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adds the component of affordable, local access to information via data banks and communications networks, access that can aid student learning and personal productivity. The trick for campuses in coming years, then, will be to integrate computing into the curriculum in ways that recognize all three dimensions and their interdependence, especially when it comes to the support of instruction and student learning.

ing bodies "permit," "accept" or even "en courage" innovation in curriculum content and arrangements, these differences may be come greater and the search for "prin ciples" at the same time more difficult and more necessary. A closely related factor, which would seem to have more than a little significance for the future of faculty advising, is the modern student who is less willing to seek in himself reasons for his difficulty and more inclined to look to the limitations of

The viability of history as a discipline is being threat ened today on several f onts. Members of other social science disciplines condemn traditional research techniques as pass?, some historians have joined them in censuring traditional methodology, while others, dis heartened by current events, incline to suggest surrep titiously that perhaps Henry Ford was right, "history is bunk.,, Educationists continually charge that history is useless and dull, repetitious and tedious, and should be replaced by courses more concerned with present prob lems. Finally, and in the opinion of the writer most serious, is the growing discontent with history among some students who reject it as irrelevant and boresome. They incline to suggest it has no place in the curricula. This paper describes a methodology developed during twenty years as a college professor and suggests that it is indeed possible to devise a successful teaching method, if one gauges success on the basis of positive reaction, scholarly achievement, and absence of the charges of irrelevancy. Many historians violate the methodology of their profession by their acceptance of themselves as authori ties on the subject, rather than as guides to inspire stu dents to both critical thinking and participation in re search activity in a common quest for truth. Too many history courses are organized in a sequence of lecture examination, textbook, and an occasional term paper drawn from supplementary readings. This does not instill in the student a feeling of challenge or a desire to pursue the subject at any greater depth on his own; nor does it adequately introduce him to the fact that the study of history is in great measure the study of histori ography. Moreover, if an instructor organizes his lectures on a chronological-narrative basis, not only is the broad overview very often lost, but also the student remains unaware of the significance and impact of ideas (both in their abstract sense and as manifested in action), per sonalities, ideologies, and movements that span decades of names, events, and places. On the other hand, if an instructor organizes his lecture on a topical basis, he soon discovers that while his students are intellectually proficient in such concepts as Marxism, Nationalism, and Liberalism, they are sorely deficient in matters of dates, names, events, and places. It goes without saying that neither form of teaching is sufficient in and of itself. The writer believes that the history professor's major objectives should be to provide the student with leads to more leads in the study of history, to introduce him to the world of research methodology and historiography, and to teach him to teach himself. The methodology here described appears to be the most conducive to the attain ment of these objectives. It is based upon experiences in a course entitled Europe Since 1815, offered at the Uni versity of Northern Iowa and ones taught at five other institutions. This methodology can be divided into three cate gories. It should be kept in mind that these are never distinct or separate one from the other, either in theory or, hopefully, in practice. The categories include : lectures, examinations, supplementary assignments. The attempt has always been made to consciously and consistently relate each to the other two so as to present not only a unified picture of European history, but also to show the student that the topic can, and must, be viewed from as many different perspectives as possible. It is intended that the student will see that history is at one and the same time facts, (names, dates, events, places) as well as ideas, ideologies, forces, philosophies, and movements, and lastly, historiography itself. Effective study of these concepts necessitates that the instructor be highly selective in his lecture offerings, out of the abundance of historical material that must be taken

This paper, one of a series of reports on Michigan State University experiments in curriculum design, describes an initial attempt at formally forecasting social work practice of the future. The purpose of the forecasting is to provide a rational base for curriculum development The paper reports on results with a technique for forecasting that was drawn from work in predicting technological change and is primarily concerned with introducing the force of the idea of systematizing substantive decisions through formal techniques that make use of the subjective knowledge of experts.

This paper was presented at the January 1972 Campus-Field Faculty Workshop at the Adelphi University School of Social Work The paper articulates how the Adelphi University School of Social Work developed its curriculum to utilize generic theories and principles in its application to social work practice (which is taught to first-year graduate social work students), and demonstrates the application of generic principles to field work practice.

An account of the development of anthropogenic landscape science as a separate geographical discipline in the Physical Geography Department at Voronezh University. Faculty members engaged in a landscape-mapping program in the Central Chernozem oblasts in the early 1950's found that they were dealing to a large extent with wooded-steppe landscapes heavily modified by industrial and agricultural activity. The first papers on anthropogenic landscape science began to appear in the middle 1950's. A meeting of the Geography Faculty's scholarly council in December, 1968, approved the introduction of a separate course on the subject into the curriculum. In a paper read in February, 1971, F. N. Mil'kov, the principal advocate of anthropogenic landscape science, proposed this discipline as an alternative approach to the study of man's impact on the natural environment.

