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If it does not seem too priggish to say, one the pleasures of serving on this jury is the fact that one is meant to work hard with colleagues all well-versed in film and all intent on making objective judgments on those they were to see, not only against a background of competing films in many different styles and subjects but also with their own knowledge of many other specialist films from all over the world. This year 151 films were entered from 16 countries, more than half from Hungary, the rest from East and West Europe and Canada. The entry was down on last time by about one quarter and the number of participating countries fewer. This reflects a general decline in support for specialist film festivals, which will need some serious analysis. Films at the Festival competed in five categories — Education, Documentary, Popular Science, Technical Information and Product Propaganda. Every film screened had a taped Hungarian commentary for the benefit of the audience. Jury members and others who wished had access to transistor sets and could pick up commentaries in English, French, German or the original sound track of the film.

The article discusses the stand of the Chicago Institute on matters related to popular education and on its ideals in accomplishing its tasks. Educational methods are dominated by either of the factors including the prevailing ideal of knowledge and skills as the central purpose of education and the ideal of character, embodied in citizenship, community life and complete living. Ideals determine and control methods and means that come with its realization. An ideal school is that which comes from an ideal community of democracy. The Chicago Institute has been established to meet the growing demands for educated, efficient teachers in all grades of both public and private schools. The organization of the work plan of the school is presented.

The article provides information on the growth and nature of the lyceum movement in the U.S. from 1826-1840. It mentions that the popularizing and promoting of the lyceum idea largely fell to Josiah Holbrook, an itinerant lecturer and teacher, who spent his life trying to further popular education. Lyceum lecturer Ralph Waldo Emerson delivered one of his first lectures to the Boston Society of Natural History, discussing the advantages of the study of natural history on November 5, 1833.

The article presents a speech by William S. Gray about the academic and professional preparation of teachers that was delivered at the Educational Conferences in the University of Chicago in March 14-15, 1932. He discusses the studies on the problems involved in the training of teachers and the requisites of an adequately trained teacher. The means needed in rising popular education to the breadth and excellence demanded by the new social order are also discussed.

The article reports that the National Federation of Filipino Students and its five thousand members in the U.S. pledged to teach an illiterate adult every year. The Federation prepared two textbooks in support of the initiative. The first textbook focuses on reading and writing exercises, while the other covers sanitation, hygiene, civics, history, geography, and morals.

The article focuses on the role of various political parties in the elementary education laws in the United States. British Statesman Robert Lowe's assessment of the implications of the Reform Act of 1867 has been accepted by most historians in their discussions of the Elementary Education Act of 1870. It is assumed that, as a logical extension of their competition over parliamentary reform political parties proceeded to compete over education, and that this accounts for the spate of educational schemes, which culminated in the 1870 Act. As far as the Conservative party is concerned the Reform Act had no significant influence on educational policy, which was hesitant and inchoate before 1867, and remained so afterwards. Generally, the sentiment of the party was opposed to any measure, which might undermine the denominational basis of popular education. The squire and the parson were still regarded as natural allies. Individual Conservatives were far less optimistic and more inclined for drastic remedies. Conservative John Pakington's advanced views on education had been expressed forcibly for some twenty years, much to the embarrassment of his party.

The article examines the extent to which grammar schools were really engaged in the elementary education of the poor in Lancashire, England, during the period 1786-1840. The concept of grammar school is vaguer because it covers four related ideas, two of them sociological and two pedagogic, namely the education of the poor with its counterpart of reading, writing and arithmetic, and the education of the middle classes in classical and commercial subjects. There were indeed four views put forward in this period about what a grammar school was or should be. In 1820, as part of the general Parliamentary concern with charities, a bill was passed for giving permissive power to trustees to use grammar school trusts for the instruction of the poor in reading, writing and arithmetic. This led to a controversy between the liberal and the popular education had its counterpart oddly enough in the legal decisions on the function of the grammar school. In 1832, however, it was decided that writing and arithmetic might be taught on a classical endowment.

