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The effects on written composition of two reading approaches--traditional orthography (TO) and the initial teaching alphabet (i.t.a.)--are compared. Two hundred and ninety-three first graders and 391 second graders, half of whom had learned reading with TO and half with i.t.a., were each asked to write two compositions. These essays were rated on length, vocabulary level, originality, emotional content, and overall communication, and the ratings of the i.t.a. and TO groups in both grades were compared. It was found that the first-grade i.t.a. essays were longer, on a more advanced vocabulary level, and more original than the TO group, but that there were no significant differences in the other ratings. In the second-grade group the differences between the i.t.a. and TO groups were not significant. The author points out that the rating scales might not have been appropriate for this particular sample and that a different scale of ratings might produce a different outcome. It was concluded that the causality of written behavior is more complex than simply the medium for beginning reading instruction. Tables and references are included. (AL)

A program for teaching poetry was administered to 82 working class children, testing the suggestion that improved ability in writing poetry would result in improvement in their attitude towards literature in general, and in their ability to write prose. Although limited by the small number of intact groups and possible questions on the validity of the attitude scales, the study concludes that the poetry instruction had beneficial side effects in the suggested areas. (DLG)

This paper explores the values, techniques, and philosophy of the eastern religion of Zen Buddhism. Like other therapeutic systems, Zen techniques are based upon both personality theory (conception of man) and therapeutic goals (conception of who man can become.) The paper first gives a brief overview of Zen's personality theory: who man is; who man can become. The second section of the paper investigates Zen's conception of disease etiology and therapeutic goals. The third section discusses techniques of meeting therapeutic goals. The final section explores ways in which the western counselor and psychotherapist can apply Zen values and techniqes to contemporary problems. (Author)

The purpose of this study was to investigate the effect of two methods of reading instruction on children's ability to write original compositions. The subjects for this study were 684 first and second graders. Of the 293 first grade children, 130 were receiving their reading instruction in i.t.a., while the remaining 163 children were working in traditional orthography. All of the 391 second graders were in traditional orthography reading programs using a basal reader for reading instruction. All of the subjects wrote two compositions which were evaluated on length, vocabulary level, content, and originality. At both the grade one level and the grade two level, the essays of the i.t.a. sample were longer and at a somewhat higher vocabulary level. Further, in terms of both the Content and the Communication scales, there were statistically significant differences in favor of the i.t.a. group at both grade levels. (Author/WR)

A recent study (Shapiro & Shapiro, 1970) showed that fourth graders from an upper middle class background with varying degrees of intelligence, creativity, and language achievement could be taught to express themselves poetically. The present study was undertaken to replicate these results with children from less advantaged backgrounds. The two alternative experimental programs for poetry writing developed for the initial study were used. Comparison of these results indicate that the methodologies employed are equally effective with both socio-economic groups. The effect of intelligence, creativity, and language achievement differs to some extent; the implications of both the similarities and differences are explored. [Not available in hard copy due to marginal legibility of original document.] (Author)

A brief and simple guide discusses the place and purpose of coding experimental data in the research process. The trade-offs involved unitizing data are reviewed; it is noted that a decision that increases reliability may reduce the validity of results, but without reliability there will be no validity at all. A discussion of categorizing data includes information on building the category set, the relationship of categories within a set, and designing the discrete-category code. Ways of calculating reliability are presented to allow the researcher to measure the equivalence of results when different coders classify the same data using the same set of categories. (JY)

This study examines the demand for teachers, the mobility of teachers, and the relationship between school district size and the level of costs/expenditures on education. The material focuses on individual school districts and on the implications of district behavior that are developed from the economics theory of the firm. Examination of the teacher demand by use of a stock-adjustment model suggests that roughly half the difference between the desired stock of teachers and the actual stock will be made up in any one school year and that the sole factor with considerable impact on the desired stock is pupil enrollment. A human capital approach was used to examine the mobility of teachers across school districts. Experience, age, and training distributions of teachers were the teaching force characteristics most significantly related to turnover, and turnover appears higher in those districts having a greater proportion of young teachers with little experience. In general, it was found that the greater the district size and the greater its growth rate the smaller was the turnover. Findings indicate there appear to be economies of scale in the operation of school districts. A 20-item bibliography concludes the document. (Author)