This paper describes the various procedures followed in validating some research tools to be used to investigate pupils' attitudes toward and achievements in geography taught by programmed instruction. The research tools consist of learning materials and measuring instruments. The learning materials include five geography programmed texts, five conventional texts in geography, and a familiarization program in civics. The measuring instruments also include a geography achievement test, and two attitude questionnaires designed to measure attitudes toward geography and programmed instruction. The paper highlights the roles of formative evaluation in preparing curriculum materials in geography.

Summary The present paper in context to the would‐be‐science policy of Canada has analysed its implications in the field of education in this country through institutional organizations. This paper has traced the origin of the principal issues involved in the would‐be‐science policy of Canada and devoted to the mathematical education, research directives, role of educational institutions with the identification of problems therein and specific comments and recommendations regarding the development of applied mathematicsin context to innovations, curriculum reforms and other pedagogic considerations. ∗ Presented at the Second International Congress of Mathematical Education at Exeter, U.K., September 1972.

In preparing this paper, the writer has in mind primarily the typical, or usual, four-year high school with a faculty of from two to five teachers. This position is taken in the light of the fact that although there are a good many junior-senior high-school organizations in the rural districts, nevertheless the great group of rural high schools the country over at present are of four years' duration and are usually built upon an elementary school of seven or eight grades. The very fact that educators nation-wide are divided in their opinions as to just what should constitute the curriculum of the rural high school shows that the matter is of serious import. As yet, disagreement is quite as pronounced among the specialized workers in the particular field of rural education. This but emphasizes the fact that it is a real problem. Consequently the speaker prepared this paper with the full expectation of having dissenters among his hearers.

To determine whether ability grouping or random grouping is the most effective in producing academic achieve ment in mathematics, 204 enlisted airmen at the USAF Academy Preparatory School were divided into two equiva lent subgroups. Each subgroup was sectioned randomly for one mathematics sequence and according to ability for a second. Subgroup grade averages were compared using the two-tailed t-test. For a standard curriculum, the ran domly sectioned group surpassed the ability sectioned group (5 percent level); and for the sequence with differ entiation by acceleration, the ability sectioned group surpassed the randomly sectioned group (0.1 percent level). This indicates that it is not so much the method of grouping but rather what is done for a given group that affects achievement. DURING THE last several years, an abun dance of research and experimentation has been directed toward determining whether or not abil ity grouping has any effect upon academic achievement. These past investigations have pro duced many strong supporters of ability grouping and probably just as many equally strong sup porters of heterogeneous or random grouping. There is also a third faction which contends that ability grouping of itself has no significant effects upon academic achievement and that differenti ated curriculums are the best means for produc ing achievement gains. The experiment described in this paper was designed to provide evidence relating to these differences of opinion and thereby to help resolve the controversy. The literature concerning the effects of ability grouping is extensive ; the findings are conflicting and in many cases inconclusive. Therefore, the reader is referred to several excellent reviews on the subject which summarize recent findings very effectively. The first of these is by Ekstrom (1) who relates that after reviewing a considerable number of research studies on ability grouping, no consistent pattern of results was found. Another review by Franseth and Koury (2) notes that some studies appear to show achievement gains in favor of ability grouping; others support the hypothesis that heterogeneous grouping is more advantageous; and still others indicate no differences for either method of grouping. Also a comprehensive study of ability grouping effects by Goldberg, Passow, and Justman (3) contains an excellent review of literature on the subject. It seems that in the past extensive emphasis has been placed upon research at the elementary and secondary education levels. However, no re ports of research were found which described ex perimentation on ability grouping at the college level. The research presented in this paper attempts, at least in part, to fill this gap in the knowledge concerning ability grouping.

My excuse for offering this paper is the belief that the isola tion and definition of a problem constitute a contribution to progress of no less value than the discovery of a solution. Fre quently in man's history much time and energy have been wasted "barking up the wrong tree," and very many complex and baffling problems have ultimately turned out to be comparatively simple and easy of solution when approached from the right angle. Accordingly, in spite of many misgivings I have decided to air a growing conviction of mine that somewhere in this mat ter of curriculum building a fundamental mistake has been made. I shall not be able to point out that mistake but only to suggest the general area of its location and the general method by which ultimately it may be isolated and defined. This paper is really an appeal for assistance. What I hope to do is to direct your attention to certain aspects of the general problem of curriculum making which seem to me worthy of more detailed scrutiny than they have yet received. During the last few years the educational world has given an unusual amount of attention to the problem of curriculum building and many new books on the subject have appeared. This is but natural, for as our social prophets tell us, we are living in a transition age during which even the most funda mental of our ideals may be expected to undergo some modifica tion. But any change in our general conception of the aims of education leads inevitably to the construction of a new curriculum designed to realize these aims. It is precisely to this process of formulating aims and of designing curricula to correspond to them that I wish to direct your attention. Fortunately the process as ordinarily carried on is familiar to you all. As one speaker put it the other evening, curriculum building is the favorite educational indoor sport. Let me recall 197

