. and the
c one of
Education or Indoctrination
ary L. Allen.
' Idaho, 1955,
The Caxton Printers,
211 pp.. $4.00.
I his hook is ei case sludy of one of
lhe educational cause celelncs the Pasadena case. Mrs. Allen, a resident of
Pasadena, writes an eyewitness account,
bolstered by considerable subsequent research. For those whose knowledge of
the Pasadena case is derived from newspaper and magazine accounts, Mrs. Alien s |„,ilh, may open up a new and
The greatest value of Education or
Indoctrination lies in ils usefulness In
parents emd citizens who arc faced with
social reconslruciii.il operations in llieir
local schools. They will find here a clear
portrayal, nol onh of the techniques
used hy Progressive Education agents,
but of lhe nalionallv organized techniques employed to discredit emd silence
objectors, 'llieir is et seiv ing thai "fore-
Warned is forearmed." "Dissident" par-
'•nls would .1.. well to know wheil lo e.x-
I'ci't al lhe hands of organized educational reconstructors eiml their allies in
'he press. They would also do well lo
acquaint themselves wilh lhe pitfalls lo
Mrs. Allen devotes a sizeable' chapter
to the history of Progressive Education
tad its capture and utilization for the
furtherance of the Marxian program.
Hie whole thing would appear lo have
-one beyond the purposes envisaged by
John Dewey, lhe "father" of Progressive
Education—while slill retaining the key
points of Dewey's philosophy. These
Were lisle,I by Albert I,vmi in his Quackery in ihe Public Schools (Little, Brown
tad Co., 1953):
" I here are no eternal truths. . . . There
* no mind or 'soul' in the traditional
Jense.... There are no moral laws....
Democracy is a moral value. . . . Pragmatism justifies Progressive Education.'
Although not a disciplined Marxist.
John Dewey believed in using the schools
'" build a form of Socialist society. Ih'
"as perpetual!) allied wilh the Marxist
Movement and was prominent in a number of Marxist organizations. Dewey
™as associated v. ith .in \merican spir-
"iialist organization, Nuova Vita, which
later merged w ith a similar British group
°f mystics in form the Fabian Society
Whose influence achieved the socializa-
li°n of Britain. In 1921. the [ntercolle-
s'Uile Soeieilist Snoictv reorgeinizcd under
'"■ name of the League for Industrial
-taiocracy, patterned afler the Fabian
Society. The purpose of the I,.1.1). was
"efined as "education for a new social
0rder based on production for use and
'"'l for profit"—the "Id. familiar, moth-
"•'ta'n Marxisl slogan. John Dewey, along
**th other prominenl educators, was a
""'miua- of the I,.1.1).. and once served
"* its v ice-president.
eSSlV r I eduC 11 le ei | \..a.'| linn
allied itself with Socialisl — and even
Communist—organizations in ils efforts
lo build a colleetivist society through the
schools. Generally, the deceptive and
highly successful methods of the Fabian
Society have been employed.
ll appears thai the Progressive Education Association reorganized in 19 11
under lhe name of lhe American Education Fellowship. This is a standard maneuver when lhe goals of an organization
become loo generally known. But the
American Education Fellowship pub-
lisheel its policies e.n the back cover of
the .April 1950 issue of Progressive
"The reconstruction of the economic
system in the direction of greater
justice and stability than at present: a
svstcm In he secured by whatever demo-
cratic planning and social controls developing experience shows to be nece-s-
"The establishment of a genuine world
order, an order in which the National
sovereignty is subordinate lo world affairs ... an order in which world citizenship assumes al least equal status v\ ilh
"The advancement of these objectives
requires educational leadership and experimentation in school administration,
in curriculum change, in programs of
community adult education, in joint efforts among professional organizations."
Thus, in a newer dialectic, we still
have "education for a new social order
heisiil on production for use and not for
profit." The later version is encountered
daily, ll would appear lo be a requisite
approach tu "coexistence"' wilh communism. It would certainly he an approach.
ANOTHER LITTLE GIMMICK
line' e.f Mis. Allen's must enlightening
chapters is lhe one she has entitled
"Method and Channel for Indoctrination.'' In ibis chapter she describes her
own experience with "group dynamics.'
We have all heard of "group process,"
"group" this, and "group" lhat—wilh
the "group" always supreme, the apparently basic irreducible element of
society. Airs. Allen shows clearly how
ibis little gimmick winks. The firsl
thing this colleetivist device gets rid
of is thai troublesome thing, tbe majority vole. Things are decided by "group
consensus" instead. Willi lhe majority
vole eliminated, the "consensus" is
established by the manipulations of lhe
elite, according lo ei predetermined plan
of action. Dissenters are adroitly made
t.i look ridiculous. This one chapter -
showing what these people mean by
"democracy"—is well worth lhe price of
All in all. this book is a useful anil
interesting account, li is unlikely that
il is tlle lasl we will hear of lhe- Pas-
eulenei case. The human penchant for
Ex-Red Says Russia
Fears U.S. Airpower
Fear of America's "long-range air
force" prevents Russia from engaging
in open warfare, Leon Volkov. ex-officer of the Soviet Air Force, opined via
Facts Forum's ANSWERS FOR
The former Russian lieulcneiiil colonel
believes that peaceful coexistence will
last only as long as lhe t nited Stales
maintains air superiority.
"The Russians are afraid of starting
anything big jusl because they are
afraid to be destroyed," he s;iid.
Volkov, who made his way lo the
United Slates afler parachuting from a
Russian plane, has become well known
in his adopted country as a playwright
and as Soviel affairs specialist for
Newsweek magazine. In view of his
intimate knowledge of Russiein thinking.
\ olkov was asked if present Russian
leaders subscribe to ihe premise stated
by Lenin emd reiterated by Stalin that
lhe conflicl between communism and
capitalism must end in a death struggle.
"I believe," he replied, "that the
presenl rulers believe ill tbe senile thing
lhat Lenin believed: otherwise, they
would change much mure than they
have changed since they succeeded. And
I want to say that everybody in Russia
(including me when I was there) heis
been brought up under a notion that
we were to participate in that big fight
wilh capitalism. I don't sav thai they
succeed in convincing the Russians ..
otherwise vou wouldn't see me here. Rill
ibis is llieir goal, and they're concentrating everything around thai goal."'
One' of ih program highlights was
the reiteration of a Soviel leader's definition of peace: "That situation which
exists when the enemv has been eon-
However, lhe conflicl is "not with lhe
Itiissian brand of communism hui wilh
communism," Volkov contended. "If
you begin lo Ihink you're lighting
Russia—not communism vou involve
yourself in such a war as the' Germans
were in during the last war.
"The Germans had a verv good
chance of winning the war if they heul
recognized that lhe people supported
them againsl communism and against
the Kremlin einel against Stalin. They
failed lo recognize lhal. eunl ihis is w)|V
thev lost the war," he asserted, "and 1
winili! hale lo see ibis country—my new
country which I hive so much—make
such a mistake as the Germans made."
living lo gel in the last word will
lake care of lhat. Nevertheless, the
title of Airs. Allen's book- -Education
or Indoctrination—is ei question often
and properly posed.
<i. W. DeArmond, Jr.
acts forum news, .i»,/,e.s/. mr,