xt7r222r888f https://exploreuk.uky.edu/dips/xt7r222r888f/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1939-09 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "American Education Week November 5-11, 1939", vol. VII, no. 7, September 1939 text Educational Bulletin (Frankfort, Ky.), "American Education Week November 5-11, 1939", vol. VII, no. 7, September 1939 1939 1939-09 2021 true xt7r222r888f section xt7r222r888f

0 Commonwealth of Kentucky 9

EDUCATIONAL BULLETIN

AMERECAN
EDUCATEON WEEK

NOVEMBER 5-11, 1939

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FOR THE

:le DEPARTMENT OF EDUCATION
# H. W. PETERS
Superintendent of Public Instruction

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ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vol. VII 0 S.epfember,1939 0 No.7

. LIBRARY
UNIVERSITY 0 a g.

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Foreword

The Kentucky State Department of Education joins with the

National Education Association, the National Congress of Parents and

Teachers, the United States Ofﬁce of Education, The American Legion,
and the Kentucky Education Association in commending the observ-
ance of American Education Week in our Connnonwealtli, Novem-
ber 5—1], 1939.

This bulletin was prepared by Freddie Riddle. It contains a col-
lection of information and suggestions that will be helpful to those

l
3 I who prepare American Education Week Programs.

H. W. PETERS
Nuperim‘endcm‘ Public Instrucfion

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TABLE OF CONTENTS

Chapter Page
Introduction ............................................................................................... 413
Greetings from the Sponsoring Organizations of. American

Education Week ........ ......................... 414
1. Origin, Growth and Purpose of American Education Week ........ 418
II. Suggestions and Materials for American Education Week
Programs .................................................................................................. 420
111. Daily Programs: 422
GENERAL THEME—“EDUCATION FOR THE AMERICAN
WAY OF LIFE” ............................................................................ 422
1. Sunday, November 5, 1939—Toplc, The Place of Religion
In Our Democracy ........................ , ........................................... 423
2. Monday, November 6, 1939—Topic, Education for Self
Realization ____________________________________________________________________________________ 423

Elementary School—Martha E. Thomas, Director of
Elementary Education, Department of Education,
Columbia, S. C. __________________________________________________________________________ 423

Primary—“You Can’t Take It With You”—Childhood
Education, May, 1939, thru the courtesy of the Childa
hood Education Association ____________________________________________________ 424
“Self Realization”—From the Purposes of Education

in American Democracy by the Educational Policies

Commission ................................. 425
3. Tuesday, November 7, 1939—Topic, Education for Human
Relationships ____________________________________ , ____________________________________________ 426

Rural School—Kate V. Wofford, Director, Rural Educa-
tion Department. State Teachers College, ,Buffalo,

New York 426
“Bill Jones’ Neighbors”—Aut 1 unknown ..... 427
"He Wouldn’t Cooperate”——Author unknown .................... 428
Elementary School—The Educational Policies Commis-
sion _________________________________________ 429
Courtesy Questionnaire ........................................................ 431
Habits and Attitudes Having to do with Happy Group
Living . ._ ........ ,- ........... 432
High School—S. M. Brownell, Professor of Educational
Administration, Graduate School, Yale UniverSIty,
New Haven, Connecticut ................................................... 433
4. Wednesday, November 8, 19-39—Topic, Education for
Economic Efficiency .................................................................... 434
Primary—Helen Gumlick, Supervisor, Kindergarten- 43
4

Primary Education, Denver, Colorado ......
Rural School—“Why I Want My Boy to be a Farmer”,

O. E. Baker, Senior Agricultural Economist, Bureau of

Agricultural Economics, Washington, D. C ......................... 436
Elementary—William H. Kilpatrick, Professor Emeritus

Of Education, Teachers College, Columbia University,

New York .................................................................................... 438

TABLE OF CONTENTS—Continued
Chapter Page

High School—“Teaching Economics to Children”, Joy
Elmer Morgan, Editor, Journal of the National Educa-
tion Association ........................................................................ 440
“How Education Increases Economic Efficiency", John

K. Norton, Professor of Education, Teachers College,

Columbia University, New York ...................................... 442
5. Thursday, November 9, 1939—Topic, Education for Civic
Responsibility 444