The purpose of this investigation1 was twofold: (1) to determine the influence of the elementary and secondary schools on character and (2) to secure recommendations for a character education program. Three hundred graduate and undergraduate students in the Educa tional Sociology classes of New York University were asked to evaluate carefully their school experience as a factor in influencing their char acter. In order to allow the student freedom of expression, two ques tions were presented, both of a somewhat general nature : 1. As you think back over your public-school experience, what factors do you now feel had a lasting influence, positive and, or, negative upon your personality? 2. In the light of your analysis, what changes, if any, would you make in the attempt to develop a more consciously planned pro gram of character education? In the tabulation of the data, a sampling of fifty papers was read first in order that the committee might discover what factors and traits were mentioned. The remaining papers were then read using these lists as a basis for checking, and the results were tabulated according to the factors and traits mentioned and the frequency of occurrence of each. A list was kept of the recommendations suggested since they varied so greatly that no one method of grouping could be used. The results of these analyses were grouped under four headings: Factors influencing character, Favorable traits developed, Unfavorable traits developed, Recommendations suggested by the students. What are the schoolroom factors which influence character? The following table (Table I) presents the relative importance of such factors as felt by this group. A plus sign indicates a favorable influence and a minus sign an unfavorable influence. Several significant conclusions can be drawn from this table. The personality of the teacher is considered by this group as of primary importance, with a considerable preponderance on the positive side. Extra-curricular activities although mentioned less frequently were like wise considered a definite positive influence. While the curriculum was

This paper outlines a curriculum model for the continuing education of graduate social workers. The curriculum plan is based on the assumption that western industrial man has entered a new era—the cybercultural era. The paper argues that the graduate practitioner must be retooled to fit the conditions and circumstances of the new era. Eight knowledge areas are explored as priorities in this continuing education plan: the nature of global ecology, the nature of mass organization, the nature of youth, the nature of the new economy, the nature of contemporary politics, the nature of inter group communications, the nature of professionalization, and the condition of social work theory. Through the exploration of these knowledge areas, it is felt that a new updated social work practice theory will be developed.

This paper introduces a program for dealing with two affective detractors from learning: (1) a negative attitude toward school, and (2) personal problems. The program consists of three basic interacting components: (1) Self Programmed Control Technique Series--a method giving persons greater control over involuntary personality traits; (2) Psycho-Cybernetics--a guide to life; and (3) Shortcut Learning Techniques--a means of allowing students to experience immediate learning reinforcement. In a trial use at East Los Angeles College, the program has shown that attitudes toward school have been modified positively as indicated by a 250% increase in Brown-Holtzman scores and that the occurrence of personal problems have dimished as indicated by a drop in Willoughby scores from the 72nd to the 3Bth percentile. Also the results of an anonymous questionnaire given to 236 students revealed that the number of students having excessive behavior in certain problem areas, such as smoking, drinking, and drug use, was lessened at the program's end. Actual improvement in grades and number of units completed were found to correlate with the affective changes. The ease of implementing the program and various ways of inexpensively incorporating it into a schcol's curriculum are also discussed. (AL) Paper presented at AAHE 27th_Annual Natjonal_Conference on Higher Education at discussion meeting entit-ed: LEARNING SKILLS CENTERS: EFFECTIVE EDUCATIONAL SERVICE STATIONS? Chicago, March 6, 1972. (-NJ U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OE EDUCATION THIS DOCUMENT HAS SEEN REPRO%X) DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGMATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY CO) REPRESENT OFFICIAL OFFICE OE EDUCATION POSITION OR POLICY. um. SELF-PROGRAMMED CONTROL: A NEW APPROACH TO LEARNING1 Alfred A. Barrios, Ph.D My answer to the question, "Are Learning Skills Centers an effective educational service station?", is, "No, not effective enough!" The basic problem as I see it is that until now Learning Skills Centers have focused primarily on the cognitive aspects of learning and not sufficiently on the affective aspects. Basic learning skills make up only one factor essential for efficient learning. Equally, if not more important, is the student's mental attitude and state of mind. As I see it there are two major affective factors that must be dealt with. First, there is the student's usually negative attitude toward school. He most often finds schoolwork a chore and what's worse he usually doesn't think much of his learning capabilities. Secondly, there is the fact that most students are also plagued with any number of personal or em,tional problems. Love, sex, drugs, parental difficulties, inferiority complexes, etc., are all capable of producing very real interference. If we are truly interested in improving our student's learning abilities we have to take into account these two, most crucial

Summary This paper is divided into two main parts. In the first part there is a general discussion of modern algebra and its role in the pre‐college curriculum. The second part gives a general overview of the algebra component of the CSMP K‐12 program. †This paper is based almost entirely on a talk the author gave at the Third CSMP International Conference on the Teaching of Mathematics at the Pre‐College Level: Algebra,held in Carbondale, Illinois, U.S.A. in November 1970. ‡ CSMP = Comprehensive School Mathematics Program. CSMP, located in Carbondale, Illinois, U.S.A., is one of the program activities of CEMREL, St. Ann, Missouri, U.S.A.