This report summarizes, for 38 of the 43 States whose legislatures sat during the first eight months of the 1972 calendar year, major legislative achievements and defeats as identified by State education associations. It provides a State-by-State listing of association goals, indicates the extent to which these goals were realized, and points up the significant school laws passed (grouped under 18 subject headings for the 39 States represented.) The information reported was supplied by the State education associations in response to an annual questionnaire on State school legislation. Where possible, the information has been supplemented by data from State education journals and legislative bulletins and by inclusion of full texts of the enactments. Additional information on 1971 legislative goals and enactments are carried in this issue for a few States for which reporting in the previous year was meager. No information is reported for Louisiana, Mississippi, or Vermont. For the previous report, see ED 059 539. (Author)

This report begins with a listing of major legislative achievements and defeats as identified by State education associations. This is followed by a State-by-State listing of association goals, how well they were realized, and the significant school laws passed (grouped by subject for the 42 States represented.) The information reported was supplied by the State education associations in response to an annual questionnaire on State school legislation. Where possible, the information has been supplemented by State education journals, legislative bulletins, and full texts of the enactments. No information is reported for Connecticut, Delaware, Kentucky, Louisiana, Mississippi, New Hampshire, Vermont, or Wisconsin. (Author)

There is a general oversupply of teachers. Attempts to regulate teacher supply and demand are flawed by assumptions that teachers are a limited consumer item and that the school system will persist in its present form. The financial crises of schools, the demand of accountability, and the challenge to the principle of compulsory education indicate that the schools of the future will be greatly changed, even to "school" occurring in many settings. The new pluralish of institutions and the demand for knowledge utilization to solve societal problems, should be reflected in the training of teachers. To meet future needs, colleges and universities, whose training programs are being called ineffective, would have to conduct research to determine the learning needs of teachers. As reflected by trends in society and schools, these future needs relate to development and use of technology, development and use of work study programs, and provisions for equal opportunity, (JA)

This assessment of the politics of education is an attempt to clarify the kinds of political commitments of educational agencies through discussion of labels, concepts, classificatory schemata, and general conceptual frameworks which allow a person to bound his experience so he can organize it in a manner that is coherent with his physical environment and his social milieu. The approach rests upon three intellectual traditions which are conjoined in a model of the politics of education. The first comes from the linguistic analysis tradition in contemporary philosophy, the second is a version of the sociological conception of social control, and the third is the concept of ideology which has a basis in several intellectual disciplines (political science, philosophy, sociology, and anthropology). A framework for evaluating the labels employed in education and the conceptual commitments to which these labels are attached is developed. (Author/SHM)

This report contains a State-by-State summary of statutory tenure provisions for teachers and other school personnel. In those States where tenure legislation is not Statewide, or where no tenure laws have yet been passed, other statutory provisions that bear on the duration of employment have been summarized. All reported enactments through September 30, 1972 are included and citations to appropriate State codes are given. A tabular listing shows the type of tenure and contract provisions in effect in each State. A related document is ED 050 459. (JF)

GRADES OR AGES: Junior high school. SUBJECT MATTER: A language development unit for reading, writing, speaking, and listening. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material explains the philosophy behind the unit and the way in which it should be taught. There are ten lesson plans and a short bibliography for teachers of books about advertising in the U.S. The guide is mimeographed and staple bound with a soft cover. OBJECTIVES AND ACTIVITIES: The unit is intended to encourage students to use a more explicit, descriptive and detailed speech style, and to increase their understanding of advertising techniques so that they will be wiser consumers. Activities are suggested for each lesson but the teacher is encouraged to adapt them to the needs of his own students. INSTRUCTIONAL MATERIALS: Information is given on material for each lesson. No formal texts are used in the unit. STUDENT ASSESSMENT: No provision is made for evaluation. (MBM)

A system was envisioned which would enable the graduate-level social science student to use a computer to construct statistical procedures according to theoretically significant formulas, rather than to provide output in the most efficient manner. It was hoped that this system would allow the student to spend more time learning to manipulate statistical data and less time learning to program the computer. Thus far, a number of sub-routines have been programed which provide simulated data and which allow the user to modify this data and to construct standard research statistical techniques. Some work has been done on a control program which will consist of a series of "pre-compiler" statements to be incorporated automatically into student programs. This control program will provide the technical "overhead" programing and relieve the student of the technical concerns. This report stipulates the design criteria and the programing strategy for the system. It describes briefly the procedures already compiled and the present state of the control program. A proposal for future work to complete the system is presented. (JY)