Elementary—“Education Thru Participation”, Charles L.
Spain, Deputy Superintendent, Public Schools, Detroit,
Michigan ........................................................................................ 444

High School—R. 0. Hughes, Director of Citizenship and
Social Studies, Pittsburgh Public Schools, Pittsburgh,

Pennsylvania ................. 445
6. Friday, November 10, 1939—Topic, Cultivating the Love
of Learning .4 447
High School—Mary B. McAndreW, Superintendent of
Schools, Carbondale, Pennsylvania ____________________________________ 447
Elementary—W. Carson Ryan, Carnegie Foundation for
the Advancement of Teaching, New York ........................ 449
7. Saturday, November 11, 1939—Topic, Education for
Freedom 451

From an article in the Journal of the N.E.A., January,
1938, based upon report of the N.E.A. Committee on
Social-Economic Goals 451

“Holding Fast to Our Ideals of Freedom”, J. B. Edmonson,
Dean, School of Education, University of Michigan,
Ann Arbor, Michigan 453

IV, KENTUCKY’S EDUCATIONAL NEEDS ____________________________________________ 456

412

Page

440

442

444

445
447
447
449

451

453
456

INTRODUCTION

COMIMENDING THE OBSERVANCE OF AMERICAN
EDUCATION WEEK

LET Us OBSERVE AMERICAN EDUCATION WEEK IN KENTUCKY

Business ﬁrms sponsor radio programs, buy space in newspapers,
prepare and circulate bulletins, and employ various other means in
order to advertise their products. It is common knowledge that few
people willingly invest their money in business or products about which

they know little or nothing.

Each taxpayer is an investor in the public business of education.
If he is to be a satisﬁed and willing investor in education, he must
realize the worth of his investment.

At this time, when new and increased demands are being made by
[various groups, and while the necessity for educated American
citizenry has never been more paramount, let us dedicate ourselves to
a week of concentrated effort in the promotion of American Education
Week in Kentucky, November 5~11, 1939.

FREDDIE RIDDLE

413

GREETINGS FROM THE SPONSORING ORGANIZATIONS OF
AMERICAN EDUCATION WEEK

FROM THE NATIONAL EDUCATION ASSOCIATION

Education for the American Way of Life is the theme for the
1939 program of American Education Week. The American people
are coming to realize that the future of democracy cannot be taken for
granted. Our forefathers labored and sacriﬁced to establish the
nation. We must be ready to do as much to protect and improve it.
We must do so intelligently and vigorously in our day.

There is a mounting ﬂood of printed material, speeches, and every-
day conversation about our democracy and the problems which
confront it. We need action as well as words. In the schools there
is action. New generations are being prepared to take charge of our
democracy. American Education Week is one of the best oppor-
tunities the teaching profession has to show the people how this is
being done—WILLARD E. GIVENs, Executive Secretary.

FROM THE NATIONAL CONGRESS OF PARENTS
AND TEACHERS

For many years the National Congress of Parents and Teachers
has cooperated in the observance of American Education Week. This
year, however, is the ﬁrst time it is an active sponsor of this special
period set aside for educational interpretation. With its members
joined together purposefully in the interests of children and youth,
the P.T.A. has the opportunity to implement the purposes of education
in American democracy upon which the program for the 1939 observ-
ance of American Education Week is built. The P.T.A.

Views self-realization as a matter of securing for every child his
fullest physical, mental, and spiritual development; carries on parent
education programs in local organizations which offer members the
opportunity for observation and discussion of human relationships;
encourages development of programs of occupational and recreational
adjustment which use youthful energy in a way essential to the attain-
ment of economic efﬁciency; and disseminates knowledge and promotes
social awareness of civic responsibility.

Any observance is only signiﬁcant if it is the expression of year—
round containing effort. The P.T.A. fulfills its true function by con-

414

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tinual awareness of the social problems and values inherent in demo-
cratic living. It is ﬁtting, therefore, that it accept its measure of
responsibility in the observance of American Education Week—-
MRS. J. K. PETTENGILL, President.

FROM THE UNITED STATES OFFICE OF EDUCATION

Surely all schools thruout the United States should be providing
what most of us like to call “Education for the American Way of
Life”—but are they?