This paper explores three new approaches to an understanding of social work — agology, animation, and conscientization — as presented by a Dutch, French, and Chilean scholar respectively. The differences between these approaches and those in use in the United States are explored Agology is concerned with what we know, animation with what we can do, and conscientization with what we will be. The paper concludes that the use of any of these three concepts in the curriculum would make a significant difference in what we would expect students and faculty to know and do.

∗ This paper is a byproduct of a larger project on schooling, on‐the‐job training, and labour market structures in Japan directed by Professor Mary Jean Bowman of the University of Chicago and supported by the United States Office of Education and the Carnegie Foundation. The paper was first read to members of the Comparative Education Society in a meeting at the University of Chicago on 13 February, 1968. Both Professor Mary Bowman and Professor C. Arnold Anderson made many helpful suggestions.

the art of teaching art. These concerns were evidence in his first book, A Foundation for Art Education,' and reappeared with regularity in the numerous articles, speeches, and books he was to write after his first book was published in 1955. One of the major characteristics of his book was that it was inquiry oriented. Not one to embrace dogma, Manny Barkan was always asking, seeking, inquiring into problems of the field. Writing of these problems in his signal paper in A Seminar in Art Education for Research and Curriculum Development,2 he wrote: To the extent that curriculum problems are vaguely defined, knowledges and beliefs upon which to base decisions are used indiscriminately. The consequences are vague judgments, ambiguous predictions, and a la mode decisions. Just as often, they are glorified and unverifiable hopes. But perhaps more importantly, the clearer the identification of problems, the better the grasp of relevant knowledge, or inadequacies and gaps in knowledge, and of limitations of decisions.3 In that article he proceeded to deal with problems of curriculum and urged the creation of centers for work on curriculum development in art education. That paper did much, I believe, to facilitate much of the curriculum work going on today in the field. Taking his lead I have tried, in this article, to extend the conception of the arts and of the role of materials for their use in schools. The burden of this paper is to describe the relationship between media, expression, and the arts and to suggest what these relationships imply for educational practice, the arts, and media research. To do this, I will need to make brief excursions into the meaning of expression, into the components with which the artist works, and into the demands visual works make upon those who wish to encounter them on the plane of meaning. The content of this paper rests upon seven ideas. These are: 1. Expression is a consequence of intelligence. 2. The arts are one of man's major expressive modalities, hence depend

T HE course this paper concerns is a semi-required course which has been given at Brown University for seven or eight years, and which has numbered from a little over three hundred to more than six hundred students. A word of explanation is called for at the outset by the fact that, in the title of this paper, that course is referred to as a "terminal" course with the word "terminal" between quotation marks. These are meant to indicate that the course is not necessarily, but only in fact for the great majority of the students in it, the last course in philosophy which they will take. The course, however, is not only terminal in this sense but is also initial in that it is the first course in philosophy which the students in it have taken. It is therefore an "introductory" course. But it is not so in the sense that it is designed to lay the foundations or provide background for more advanced or more specialized work in philosophy. On the contrary, the aim is to make the course wholly self-justifying; that is, interesting and enduringly useful to the students who take it, even if, as in fact is the case with the majority of them, they never take any other philosophy courses. Before the content of the course and its rile in the curriculum can be more particularly described, it is necessary to say something about the curriculum of which it is a part; and, even before this, something about the sort of education called "liberal," which that curriculum was devised to implement. Probably, more than one of my readers has been a member of the curriculum committee of the institution where he teaches, and will therefore have had experience of the process by which, in most cases, the curriculum of a college of liberal arts comes to be what in particular it happens to be. Proposals for changes in the offerings of courses in the various departments are laid before the committee by representatives of the departments concerned; and it is natural for the committee to assume that, after all, the staff of a department is likely to know better than can members of other departments what courses it should and can offer in order to perform its academic function. Hence, generally, unless the proposal made seems outlandish, or seems to infringe on the domain of some other departments, or would require the appointment of additional teaching personnel, the reasons furnished for the proposal tend, after a few questions, to be accepted as probably valid; and the change proposed is approved.

Summary This paper explores the growth of mathematical studies in recent times and suggests future patterns that may occur in mathematical curricula. It is proposed that courses in the History and Methods of Mathematics, Mathematical Engineering (rather than Engineering Mathematics) and Mathematics and Education should be used to widen the curriculum choices for the mathematical student of the future. Finally, in illustrating the application of mathematics to the study of Noise and Vibration it is shown that, in such an investigation, mathematics cannot be an end in itself but can be greatly helped by a knowledge of other physical disciplines. * This article formed the basis of a lecture given at the University College of Wales, Aberystwyth, on the occasion of the Centenary of the University.

This paper reports on the results of an experiment in student-centered learning. Students were randomly assigned to one of nine groups and one faculty member was assigned to each group for a six-week term. A case example served as a point of reference for selecting seminar content. Evaluation of the experience centered on the extent of student learning and the degree to which students and faculty met their objectives. The students showed evidence of learning but future efforts in this area should concentrate on the clear explication of objectives as well as the faculty facilitator's role.