The negative results to an assessment of a Bank Street-sponsored Follow Through program raised questions about conventional ways of assessing the effects of educational programs. Children in a Follow Through program using the developmental-interaction approach and children in conventional classrooms were observed and tested for comparison. The classroom observation data were quite different for the two types of classrooms, but there were no significant testing differences attributable to the program. Test responses are affected by unique factors such as examiner variables. Certain aspects of the test situation receive little attention but are especially relevant to the assessment of educational programs. Test responses also assess an individual's ability to generalize and transfer from one situation to another. Children in a conventional classroom, with its emphasis on the teacher's dominant role, are better attuned to the testing situation, in which the examiner questions and the child responds. There is, as well, greater uniformity of experience in the conventional classroom. In the child's passive role in the testing situation, demonstration of cognitive ability is quite dependent on language usage. The approach that may be appropriate for assessing some kinds of functions and groups may lead to misevaluation of others. What is needed is a flexible, responsive, diversified use of formative evaluation and a delay in summative evaluation until a program has had a chance to take effect. (KM)

The study on which this monograph is based was a first attempt to investigate what happens to the black male college graduate after he enters the white business firm. The data were obtained from interviews in the summer of 1971 with 500 black male professionals and managers employed in private industry. The respondents were chosen from the files of Recruiting Management Consultants, Inc. and represented the ten cities having the largest number of blacks in the labor force, excluding Washington, D.C. and Newark. Of the surveyed black men, most were college graduates, young, with few years of work experience. Slightly more than half were satisfied with their career progress; and most reported good relations with white coworkers, supervisors, and subordinates; but three out of five felt that they did not have the same opportunities as whites in their firm. The validity of their assessment may be substantiated by the fact that only 62 out of a possible 230 white supervisors agreed to be interviewed. (AG)

The definitions and usages of the concept of competence are reviewed, and, using two different studies as illustrations, two kinds of contextual factors that are crucial to any attempt to describe, analyze, or assess children's competence in school are discussed. The two kinds of contextual factors are situational factors and task-specific variables. (DB)

This paper proposes a model for the long-term scientific study of encounter, T-, and sensitivity groups. The authors see the need for overcoming major methodological and design inadequacies of such research. They discuss major methodological flaws in group outcome research as including: (1) lack of adequate base rate or pretraining measures; (2) failure to include a matched control group; (3) lack of truly independent observers; (4) failure to control adequately for test reactivity and obtrusive observer effects; (5) failure to employ dependent measures consistent with the group goals; and (6) failure to include followup. The authors attempt to avoid these pitfalls in the model experimental paradigm which they present. The model includes: (1) determination and specification of group goals; (2) screening of group members; (3) pre-testing; (4) experimental treatment; (5) post-testing; (6) followup testing; (7) long-term followup testing; and (8) an analysis of data. (WSK)

Herein are discussed the traditional model of local school development in preservice education, including its weaknesses; selected models of preservice education stressing local involvement, including the Florida Experimental Program in Elementary Education, the Cooperative Student Teacher Center Concept, the Mercer County Teacher Education Center, other variations on the traditional model, and the Model Teacher Education Project of the U.S. Office of Education; local school involvement in in-service education, both past and present; emerging trends of in-service education in the 1970s; and the reorganization of teacher education. (Editor)

The Materials and Activities for Teachers and Children (MATCH Box) project was developed in 1965 to provide for the relatively intensive treatment of a subject over two weeks through materials geared to the elementary school level. Each MATCH Box contains materials, equipment, supplies and activities that work together to foster the teaching/learning of specific subjects. NETSILIK ESKIMOS helps the children explore the activities and beliefs of a seal-oriented Eskimo culture living today in Pelly Bay, Canada. The unit centers on the Netsilik winter seal-hunting season. The children learn about the complex hunting technology which has evolved about the seal, the social relations of the Netsilik people, and their mythology and leisure activities. The Netsilik MATCH Box contains, among other things, hunting implements, indigenous artifacts, films, recordings, an information book, and a replica of the winter camp. The unit is designed not only to inform but also to stimulate questions and to develop an empathy for other cultures as well as a clearer understanding of our own. (SH)