How many of us who are parents, taxpayers, school board mem-
bers, school ofﬁcials, teachers and students have ever asked ourselves
the simple questions: Why do we have schools? What are they doing
for us? ’What do we want them to do for us?

If we, during this 1939 American Education Week, ask ourselves
these simple but vital questions, we may be helping to solve-many
educational and social problems.

Education for the American Way of Life is rather high sounding,
but in everyday terms it means helping us to live happily with our-
selves and others. It means respect for individuals, and their capabil-
ities. It develops a balanced but critical judgment. It means training
for work, and how to manage. It means guidance in the use of leisure
time and the creation of a desire for the better things of life. ‘ It prac-
tices as well as teaches the democratic way of doing things. It makes
us more appreciative of our democracy.

Is your school educating for the American Way of Life 23——
JOHN W. STUDEBAKER, Commissioner of Education.

FROM THE AMERICAN LEGION

The American Legion, ﬁrm in its belief in the praticability of
democracy, is one of the groups which founded and continues to co-
sponsor American Education Week.

Ours is a nation of free men, with God-given rights, and with a
government erected to maintain and preserve them. Its support and
perpetuity rests with the reasoning intelligence of its citizens. The
degree of that intelligence depends directly upon the caliber of our
schools.

Our nation has demonstrated that people can live together in
Peace if they will approachthe problems of life thru the processes of
reason. 'We believe that in our democracy will be found the example
which will bring peace to the world.

Young America must be taught to appreciate the difﬁcult road
0f human progress which led to the establishment of our free nation.

415

They must be prepared to defend that heritage in spirit and in
reasoned intelligence. There is no other alternative save chaos. This
the members of the American Legion learned thru painful lessons in
War. They would save another generation from learning its lessons
in the same cruel school—STEPHEN F. CHADWICK, National Com-
mander.

FROM THE KENTUCKY EDUCATION ASSOCIATION

I would like to urge the school people of Kentucky to take the
opportunity of advancing the cause of education during AMERICAN
EDUCATION WEEK, NOVEMBER 5—11, 1939. Much can be done
in selling the K.E.A. program to the patrons that week. If our democ-
racy continues to survive and prosper, education must lead the way.
Our public school system has been one of the solid foundation stones
of our American Civilization.

Let me urge that a mass meeting be held in every school house in
Kentucky between N overber 5 and 11, for the promotion of Education
in Kentucky. Our people must not be satisﬁed to remain near the
bottom in comparison with other states, and, by the help of all, we can
advance—EVERETT WITT, President.

It is my hope that every school in the state will carefully observe
the week of November 5—11, and that they will take advantage of much
of the splendid material which is sent out from the National Education
Association headquarters for their use. There has never been a time
when the inculcation of the spirit of American citizenship was more
imperative than it is now. Likewise, there has been no period when
there was need for greater emphasis on education and its public;
support.

Not only every patron, but every taxpayer should be made
familiar with the services and the problems of our public schools.
It takes a real statesman to see far enough ahead to reabize that the
education of the citizens of tomorrow is a far greater and more
important function of the state and national government than is the
promotion of any other enterprise—W. P. KING, Executive Secretary.

FROM THE KENTUCKY CONGRESS OF PARENTS
AND TEACHERS

The Kentucky Congress of Parents and Teachers considers it a
privilege to join in the celebration of American Education Week;
November 5—11, 1939, and urges each member and local unit to partici-
pate in the program promulgated by‘ the National Education
Association. ~ ' = ' ‘ ~ . ' ' - '

416

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Education Week serves to keep education in the spotlight of public
attention and contributes an impetus to the ever-widening circle of
its inﬂuence. It is a great stimulus to those who are engaged in the
work, and furnishes an opportunity for the exchange of views between
the educator and the public.

The ultimate success of our Democracy depends largely upon an
enlightened citizenry, and American Education Week will accomplish
that end by popularizing education.

Every man, woman, and child should make some contribution to
American Education Week—(MRS. C. A.) GRACE C. SCHROETTER,
President, Kentucky Congress of Parents and Teachers.

FROM THE AMERICAN LEGION DEPARTMENT
OF KENTUCKY

The American Legion, knowing that the future strength, the
future progress, and the future honor of this nation depends upon the
training of the children of today, has since its inception taken a keen
interest in our schools and has developed a number of educational
activities through which the principles of good citizenship and sound
Americanism are taught.