This paper conveys one perspective on the development and implementation of a training curriculum designed within a framework of knowledge, values, and skills essential for compatible and complementary social work practice in the Chicano community. It reflects the theoretical foundations upon which the Chicano Training Center is constructing a continuing education program for social service and mental health personnel. Curriculum content areas and emphases, as well as training modalities, are discussed and suggested as possible means for educating practitioners to better understand and serve Mexican Americans. The development of bicultural practice models in service delivery systems is also stressed.

In this paper the relevance of sensitivity training for social work education is appraised A conceptual model of sensitivity training that is directly applicable to social work education is presented The proposed model is descriptive in nature. A systematic and detailed discussion of the components of this model ranging from theoretical orientation, format to be used, and its place in the social work curriculum is offered

Throughout the nineteenth century, the study of military topography formed an integral part of the curriculum at British military training establishments. Within the wider topographical theme, the problem of relief representation on manuscript maps and sketches remained insurmountable for at least eighty years. This paper examines some of the teaching methods employed in drawing relief, and traces the transition from the generalised, artistic styles of the early 1800s to the uniform adoption of contouring by the War Office in 1880.

Reform in science and mathematics curricula has moved from rote learning of facts and computation skills toward learning a structure of a subject matter. While the reasons for this shift, such as greater understanding, transfer and intellectual excitement are admirable, there is little empirical evidence to support them. A first step in examining such claims is to develop methodology for representing structure in the to‐be‐learned instructional material and in students' memories. The purposes of this paper, then, are to present (a) a method for examining a subject‐matter structure in prose materials, (b) methods for examining a subject‐matter structure in students’ memories, and (c) data bearing on the validity of structural interpretations of these measures. If these structures can be represented objectively and independently — even if not in a complete form or error free — a beginning has been made in validating the reasons for teaching structure.

Summary Bloom's taxonomy, which has been influential in underpinning many of the curriculum developments of the last fifteen years, may be criticized on various grounds. It is a mistake to suppose that Bloom's taxonomy, or any other proposed classification of objectives, can ever be wholly independent of questions of value. On the contrary, it appears that Bloom's taxonomy ‘suits’ the expression of a pragmatic/materialist ethic, and does not particularly suit the expression of ethics either traditionally, or currently, associated with the concept of ‘education’. In implementation Bloom's taxonomy‐‐it is argued‐‐is a disappointingly blunt instrument. This is particularly apparent when we try to use it in the analysis of mathematics in the upper school. In history the taxonomy seems to lead to conclusions which invert both commonsense and the judgement of experienced teachers. The major criticism of Bloom's taxonomy which is advanced in this paper∗ is, however, that the taxonomy omits a vital ingredient in ...

The Problem of Introducing Art into the American University. A little over a dozen years ago the University of California Art Department at Berkeley was given the opportunity to work out with a rather free hand an art curriculum suitable for a liberal arts college. The plan has now been in operation long enough to warrant a retrospective estimate of its worth. This paper is accordingly in the nature of a report on the success of the plan for the benefit of other departments similarly placed.

A city superintendent was told by his board of education to bring in at the next meeting a recommendation as to whether or not kindergarten attendance should be made compulsory. The superintendent, lacking research background, had to hustle around and make some quick adjustment. To begin with, he accepted the highly questionable criterion of success in the first grade as the determining factor of whether or not kindergarten attend ance was desirable. Then he surveyed all cases of failure in the first grade of all elementary schools in his city for the previous year and found that one half of them were children who had not attended kindergarten. There upon, he recommended that kindergarten attendance be required if a child were to be accepted in the first grade at the age of six, and the board? equally incompetent in scientific thinking?adopted the recommendation without seeing the joke.2 An alert teacher will make his classroom a laboratory, experimenting to see what procedures produce best results for him, surveying community resources for curriculum materials, analyzing his pupils for their individual aptitudes and needs. An alert janitor will experiment with different kinds of brooms, sweeping compounds, methods for washing windows or blackboards, and what kinds of paper towels or grades of coal are most serviceable and

Related forces are converging to induce strain in the traditional model of field instruction in the U.S.A. The role of the social worker with complex social problems and therefore some new views of the nature of the profession is behind the reconceptualization of social work practice at the Master's level. These new curriculum ideas are making impossible demands on already overcrowded traditional field work settings, hence innovation. During recent study and travel in the U.S.A., the writer explored new methods in field work experience and these are described in this paper. Comparisons with and evaluations for the Australian scene are left for the reader to make.