A serious problem for retired teachers is the decreasing buying power of their retirement benefit. Older teachers who have been retired for 10 years or more face serious economic problems because of low salaries in the past, weak benefit formulas, lost service credit by teachers who moved from one State to another during their teaching careers, and, for teachers under social security, the availability of social security coverage only since 1950. Some States have adopted methods to cope with the impact of rising living costs on the retirement income of teachers. These include: (1) Special adjustments by State legislatures, (2) cost of living adjustments, (3) automatic percentage increases, (4) retirement benefit adjustments when salaries of active employees rise, (5) excess interest or earnings supplements, and (6) variable annuities. Although there has been progress in the past 10 years, a correcting mechanism is needed to provide for continuous adjustments in postretirement income to minimize the effects of inflation on the purchasing power of retired persons living on fixed incomes. (Author/MF)

The critical shortage of trained personnel for rehabilitation work can be alleviated by careful selection of non-professionals to fill the existing positions. Research suggests that certain personal characteristics of counselors contribute substantially to the effectiveness of changing the behavior of clients. Traits of genuineness, empathy and warmth are characteristic of effective counselors and academic training is less important, as shown by a study involving trained and untrained personnel. Trainers of counselors must also be individuals who have shown competence in counseling, rather than in verbal skills or research techniques. A new source of rehabilitation personnel may be found by establishing voluntary service organizations, similar to Vista or the Peace Corps, which young Americans may prefer instead of the draft. Besides alleviating the shortage of rehabilitation counselors, the organizations could serve the young by helping them to develop self-images and find their bearings. Voluntary service could also lead to further, professional training. (JS)

This study investigates the effects of awareness training on the attitudes and behavior of elementary school student teachers. To determine causes for a decrease in connectedness in the teacher training experience, 10 clinical interviews with 10 ex-student teachers were conducted in 1971-72, the first two academic periods following teacher training. Open-ended interviews were guided by five questions. Results indicated five explanations for the loss of connectedness: excessive overall workload, the shock effect of shattering illusions about the profession of teaching, unrelated academic work at the University, competition, and relationship of master teacher to student teacher. Recommendations indicate a need for periodic attitude-testing before, during, and after teacher training and several years into the teaching experience in order to investigate the shifts in trust which were hypothesized by the ex-student teachers. A 19-item bibliography is included. (MJM)

CASE DIGESTS OF 70 STATE AND 13 FEDERAL JUDICIAL DECISIONS OF PARTICULAR INTEREST TO TEACHERS AND OTHER PROFESSIONAL SCHOOL PERSONNEL IN PUBLIC SCHOOLS AND COLLEGES ARE ARRANGED BY STATE AND CLASSIFIED UNDER 11 HEADINGS--(1) CERTIFICATION AND ELIGIBILITY--7, (2) SALARIES--9, (3) CONTRACTS--16, (4) TENURE--23, (5) SCHOOL DESEGREGATION--3, (6) CIVIL RIGHTS--6, (7) LOYALTY--2, (8) LIABILITY FOR PUPIL INJURY--4, (9) RETIREMENT--7, (10) WORKMEN'S COMPENSATION--6, AND MISCELLANEOUS--15. FIFTEEN OF THE CASES ARE REPORTED UNDER MORE THAN ONE HEADING. AN INTRODUCTORY COMMENT SUMMARIZES CASES UNDER EACH OF THE HEADINGS AND POINTS OUT THAT DECISIONS REPORTED INCLUDE LITIGATION FROM 31 STATES. FIVE STATES ACCOUNT FOR HALF OF THE DECISIONS RECORDED--ARIZONA (5), CALIFORNIA (7), FLORIDA (5), KENTUCKY (4), AND NEW YORK (21). ISSUES RELATING TO TEACHER TENURE ARE MOST NUMEROUS, WITH 20 NEW CASES APPEARING DURING 1966. EA 001 312 IS A RELATED DOCUMENT. THIS DOCUMENT IS AVAILABLE AS STOCK NO. 435-13314 FROM THE PUBLICATIONS EDITOR, RESEARCH DIVISION, NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, FOR $1.25. (JK)