The American Legion believes sincerely that our American schools
provide the avenue for the all-important job of building citizenship
and Americanism. It is through our students of today—that we must
build for tomorrow. In their hands we must tOmorrow place the
destiny of our republic.

The desire to improve educational opportunities led The American
Legion with the National Educational Association to found American
Education Week. That was back in 1921. Since that year, the United

‘ States Ofﬁce of Education and the National Congress of Parents and

Teachers have also become co-sponsors of the week with the reSult
that the event has become a powerful instrument for acquainting the
public With the needs of our schools. Accordingly, the Kentucky
Department of The American Legion is again calling upon its two
hundred Posts and its entire membership to lend their utmost help
and cooperation to the Department of Education; to all school author-
ities; to all members of the teaching profession—in short, to all who
are actively interested, engaged and devoting their lives to the cause
of education, to the end that American Education Week will be
properly observed throughout Kentucky again this year, thus realizing
the Purposes for which it was instituted. ——M. G. SULLIVAN, Depart-
meﬂt Commander, The American Legion of Kentucky

417

Chapter I

ORIGIN, GROWTH AND PURPOSE OF AMERICAN EDUCATION
WEEK

There are many occasions on which human beings celebrate and
rededicate themselves to great ideals. Thus we observe Christmas,
July 4th, Armistice Day, and many other days. One of the later
occasions for celebration on a nation-wide basis is American Education
W eels.

There were many factors that contributed to the beginning of
American Education Week. Some of those factors are discussed
brieﬂy below.

For the beginning of American Education Week some credit can
be given to the World War. That war brought to the front obvious
advantages of an education. It was shown that a majority of ofﬁcer’s
commissions were given to college graduates. A survey showed that
one~fourth of those who responded to the draft were not able to read
or write, and twenty—nine per cent could not be accepted for general
military service because of physical defects.

The 1920 census showed that thirty—four per cent of our people
were foreign-born, or the oﬁspring of parents one or both, of whom
were foreign-born. Sixty-two per cent of those illiterate were native-
born.

All these facts pointed to a need for an improved public school
system. Many studies of the public school system were made, reveal-
ing poor buildings, short school terms, poorly trained teachers, poor
school attendance, etc.

Along with these factors was another that contributed to the
establishment of American Education Week as a permanent institie
tion. This factor was the severe depression which threatened to
“short change” the educational program of the nation. American
Education Week provided an opportunity for friends of education to
again tell the public of the advantages of education to individuals,
society and the government.

With these as contributing factors, American Education Week
was ﬁrst observed in 1.921. The American Legion and The National
Education Association were the ﬁrst sponsors of the movement. At
Des Moines, Iowa, in 1921, the Director of the Americanism CommiS—
sion of The American Legion, requested and received the cooperation

418

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of the National Education Association in teaching and fostering true
Americanism in all the schools of America.

In 1922 the Ofﬁce of Education in Washington, D. 0., became a
5 third sponsor of the program.
This year, the National Congress of Parents and Teachers is a
I'ION f fourth national sponsor of American Education Week.

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Chapter II

SUGGESTIONS AND MATERIALS FOR AMERICAN EDUCA-
TION WEEK PROGRAMS

A. MATERIALS

The American Education Wonk program for 1.93.9 is built largely
around the spirit and materials of the report of the Educational
Policies Commission on The Purposes of Education in American
Democracy. The general theme and daily topics for discussion during
American Education Week for 1939 are as follows:

GENERAL THEME
“EDUCATION FOR THE AMERICAN WAY OF LIFE”
DAILY TOPICS

Sunday, Nov. 5 .............................. The Place of Religion in Our Democracy
Monday, Nov. 6 ..................... Education for Self-Realization

Tuesday, Nov. 7 ..................... Education for Human Relationships
\Vednesday, Nov. 8 .................. Education for Economic Efﬁciency
Thursday, Nov. 9 ............... Education for Civic Responsibility
Friday, Nov. 10 .................. Cultivating the Love of Learning
Saturday, Nov. 11 ........ _ ........... Education for Freedom

Each of the topics is of fundamental importance. Any one of
them might well be the subject for an entire week ’s observance. The
National Education Association of the United States has prepared
numerous helps for those who plan American Education Week pro-
grams. These materials include a bibliography of references, general
suggestions for the planning and organizing of. American Education
Week programs, and packets of information for rural schools, ele-
mentary schools, junior high schools, and senior high schools. Each of
these packets contains materials (articles, dramas, etc.) suitable for
American Education \Vcck programs in the type of school for which
the packet is designed. Persons interested in securing these materials
may do so from

THE NATIONAL EDUCATION ASSOCIATION
OF THE UNITED STATES
1201 Sixteenth Street, N. W.
Washington, D. C.