ALTHOUGH the development of teaching by the project method in our secondary schools has been demonstrated on many occasions to be highly successful, it is surprising to note the lack of attention this method is given in the teaching of students at the university level. Particularly among the laboratory sciences, any conscientious laboratory instructor will at some time be aware of many of the inadequacies of the routine approach. It becomes evident that the assigned experiment is a game to see who can dominate the equipment and the instructor and achieve a "completed experiment" by the end of the period. With this goes the attitude of the student that the answer to the experiment is obviously in front of him and any failure on his part to produce it will be penalized. These attitudes tend to lower laboratory morale. Many of those who have felt the inadequacies of the laboratory method have simply dropped it from the curriculum rather than attempt to make it more efficient. Ralph Gerard, of the Physiology Department of the University of Chicago, apparently has coped effectively with this problem. In the Journal of Chemical Education he describes a new laboratory method in which the students were turned loose into the laboratory with no directions and no required work or hours. The results of this procedure seemed to eliminate some of the evils mentioned here. There was, however, one ominous note in his paper. A questionnaire sent to the members of the class during the progress of the course and afterward asked: "In what respect has the course failed?" Among the answers received were the following. One student wrote, "Perhaps the course has failed to be comprehensive enough for the individual student." A second said, "The course has failed in that it has not given a good general background. Each person is quite familiar with one subject but quite hazy on the rest of the field. They know something but not enough in a general way."' Both of these students realized that they were too poorly grounded in the fundamentals of the subject. This is a serious accusation from the student, for it affects equally the good and the poor. One wonders where those who went on in the field finally learned their fundamentals. Some modification of the course is

*This is, in abridged form, the address delivered by the writer at the opening session of the Annual Conference of the National Council for Jewish Education in Atlantic City, held in May, 1955. The original address entitled “An Analysis and Critique of Jewish Education on the Threshold of the Fourth Century of American Jewish Life,” had a second section dealing with the implications of the ideas set forth here for curriculum and program. Because of the length of the paper this second section will be published as a separate article in a later issue.

Family therapy is a distinctive treatment modality, differing in techniques, objectives, and problem definitions from other modalities. Integrating it into a social work curriculum poses several difficulties because of this fact. In this paper several themes in the training literature are isolated and problems associated with assisting learners to shift their practice orientation from individuals to families are discussed

Any plan for studying the school child who experiences trouble in learning to read should take into consideration the amount of time and effort required to make the plan work, and the usefulness of the data in adjusting the curriculum to fit the child's needs. The purpose of this paper is to describe five facets of child study which seem to be useful in an attempt to guide a child's development with an economy of time and effort. The five aspects of child study are (1) maturity age, (2) nutrition status, (3) sensory and physical defects, (4) endocrine disorders, and (5) emotional, social, and experimental development.

R EADERS of this paper must bear with its writer if he writes mostly of his own experience in graduate teaching and of the system in vogue in the department at Princeton University, which he knows best, and aside from which he knows little at first hand. They will also find that much of it is devoted to discussion of graduate work in the humanities in general and an argument for a revision thereof, which will serve to explain and justify the special system in vogue at Princeton. Graduate work cannot, despite the sometimes misguided efforts of graduate deans and committees, be standardized to the same degree that undergraduate work is. Methods and aims will differ widely between institutions, and even within a single university a great diversity will be evident between divisions and departments, which is as it should be. The vitality of any center of graduate work depends in the last analysis on the significance of the research and training conducted, the competence and reputation of those who are superintending such research and training, and the caliber of the students which such a focus is able to attract. These are matters which no committee or dean can control by taking thought, however intelligent that thought may be. Standardizing undergraduate curriculums is doubtless to some extent good, or at any rate it is necessary by sheer reason of numbers; but to reduce graduate work in any university to any kind of uniformity is unnecessary, since the numerical problem does not ordinarily exist, and its net result is always a lowering of level. An example of such pernicious uniformity, in the writer's opinion, is the identical system of degree require

1This paper was originally given, in slightly modified form, as a public lecture at the University of Manchester School of Education in Januarys 1966.

In recent years, governmental officials, college and university administrators, social scientists, and others have been turning their attention increasingly to the mobility of modern youth, primarily because of the rising volume as well as the results and consequences of this phenomenon. In the present paper, we shall confine ourselves to one particular aspect of youth mobility, that of college and university student migration between states. Migration of this type is of fundamental importance to institutions of higher learning because it impinges directly upon problems of educational costs, issues of curricula needs, future enrollment demands, and problems relating to quality of academic standards. Administrators charged with policy-making responsibilities in these and other areas must consider the factor of student migration in their decisions. However, important as these facts may be, the broader personal and social implications of student migration extend beyond the relatively narrow institutional and administrative problems of college and universities.

Summary In this paper, a discussion is given of the aims and objectives in teaching mathematics to undergraduates in relation to the development of certain student abilities and skills. Consideration is given to the different methods of assessment which test the acquisition of such skills and abilities.

One of the most widely discussed educational topics today is the junior college. A rather large segment of the population appears to be interested in what the institution is, what it does, what characteristics it exhibits, and the intensity levels of some of those characteristics. Certainly there is a keen, inquiring interest among all educators regarding these points (1). The junior college offers curricula that appeal to several types of students, including those who are continuing to update or acquire occupational skills, those who, plan to go to work immediately after junior college, and those who plan to go on to a university or four-year college. This paper deals primarily with the last named type. In an attempt to throw some light on the perceived characteristics of the junior college, the author conducted a small-scale inquiry among the senior class in the college of business administration of The University of Texas. He used the semantic dif

∗This paper is part of a research project being-performed pursuant to a contract with the United States Office of Education, Department of Health, Education and Welfare, under the provisions of the Cooperative Research Program. Project title: Development and Trial in a Junior and Senior High School of a Two-Year Curriculum in General Music.