CASE DIGESTS OF 44 STATE AND 39 FEDERAL JUDICIAL DECISIONS DIRECTLY CONCERNING PUBLIC SCHOOL PUPILS AND STUDENTS IN PUBLIC SUPPORTED COLLEGES AND UNIVERSITIES ARE ARRANGED BY STATE AND CLASSIFIED UNDER SIX HEADINGS--(1) ADMISSION AND ATTENDANCE--8, (2) SCHOOL DESEGREGATION--30, (3) LIABILITY FOR PUPIL INJURY--20, (4) RELIGION AND SECTARIAN EDUCATION--8, (5) TRANSPORTATION--5, AND (6) MISCELLANEOUS--12. AN INTRODUCTORY COMMENT BRIEFLY SUMMARIZES CASES UNDER EACH OF THE HEADINGS AND POINTS OUT THAT DECISIONS REPORTED INCLUDE LITIGATION FROM 32 STATES. ALL BUT ONE OF THE 30 DECISIONS CONCERNED WITH SCHOOL DESEGREGATION CAME FROM FEDERAL COURTS. SCHOOL DESEGREGATION OPINIONS WERE CONCERNED WITH PUBLIC SCHOOL SYSTEMS IN 11 STATES, WITH COURT DECISIONS CONSISTENTLY UPHOLDING DESEGREGATION AND APPROVING EFFORTS TO END DE FACTO SEGREGATION. EA 001 331 IS A RELATED DOCUMENT. THIS DOCUMENT IS AVAILABLE AS STOCK NUMBER 435-13316 FROM THE PUBLICATIONS EDITOR, RESEARCH DIVISION, NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036 FOR $1.25. (JK)

This document is a final report of a 2-year research project that evolved from a 1965 Delta Pi Epsilon Research Training Conference and was funded in 1966 for a 2-year period by the U. S. Office of Education. The specific objectives were to identify successful secretaries, analyze which variables contributed to secretarial success, identify factors relevant for the education and training of secretaries, and develop possible variables and research designs that might be utilized in subsequent studies in this area. A single public utility, Michigan Bell Telephone Company, was selected as the only practical source available for data collection. Primary data were secured from employees of 67 work groups composed of secretaries, supervisors and other clerical workers. A total of 70 findings which are discussed in detail in the report are divided into 10 major areas: (1) Beliefs about Secretaries, (2) Social Characteristics, (3) Education of Secretaries, (4) Occupational History, (5) Secretarial Skills, (6) Job Characteristics of Secretary, (7) Personality Characteristics, (8) Job Satisfaction, (9) Characteristics of the Work Group, and (10) Supervision. Eighteen major conclusions were drawn from the findings. (AUTHOR/MM)

CHILDREN WHO ARE INARTICULATE CAN NOT BENEFIT FROM TRADITIONAL THERAPY METHODS. SINCE THE PRIMARY TOOL OF PSYCHOTHERAPY IS VERBAL COMMUNICATION BETWEEN PATIENT AND DOCTOR, CREATIVE DRAMATICS COULD BE A USEFUL PREPARATION FOR PSYCHOTHERAPY. A NON-CLINICAL TEACHER WHO WAS SKILLFUL AND EXPERIENCED IN CREATIVE DRAMATICS WAS THE GROUP LEADER FOR SIX CHILDREN IN A PROJECT USING CREATIVE DRAMATICS OVER A 42-SESSION PERIOD. IN THE BEGINNING THE TEACHER HAD TO PROVIDE AS MUCH CONCRETE HELP AND IMMEDIATE REWARDS AS POSSIBLE. THE CREATIVE DRAMATICS APPROACH WAS EFFECTIVE IN INCREASING COMMUNICATION SKILLS IN FIVE OF THE SIX CHILDREN. THEY BECAME MORE SPONTANEOUS AND MORE FREE TO EXPRESS THEIR INNER THOUGHTS AND FANTASIES. THE CHILDREN DEVELOPED GREATER FLUENCY AND BECAME INCREASINGLY EMOTIONALLY INVOLVED WITH EACH OTHER. FUTURE PLANS INCLUDE USING CONTROL GROUPS AND A CLINICALLY TRAINED TEACHER TO DIRECT THE PROGRAM OF CREATIVE DRAMATICS. (EB)

