior, English grammar, American history, civics, citizenship, geography, arithmetic, and various other courses. He was a literate citizen. America was proud of the product of her public schools. Today, people are wondering why children with equal intelligence are failing to respond with equal literacy. They are disturbed with the lack of discipline and the discourtesy permitted in the classroom. There is so much pressure for conformance to the group that parents wonder how long the individual child can maintain his individual identity. Competition, the basis of our American society, is threatened. Many critics believe that the schools are thwarting all individual attainment and superior talent and holding all children down to the lowest denominator. Children go from grade to grade without accomplishing proficiency in the basic skills needed to fulfill the requirements of the grades ahead. Some children in high school are unable to read adequately or to spell. Foreign languages are offered to children who have no foundation in English grammar. What has happened? JJorothy Thompson- discusses the merits of the educational system of yesterday; in contradiction of the modern school theory on discipline, she says, "If anyone thinks that absolutely certain punishments for certain prohibited acts did not aid us in resisting temptation, or that the punishments created a 'complex,' that person, it seems to me, needs a little psychological analysis himself. We had the emotional security of early learning the consequences of causes." Concerning the emphasis on controversial topics in the classroom, Dorothy Thompson says, "Characteristic of this older form of education was its avoidance of the transient and currently controversial. The pupil read the literature that had stood the tests of ever-changing time. He was not quizzed on the current Reader's Digest. The teacher had little opportunity and no encouragement to indoctrinate the student with his own political and social ideas. The child learned the history of his country and something of the history of Western civilization factually. He read and declaimed the speeches that had become landmarks in American thought, and the literature that had characterized its phases and development. He thus imbibed the spirit of America. This sort of teaching did not produce conformists. It produced many rebels, and rebels who knew what they were rebelling against. Today our rebels are often the worst conformists of all - as though there were any rebellion in joining the Young Communist League in order thereafter to swallow blindly the Cospel according to St. Stalin." Harold L. Clapp of Grinnell College says, "As a parent, I want to have my sons educated by teachers who themselves are broadly educated and kindled with the love of learning. As an observer of teacher training and selection, I see little likelihood that they will be so trained. The law of averages and the professional educational theorists are against us. For one thing, no dyed-in-the-wool Educationist really seems to believe that knowledge of a subject has much to do with teaching that subject." The Harvard report states: "Our point is that in a proper scheme of liberal education, the man will acquire the capacity to meet various problems in matters of health, human relationships, and the like. In this view the educa- Page 42 Mary L. Allen, California author and observer of educational methods, asserts: "There is no question but that the public schools do belong to the people of America. Since teachers and school administrators are employed and supported by the people, the people's wishes should be considered." tion of the mind leads to a maturing of the whole pel4 On any other view, the obvious danger is that schools w set for themselves so inclusive an objective that they "' fall far short of their main goal. The schools cannot » everything. When thev attempt too many tasks tW sometimes fail to do anv of them well." Judge R. O. Wilson,'jr., of the Suffolk Probate C<4 of Massachusetts, says, "Boston Public Latin School 1" discipline. Every student knows every day just what I grades are. And he knows that if he fails a certain co<v\ he does not merely fail. He knows he must go to Sg ^ other school. In Boston Public Latin School, I — an"' seemed, all the others — wanted to make good grades. j felt it no disgrace to be smart." He observes that he heard of too many high school graduates and college j I dents who cannot spell or punctuate and have no ^ knowledge of history, Latin, and English. A well-known personnel director in one of the oust*! ing department stores in the Los Angeles area says tn' employees frequently do not know their mathema*J tables and therefore must make calculations on t",( fingers. Girls come to work with no knowledge <» alphabet. They don't seem to know what they read l they are poor writers. Youth is bewildered. They s^ from an unrealistic approach to life. The sense of a cl petitive spirit is lacking. There is a lack of knowleOK to how the American business world functions. Preva' is a strong desire for security instead of work. Lewis Haney, professor of Economics in the Cra('"' School of Business Administration at New York Univ'1'1'*,, says that after twenty years the product of progi'(l-s. I education "is coming home to roost. We are seeing *J the progressive educators do to our children, and on whole we don't like it. ,, "It isn't merely that they can't write or spell, i'r ... thev don't know history or geography. Worse than , we find them being taught a 'way of life' that tends ,u hick ol respect for many respectable things such as h"' and nation." Roman Catholic Bishop McGucken states, "('•'' of' Facts Fon Apri A'is
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