The social studies curriculum in many of today's high schools fails in two obligations: first, students are not taught how to organize an examination of an area of the contemporary world in order to gain an understanding of the people, their problems, and what effect they have on the international scene, especially their relationship with the United States; second, time is seldom found to study the underdeveloped and/or non-western nations of the world community. The "Editor's Page" of Social Education calls our attention to the need of studying the non-western nations in two accent issues of April, 1959, and March, 1960. In the former, our lack of vision in the Far East, especially China, is called our "Blind Spot," while in the issue on Africa, Mr. Todd refers to ". . . our growing awareness of the importance of Africa . . ." as "New Horizons." America's high school principals recognized the need to study the entire world and placed the following premise in a position paper during the meeting of the National Association of Secondary School Principals in February, 1961: "Unless the students of today learn to live in the world of tomorrow they face annihilation in a global holocaust." I believe the curriculum deficiencies mentioned above can be adequately met in an advanced elective social studies course for those students who have completed the required studies. Many able students would welcome an ambitious and profitable offering which would allow them to increase their efficiency in familiar skills and acquire new methods and habits in study. Research, for example, would require more than the trusted encyclopedia because it would involve not only gathering information but interpreting facts and situations, sometimes from multiple points of view. A requisite to this accomplishment is that the student's education move from study skills alone into research skills. A program of study providing these opportunities would build on the foundation established by the existing curriculum, tie much of

∗Paper read at the Fifth Conference of Theological Seminaries and Colleges of the United States and Canada, held in Yale Divinity School, New Haven, Conn., June 30, 1926

The teaching of earth sciences appears to be in the initial stage of a renaissance in South America. This renewal involves content (stimulated by more than just global plate tectonics), method (in classroom and laboratory), and growing recognition of the importance of the earth sciences to the progress of the underdeveloped nations. An initial survey of geoscience departments revealed wide variations in organization, curriculum, and standards. Internally generated, intracontinental efforts toward cooperation in solving the tremendous problems are reflected in the Multinational Project in Geology, headquartered at the University of Chile. This review is based on recently published papers from the First Latin American Congress of Geology, held in Lima, Peru.

English is the commonest school subject. It is also probably the most confusing. And the least satisfactory phase of English is unquestionably composition. I am undertaking to write a series of very short papers, of which the present is the first, to help school people to think through their particular problems regarding curricula, textbooks, and methods of instruction in English composition. It is necessary that we should meet, in starting, upon a common ground. Let us all agree, then-first, on a definition, and, secondly, upon our own attitude. I am thinking only of the public school, not of the specifically "prep" institution. Can we not, therefore, agree that the objectives of school English are in society-in the usages of cultured men and women in America at large-not in requirements set by colleges and their entrance boards? If the other supposition be true, there is no argument possible; the school must teach what will put pupils through entrance examinations, and must do this regardless of whether the broader social purposes are also served. The best thinking nowadays, however, indicates that in this respect there is no real conflict and should be no formal one. Whatever truly prepares a boy or girl to speak, write, or read efficiently in the broad world beyond the school prepares him, in the real essentials, just as well for success in college. The highly specific, and therefore restrictive and repressive, college-entrance examinations are very rapidly being superseded. We can agree, therefore-can we not?-on the statement that the aim and purpose of the study of English language and composition in school is to equip boys and girls to use their vernacular readily and accurately in the cultured circles of the world into which they are graduated. Schools have taught English a long time. Many of us are "set" in our ways of teaching; we have always done it thus and so, and our emotions respond quickly when a change is suggested. Let us all agree on an attitude of truth seeking-truth seeking even when it hurts. There is no progress possible to a closed mind. Neither, of course, is there sane progress attainable by the mind which with mad enthusiasm seizes unthinkingly upon every proposed innovation. Let us maintain the happy medium.

Summary This paper sketches the recent history of curriculum reforms in mathematics and science, explains why these have hitherto been separate and indicates various forces which are working towards partial integration. The most important step is for mathematics and science teachers actually to meet and discuss common problems. It should also be possible to organize the time‐table so that joint action is possible. But to make this realistic, it is first necessary to produce some guiding materials. The older the children, the more difficult the problem. At primary level there is already much collaboration; at ‘main school’ secondary level, inter‐disciplinary modules of work are being devised; for the sixth form, there are new A‐level courses, a series of ‘remedial monographs’ are being written, and the computer will undoubtedly have a powerful effect on future courses.

The existing system of education in engineering colleges does not give good emphasis in the field of specialization, as a lot of time is spent in teaching general engineering subjects. Further the teaching is not sufficiently analytical and emphasis is not being given on basic sciences which is so essential for undertaking research and development work.This paper gives the general principles which should be borne in mind to frame the curriculum of Bachelor's degree in Telecommunication Engineering. However, these principles can also be followed for planning the education in any other field of engineering.

