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Facts Forum News, Vol. 5, No. 4, April 1956
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Facts Forum. Facts Forum News, Vol. 5, No. 4, April 1956 - File 045. 1956-04. University of Houston Libraries. University of Houston Digital Library. Web. November 15, 2019. https://digital.lib.uh.edu/collection/1352973/item/1119/show/1094.

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 045. Facts Forum News, 1955-1956. University of Houston Libraries. Retrieved from https://digital.lib.uh.edu/collection/1352973/item/1119/show/1094

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 045, 1956-04, Facts Forum News, 1955-1956, University of Houston Libraries, accessed November 15, 2019, https://digital.lib.uh.edu/collection/1352973/item/1119/show/1094.

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 045
Transcript Mucators do not approve of those features of progressive education which stem from the materialistic philosophy of John Dewey, the results of which we regard as no less than tragic." "orothy Thompson' says: "A generation ago an American high school graduate could enter a European tiniver- S|fy equipped with approximately the same intellectual disciplines, body of knowledge, and frames of reference, as "is European fellow student. Today he is isolated. At a time when America is. in terms of power, the leader of this "•vilization, its high school or junior college graduates, ""less especially brilliant or self-taught, or especially prepared, could not pass the entrance examinations of Oxford, **mbridge, or anv great Continental university." Dr. E. Merrill Root, professor of English at Earlham College, Richmond, Indiana, sees a threat in textbooks and Published material submitted to students as factual. He ^ys, "In the library of a midwest state university, Commu- n'st publications were prominently displayed as if they fr«e reliable data." Nationally renowned commentator John Flynn quotes roni texts to show the method of slanting, such as, "Our Constitution-makers built for property rights, not human '"'lis." He further says, "I say there is a powerful move- rjent led by important educators, to use the public schools o influence the minds of students in favor of Socialist root as and objectives. I charge that a number of influential "tutors, teamed up with social propagandists and poli- lans, have for twenty years been trying to use the Public schools to shape the minds of children in support . Socialist theories. 1 am not charging them with promotes communism — although many Communists have aided 'hen,." . Where is present-day American education leading us? the it destroy or strengthen us? The schools belong to People of America. It is the duty of the people of ..""'lic.i to examine the facts carefully to determine where 0 educational program of today is leading. ""■ origin of the present-day school system dates back > "le turn of the century, to an American philosopher. : Qn Dewey. To support Dewey's position as a philosopher ""(■ thing. To support his philosophy whole-heartedly "' Unequivocally, and to the exclusion of all other phi- "S"l>hi,-v is another. v ()t Dewey, Albert Lynd, seven years a teacher at Har- •u College and Stanford University, says: "Dewey is not J 'arxist: he had no truck vv ith communism. But the kind (| s°ciety toward which he wants change to operate is "nitely ti species of socialism. . . . The argument of (j Sressive education versus traditional education does not j. n "n the merits of doll-playing versus Latin grammar, t "nils on the question: Are there any 'constants' in ■ "1a"i thought? Are there any absolutes in ethics? Are '' any immutable principles in anything?" ^ J'"e apparent beginning of the progressive education U|1||iciit was in 1919. Its aims and goals were consistent «i.-,-(. „'"1 "lose earlier defined by Dewey. In 1933, the plan for <Av social order began to emerge. 'Itri ' Jesse "■ N'ewlon urged that the material for teach- uSnow to build the "new social order" be introduced into 411,1 °urriculum of the schools and extended to kindergarten I) nursery schools. Harold Ivugg said, '"Ihe schools must be used to create a new social order. The first step must be to develop a new outlook upon life and education among teachers. Teachers' oaths to defend the Constitution must be abolished. We must impregnate the young mind with the dramatic wonder of change. We must undermine the child's belief in the greatness of our history and institutions. We must make them realize that the United States has been a failure because we are a planless society and must turn to national planning by the national government. To plan our life, the government must take over the great industries while the rest must be run on blueprints provided by the government. Russia plans everything. Through the schools of the world, we shall disseminate a new conception of government — one that will embrace all of the collective activities of men, including economic government and social government." Anotheh man who dreamed of revolutionizing the prevailing social order was Dr. George S. Counts. In 1932, he stud: "The world is full of social experimentation. There is one experiment, however, that dwarfs all others — so bold indeed in its details and its program that few can contemplate it without emotion. Soviet Russia is endeavoring with all the resources at her command to bring the economic order under a measure of rational control. She issues to the Western nations and particularly to the United States a challenge — perhaps one of the greatest challenges of history. She issues it not through the Communist International, nor through the Red Army, . . . but through her State Planning Commission and her system of public education." Many of George Counts' theories were compiled in a series of volumes which he and other educators wrote as a result of research and study under a grant of $'300,000 by the Carnegie Foundation. In the last volume, according to John Flynn, collectivism was urged, and teachers were advised to indoctrinate pupils in order to prepare them lor a collectivist society. Harold Laski, British Socialist, described the plan for the new social order in the following words: "Stripped of its carefully neutral phrases the report is an educational plan for tt Socialist America." When we realize the Socialist nature of this movement, we must conclude that the great majority of loyal Americans in the teaching profession who advocate progressive education are not aware of the danger. JtIany of those who defend progressive education say that social reconstruction, the plan for the new social order, never has infiltrated the schools, and that it is no longer supported actively by any who influence the schools today. Unfortunately, this argument is based upon wishful thinking. Social reconstruction theorists have not been eliminated from the education field. To mention a few still actively at work, we find William Heard Kilpatrick, Theodore Brameld, and Ernest O. Melby. Books written and published in the 1930s for the purpose of molding the thinking of students toward the new social order are still in print, still available on library shelves, still in use in some schools. The Rugg social science textbooks are still influencing thousands. The "Building America Series," edited by Mollis Caswell, one of the original planners, is still in use in some schools. Kilpatrick's book, The Teacher ami Society, litis influenced and is still influencing thousands of teachers throughout the country. V 9 ts I, vi News, April. 1956 Page 43
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