420

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For the beneﬁt of those who may not order them, the permission

of reprinting some of the materials of the National Education Associa-
tion was obtained from the Division of Publications of that association.
These materials are presented in this bulletin. However, schools that
plan an intensive American Education Week program should secure
additional materials. Only typical examples of the National Educa-
tion Association’s materials appear in this bulletin.

13.

10.

l].

SUGGESTIONS

Plan early to observe American Education Week.

Organize a general American Education Week program com-
mittee which may appoint other committees to do research,
organize parents, publicize the programs, prepare exhibits, etc.
Secure the co-operation of the various social and civic clubs of the
connnunity or district.

Plan an American Education \Veck dinner, to which all persons
are invited.

Enlist the participation of both local and out-of-community
persons on the various programs.

Publish facts about your schools——history, costs, needs, etc.
Display exhibits of actual work done in your school.

Get the story to the people. Employ every means at your disposal
to publicize the purposes of American Education Week. Induce
each pupil to bring his parents to the program. Use newspapers,
stickers, etc.

Enlist the services of the American Legion.

Consider assembling the best talent of several small schools in an
area for combined programs in that area.

Do not neglect to inform Kentucky citizenry as to the educational
needs of Kentucky as outlined in the legislative proposals of the
Kentucky Education Association. These proposals, together with
other vital information, are discussed in Chapter IV of this
bulletin.

.:< A‘A‘ZEL. , r

Chapter III
DAILY PROGRAMS

Overemphasis cannot be placed upon the necessity of using
original and local materials for programs during American Education
Week, November 5—11, 1939.
p The materials presented in this Chapter are brief and typical of
' l the type material that will be helpful in the preparation of American
Education Week programs. These materials are reprinted from the
packets received from the National Education Association.

The General Theme for the week is#
“EDUCATION FOR THE AMERICAN \VAY or lime

What Is the American Way of Life-.7
It is a free way,
, allowing one to live according to his own c011-
‘ science;
It is a peaceful way,
settling differences by elections and courts;
It is a friendly way,
judging success by happiness and growth;
It is a cooperative way,
, i f , emphasizing service to the common good;
i ‘ It is a democratic way,
based on human brotherhood and the Golden
Rule.

And What Is Education for the American Way?
It is universal,
opening its doors to all the people;
lt is individual,
helping each person to make the most of his
talents;
It is tolerant,
seeking truth thru free and open discussion;
It is continuous,
knowing that learning is a lifelong necessity;
It is prophetic,
looking always toward a better civilization.

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SUCH ARE THE IDEALS or AMERICAN LIFE AND
EDUCATION ’ ’

1. SUNDAY, NOVEEBER 5, 1939
TOPIC—THE PLACE OF RELIGION IN OUR DEMOCRACY

Each Committee preparing American Education Week programs
should request the local ministers to have as their sermon topic on
November 5th, “The Place of Religion in Our Democracy.”

Ministers may have a copy of this bulletin by requesting the same
from the State Department of Education.

2. MONDAY, NOVEMBER (5, 1939
’l‘OPICwEDUCATION FOR SELF-REALMATION
(ELEMENTARY)

MARTHA E. THOMAS
Director, Division of Elementary Education, Department of Education,
Columbia, South Carolina

“If you don ’t stop asking questions ————, ’ and the threat
is left hanging in mid—air as the grownup returns to the interest from
Which he was distracted, while Johnny is left wondering why his
question wasn’t answered.

Why can’t grown people realize that human beings are not born
in full possession of all the knowledge necessary for living in this
complicated world, but that they are born equipped with a mind which
enables them to get this information“? And it has to be gained thru
association with people, by asking questions and having them
answered, thru experiences which are interesting, and thru guidance
which comes from older or more experienced persons.