HOW DOES A COURSE in high school chemistry figure in the aca demic fate of a student who enrolls in the freshman class in chemistry in college? Does the student who has had the benefits of such preli minary instruction enjoy any advantage over his less privileged class mates? Or does he soon discover that the lessons learned in the se condary school classroom are more of a handicap than an aid? That, perhaps, he would have been better conditioned had he avoided the place as if it were a pesthouse? Or is the initial year of collegiate chemistry, to all intent and purpose, completely uncolored by whe ther or not the neophyte brings to class any previous formal training in that physical science? It would seem that research along such lines would be profitable, not only to students enrolling in college, but to college instructors who, each year, are charged with launching Chemistry I. Interest ingly enough, however, this field of investigation has been sadly neg lected. A condition wholly unlike that of the laboratory versus demon stration teaching debate?a controversy which, judging from the litera ture available, most certainly has been attacked often and enthusias tically, if not always scientifically. It is the purpose of the present paper, therefore, to examine this sadly neglected area of study. If any aid is furnished in removing the matter of student sectioning in introductory college chemistry classes from the eeny, meeney, miney, mo tactics traditionally employed the investigation will have been justified. Groups used for the two-year study were students classified as freshmen at the East Texas State Teachers College. No attempt was made to separate the pre-professional and science majors from ma jors in home economics, agriculture, and "casuals'' (students who have indicated no preference as to vocation or curriculum). The study was conducted with two groups. The first group was made up of the freshman chemistry registrants in the fall and spring semesters of the 1948-49 session. The second group was composed of the freshman chemistry enroilees during the fall and spring semes ters of the 1949-50 session. No selective process was used. If a student was enrolled in Chemistry I and he was classified as a fresh man, he was included in the investigation.

The knowledge explosion in combination with an overcrowded curriculum at all educational levels is causing many educators to place greater emphasis on attitude conceptualization. This paper confronts two interrelated problems, that problem dealing with the psychological concept of attitudes and the problem of attitude measurement. Conceptually, attitudes are explored from an affective, cognitive, behavioral, and biologic dimension. The result is a comprehensive attitude concept. The problem of attitude measurement is not that attitudes exist, nor that they are specific or general, but lies in the way that they are organized. With the current emphasis on computerized research and data analysis, it is astonishing that multiple factor analysis has been so infrequently used for attitude validation and instrumentation. As a measurement and analytic technique, multiple factor analysis provides the intrinsic power to isolate and identify attitudinal factors. Multiple factor analysis is a measurement technique de...

In curriculum building the problem of coordination and integration of classroom teaching with field instruction has remained largely unsolved. Numerous attempts have been made to deal with this problem. Workshops and studies have sought to find solutions,1 and the schools have done considerable experimentation. This paper considers suggestions for integration of class and field teaching in one area of curriculum content, that of Human Behavior and Social Environment. Neither

The unit of work which is reported in this paper was developed as a part of the state curriculum construction program in Alabama. A number of teachers in Bibb County became interested in units of work reported by experimental schools. These units of work would not fit the rural conditions of Bibb County so some based upon Bibb County conditions were started. Some of these units of work aroused great interest and show that work of this type can be done in small schools. The one reported here was taught in the fourth grade of the Blocton school.

The advance of the social sciences in the curriculum during the last twenty years has been nothing less than phenomenal, particularly in the secondary school where this subject has won the paramount place so long held by the so-called classics. The subject-matter in this field is plainly of prime importance in training for life and citizenship ; it is also so rich and varied as to make the problem of curriculum-building peculiarly formidable. It was inevitable that the new technique of measurement and statistical procedure should be called into service in the selection and or ganization of material ; this technique has proved its value in other fields, notably spelling and arithmetic, and will doubtless give aid in the social sciences. This article is written with the view that such statistical re search is desirable and indeed necessary, but is subject to peculiar haz ards, some of which it is the purpose of this paper to discuss. We may begin with one of the more ambitious projects in the field, namely, Washburne's study published in 1923 in the Yearbook of the National Society for the Study of Education, Part II. This study pre sents a ranked list of 1500 "persons, places, dates, and events" (although strictly speaking, there are no dates as such in the list). The list is to "form an objective basis for a fact course in history and geography". The 1500 topics are the boiled-down quintessence of some 80,000 "mentions" gathered from periodicals and books over a period of six years; each item in the final list is scored on the basis of its mentions, and the items under each score are ranked among themselves by a refine ment of the statistical process. The scores run from 103 down to six, items with scores below six hav ing been discarded. The report then declares that ' ' we thereby obtained a strictly objective ranking of all our items ... It shows, therefore, the relative importance of these items from the standpoint of enabling chil dren to read intelligently." A ?list of items taken from the extremes of Washburne 's list is given below to illustrate the problem under discussion. 41