THE FIRST PAPER OF A PANEL, BY AARON BROWN, BRIEFLY REVIEWS SOME ISSUES OF PARENT-COMMUNITY INVOLVEMENT IN THE SCHOOLS. HE NOTES THE INCREASING COMMUNITY CONCERN WITH BETTER TEACHER PREPARATION AND PERFORMANCE, QUALITY INTEGRATED EDUCATION, AND VARIOUS CURRENT EDUCATIONAL STRATEGIES AND PRACTICES. HE POINTS OUT THAT THE PRINCIPAL IS THE KEY TO THE SUCCESS OR FAILURE OF PARENT-COMMUNITY INVOLVEMENT. HARRY GOTTESFELD STATES THAT GHETTO RESIDENTS HAVE THE GREATEST UNDERSTANDING OF THE FACTORS INFLUENCING THE CHILD'S LIFE AND SCHOOL BEHAVIOR AND, THEREFORE, COMMUNITY PEOPLE CAN OFFER CONSIDERABLE KNOWLEDGE TO TEACHER EDUCATION. HE OUTLINES SIX PRODUCTIVE ROLES FOR COMMUNITY RESIDENTS IN TEACHER EDUCATION AND IN THE SCHOOLS. DON WATKINS SAYS THAT LOW-INCOME COMMUNITIES CAN EXPLAIN THE DEMOGRAPHIC CHARACTERISTICS OF POVERTY AREAS TO TEACHER TRAINEES, INVOLVE THEM IN AREA ACTIVITIES, AND OFFER THEM DIRECT PERSONAL EXPERIENCES WITH THE POOR. HE URGES THAT SCHOOL SYSTEMS GUARANTEE PARENT-COMMUNITY INVOLVEMENT IN DECISION MAKING BEFORE TEACHERS ARE PLACED IN THE SCHOOLS AND THAT ADULT EDUCATION COURSES TRAIN RESIDENTS FOR VARIOUS PROFESSIONAL JOBS. ELLIOTT SHAPIRO IN SUMMARIZING THE PANEL PAPERS ADDS HIS CRITICISM OF THE "ALOOFNESS AND SMUGNESS" OF THE EDUCATIONAL ESTABLISHMENT, AND SUGGESTS THAT TEACHER TRAINEES BE TAUGHT HOW TO COPE WITH THIS ESTABLISHMENT. (NH)

DESIGNED TO HELP TEACHERS PREPARE RETARDATES FOR EMPLOYMENT, THIS GUIDE PRESENTS EMPLOYMENT ORIENTATION UNITS ON FINDING A JOB, HOLDING A JOB, AND PROTECTING WORKERS. UNITS ABOUT RELATED AREAS ARE TAXES, INSURANCE, BANKING, BUDGETING, THE FAMILY, REPRODUCTION, AND THE GROWING UP PROCESSES. EACH UNIT CONTAINS AN OUTLINE OF CURRICULUM CONTENT, SUGGESTED CLASSROOM ACTIVITIES INCLUDING ARTS AND CRAFTS AND TRIPS, RELATED RESOURCE MATERIALS, AND WAYS TO EVALUATE STUDENT LEARNING. A 130-ITEM BIBLIOGRAPHY INCLUDES BOOKS, PAMPHLETS, FILMS, AND FILMSTRIPS. THIS DOCUMENT IS ALSO AVAILABLE FROM EAST WINDSOR SCHOOL DISTRICT, HIGHTSTOWN, DEPARTMENT OF SPECIAL EDUCATION, NEW JERSEY, FOR $2.00. (VO)

TEACHERS AND ADMINISTRATORS OFTEN CONCEAL THE TRUE NATURE OF A SCHOOL BECAUSE THEY FEAR THE JUDGMENTS OF THEIR SUPERVISORS. THIS CONSCIOUS DECEPTION BECOMES AN UNCONSCIOUS SELF-DECEPTION, WHICH IS GENERATED IN THE SAME WAY THAT NEUROTIC DEFENSES ARE DEVELOPED. WHEN TEACHERS MUST TEACH FEARING THAT THEIR CAREERS ARE IN JEOPARDY, CREATIVE AND DEMOCRATIC PROCESSES ARE DESTROYED. THIS ARTICLE WAS PUBLISHED IN "PHI DELTA KAPPAN," VOLUME 48, NUMBER 7, MARCH 1967. (NH)