Van Cleve Morris

The New Education: Cremin, Lawrence A. The Transformation of the School. NEW YORK: ALFRED A. KNOPF, 1961. 387 P.

which it was intended that one who professes Education is capable of carefully documented, urbane scholarship and lucid writing. Moreover, it should communicate forcefully and effectively to those non-professionals-many of whom have gleefully pinned all alleged ills of schools and contemporary society on professional educators-that twentieth century schooling is part and parcel of the twentieth century. Thus does Cremin render important service to the profession. As it is also a good thing for members of a profession to see their enterprise in context, the work has a place in the professional library. However, this book is not a history of the Progressive Education movement, much less of the Progressive Education Association. It is a work in social and intellectual history, demonstrating by carefully documented analysis that professional Progressive Education was a valid expression of vital movements in the culture of its age. Cremin’s major premise is that the progressivism of Theodore Roosevelt, Jane Addams, and Robert La Follette was a larger social movement acting upon education. This larger movement represented the clamor of labor, business, social work, sociology, science, and the public press for social reform through education. As education responded

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It will stupefy most readers of the Journal to hear such a thesis put forward with a straight face. Such naYvet6, it turns out, cannot be attributed merely to the fact that Sarason and Davidson, both psychologists, outnumber the lone educationist, Blatt, on the writing team. The difficulty appears to be a gimmicky choice of words. What they really mean, I think, is not that the problem is unstudied but that it is unsolved. If so, &dquo;amen&dquo; to that! Is there a new way of studying it so as to get it solved? The authors think so. The book first analyzes and then dismisses the claim that more subject matter preparation in the liberal arts will yield better teaching. Then a factual, reportorial account is given of a typical teaching day in a second grade classroom, followed by a discussion of what the teacher encountered. Finally, a description is given of a seminar held at Southern

Unsolved Problem SARASON, SEYMOUR B.; DAVIDSON, KENNETH; AND BLATT, BURTON. The Preparation of Teachers-An Unstudied Problem in Educa tion. New York: John Wiley, 1962. 124 p.

rancor and tumult from the day of its beginning in 1951 to the departure of the Ford Foundation’s Fund for the Advancement of Education in 1959. Before it got out, the Fund had sunk more than three million dollars into arguing a point: teachers need four full years of liberal arts; after that they can go ahead and get their professional preparation in a fifth year. What it got for its three million dollars worth of trouble was a grand total of 193 teachers produced by the Experi-

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Although most educators, including many who are professors in teacher education institutions, do not know it, a quiet revolution is underway in educational philosophy. It is a revolution waged mainly in philosophic circles, financed by an intellectual fund of techniques drawn from contemporary analytic philosophy, and, for the most part, led by younger philosophers of education. This new movement is revolutionary in the sense that the rebels are changing the rules of the game of philosophizing about education and, by so doing, they are altering the standards of eligibility, participation, officiating, and scoring. Israel Scheffler’s newest book, The Language of Education, carries forward this quiet revolution by completely ignoring the normal conception of educational philosophy as the construction of grandiose systems purporting to explain the &dquo;true&dquo; nature of

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DATE ISSUED: 6/21/2019 1 of 3 LDU 2019.02 AE(LOCAL)-X The mission of Gatesville ISD, a portal to limitless possibilities, is to empower our students to be life-ready knowledge seekers and problem-solvers by instilling leadership, innovation, integrity, critical thinking, and service through challenging and engaging learning experiences facilitated by passionate teachers and supported by caring parents and community members. We believe all children are capable of high achievement. We believe positive relationships between teachers, students, and parents are integral parts of a quality education. We believe quality education is a shared responsibility of the entire community. We believe passion in teaching cultivates successful students. We believe character, integrity, and perseverance are the foundation of education. We believe a well-rounded educational experience is the priority. Each student will graduate life-ready, striving for personal excellence and excelling as a leader and innovator in his or her chosen career path. Each student will be an independent thinker who possesses critical thinking, problem-solving, and communication skills, and perseverance to reach his or her extraordinary potential. Each student will be an ethical citizen who contributes to and serves his or her local and global community. We will base all decisions on what is best for students. We will treat students, parents, faculty, staff, and community members with dignity, respect, and passion. We will ensure a culture of integrity. We will be responsible stewards of our resources. We will practice and promote open, honest communication. We will not compromise excellence. The Portrait of a Graduate moves Gatesville ISD students and staff members to look beyond the high-stakes testing environment and to help all of our students be successful in the workforce, college, or military. Mission

The Arkansas Experiment: Lucien B. Kinney, ed., A REPORT ON THE ARKANSAS EXPERIMENT IN TEACHER EDUCA TION (Little Rock: Published by the Experi ment, 1960) 47 p

most directly to good teaching, and become &dquo;hard-boiled,&dquo; honest, and objective in our use of grades for selective purposes. Although I agree with many of your supporting arguments, I find myself in conflict with others; and what is most confusing, I cannot seem to find logical support among your premises for what I believe is your major recommendation for immediate action: the flunk-

Educational Philosophy Israel Scheffler, THE LANGUAGE OF EDUCA TION (Springfield, Illinois: Charles C. Thomas, 1960) 113 + ix p.

ALL OF US who train teachers have plenty of daily reminders of how important our work is. Every day we associate with individuals who, when we are done with them, go out into the world to help the younger generation mature into adulthood. We happen to be living in a period when the quality of this army we replenish each September is under critical scrutiny, and we are often accused of professional negligence by our critics who contend we are responsible for the poor showing many of our products make in our schools. Particularly are we ridiculed for the low intellectual standards we maintain