Self-realization must be understood and emphasized very early
in the life of a person. The tiniest baby is learning to be a “self”
when he realizes that a yell will bring someone to answer his needs.
He is becoming more of a self when he lets his curiosity get the better
of him and pokes his ﬁngers into all kinds of places, and crawls
into all kinds of dangerous positions to “ﬁnd Out.” Not now,
but later, he can be “told” things, but that is not until he has become
even more of a self by learning to talk and understand what is said to
him.

Then presently it is time to go to school and learn what he needs
to know right then about reading and writing and solving number
Problems in counting and calculating.

Time was when to be able to read, write, and do irithmetie was
considered an education—but that time is no more. Today the person

423

who wishes to be educated must keep his eyes and his ears ever keenly
on the alert for new things—and he must know and practice much
more than is involved in the so-called “3 R’s” school program.

(PRIMARY)
YOU CAN’T TAKE IT WITH YOU

“Remember, you cannot get away from yourself. You are the
one person with whom you must live, and what that one will be like
as a companion, depends on what you make of him.” Thus counseled
a wise man to a friend who in discontent and unhappiness was con-
juring ways and means to what he felt would mean pleasure.

Today, when life frequently seems in such a turmoil, much of our
leisure time is spent in attempting to escape from ourselves. \Ve go
to the movies, we race wildly over the country in so—called travel, we
go to night clubs and other forms of amusement, all “to forget.”
Often we do not truly enjoy the activity we are engaging in, but
temporarily it releases us from the pressure of consciousness of our-
selves and our problems. What a pity we play this role of fugitive,
when eventually we must return to dwell with this very person we have
been trying to forget!

The world is full of interesting things. Except for rare indi-
viduals, however, it is contact with intelligent, understanding persons
that opens our hearts and minds to these things. To be exposed to an
activity, to have the sensitive thread in our own make—up respond in
interest, to have that interest fed until it becomes a vital part of us,
to feel the thrill that comes from within because of either real ap-
preciation or creative expression, this is the process of growth of a
person interesting to ourselves and one with whom we like to dwell.

Little children need to be exposed to many kinds of experiences,
but this exposure should be made by experts. One who thoroly enjoys
museum exhibits should show them to children; one who ﬁnds in
nature-lore the key to wonder and appreciation should lead children
into the world of science; one who enters imaginatively into a stOry
should guide children into literature; and so with all the many activ-
ities and interests that appeal to children. . . .

Let us acquaint children early with as many experiences as pos-
sible; let us invite interest but not force it; let us make these rich
experiences a part of everyday living, and children will develop those
qualities which will make them at all times good company for them-
selves and for others—Childhood Education, May, 1939, thru the
courtesy of the Childhood Education Association.

424

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SELF-REALIZATION

It is appropriate to begin a survey of educational purposes with a
program for the development of the individual learner. There exists
at the moment great pressure of schools and other social agencies to
“mold” the child in the interest of his future economic efﬁciency, his
future adult citizenship, his future membership in the family. There
is real danger that our preoccupation with “preparedness” in educa-
tion may defeat itself by weakening our concern for the child as He is,
as a growing individual human being, quite apart from remote social
preparatory ends.

Here is no unsocial motive, for after all, as we have already seen,
it is only thru individual growth that social progress can come. The
ancient and artiﬁcial antithesis between the individual and society and
the concept of a perpetual struggle between the two is not supported
by this analysis. The realization of “self,” as considered here, occurs
thru interaction between that “self” and society. It cannot occur
unless the individual effects a satisfactory relationship to the society
in which he moves. If an individual is to become his own best self, he
must constantly be in contact with the best that is in humanity.
Thence, he will draw his highest aspirations, thence his greatest
achievements.

The processes of growth, or of self-realization, therefore, are a
primary concern of education, a concern which includes, but also
reaches far beyond, the memorization of the useful and useless facts
which usually makes up the bulk of the school curriculm. Only as
each individal grows in power to write his own declaration of intellec-
tual independence can we keep unfettered the spirit of that other
Declaration written a century and a half ago.

The educated person in the years of his immaturity has been
started upon a career of life-long learning. With an active and wide-
faring curiosit