The article presents a discussion on various aspects of mass literacy. When one contemplates on the problems of illiteracy--considered not narrowly as a linguistic thing but in its wider sociological implications--in the first place the problem seems to lie not in illiteracy but in the effects of mass literacy. In the second place, this problem is only one part of the more general problem of mass-communication. Literacy means, in the first place, the capacity to take part in simple communication through the written word. Because of the growing significance of the spoken word through broadcasting, and the visual image through printed pictures, films and television, it is artificial to consider the written word in isolation. But it remains the crucial element. In all societies it is increasingly helpful for everybody to be able to keep written records and to exchange written messages, that is to say, to read or write a letter. This is literacy at an individual or local level. But it is not for this that primary education is rapidly being made compulsory for the whole world population. It is to increase communication between the individual and his society as manifested in its institutions. These institutions are diverse and their aims may be conflicting. But all depend for their power and influence on maintaining contact with as many individuals as possible.

This article presents information on university settlements. As an agency for social improvement, the settlement is a more significant and in its degree a more costly undertaking than is the elaboration of organized charity or of systematic popular education. It is designed to attempt a more difficult and a more serious problem. The submerged type is easily accessible on the basis of necessities. The aristocracy of labor is easily accessible on the basis of its ambitions. There is it great middle class of labor, the working class proper, having the loyalties and passions of the proletariat, in one section of which is the center of industrial unrest, in another the center of corrupt municipal politics. It scorns charity. It is indifferent to offers of advanced education. This class is to be met only upon the basis of some of the commonplace interests of life. Within it one sort or another of social tie is always very strong. Now it is the most marked characteristic of the settlement that it meets persons always in the light of such relations, touching them at the point of family affection, neighborhood camaraderie, industrial and political affiliation, the clannishness of nationality or race religious solidarity.

The article focuses on the history and relations of the educational bill in Great Britain. It is noted that the English popular education has been a center of interest for many months. The new education bill extends the ideas of reorganization and unification of the London schools. The situation is considered the most natural phase of school evolution.

This article deals with the relation between punishment and its imposition, detention and corrective re-education labour. Emphasis is laid on the basic contradiction of training for a life of liberty under conditions of non-liberty. Ways are suggested of eliminating this anomaly by patterning prison life on normal life (rights and duties, needs and satisfactions, prison time-tables and spare-time activities). Amongst problems reviewed: possibilities and limits of community education; aim and content of prison labour; education and general culture in prisons; maintaining liaison with the former employment and establishing liaison with the new; after-care; responsibilities and duties of State agencies and society at large. [ABSTRACT FROM AUTHOR]

The article presents an introduction to the art of accounting. The art of accounting has long been the subject matter of study by those who would become accounting technicians-controllers, auditors, public accountants, cost accountants and the like. For the purposes of this type of study, objectives have been formulated, teaching methods have been devised and a substantial body of text and other material has been developed. As a result the education of accounting technicians goes forward on a reasonably adequate basis although by no means without numerous possibilities of betterment. At the same time popular education in the art of accounting has been woefully neglected. For many of those who are not interested in becoming accounting technicians only inadequate inducement has been offered and only inadequate reasons have been given, for the study of accounting; for those who have evinced an interest in the art, despite their lack of desire to become technicians, the opportunities for study have, for the most part, been limited to the courses and procedures available for prospective technicians.

The article comments on the issue that popular education is the chief reliance of the nation for making Democracy safe for the world in the U.S. The author asserts that the actual practice lies back to traditional conceptions of responsibility, individual and local, presenting education as a personal privilege and not as a need of the state. In addition, the author states that the limitation of state control of education is determined by the conception of the people of the meaning and the worth of democracy and their responsibility for its safety.

The article focuses on the national universities in the U.S. Popular education lies at the foundation of the democratic system of government. A university that will develop the sense of pride and democratic support which is not felt by existing institutions is needed. A bill provides that there shall be established in the district of Columbia an institution of higher learning which will be known as the National University of the United States.

The article presents the two speeches on educational expenditures separately delivered by Harvard University president Charles W. Eliot before the Connecticut State Association and the New Hampshire State Association. He cites that the average expenditure per pupil for the whole school year in the U.S. was $21.14 in 1900-1901. He discusses the causes of labor strikes and their impact on popular education. He offers a background on the status of kindergarten in the country.

A list of reformers and promoters of education during the Christian era is presented. They include Wolfgang Ratich, founder of the new method of teaching in Germany, Johannes Amos Comenius, father of modern educational science based on psychological principles, and Philipp Jacob Spener, reviver of true Christian spirit in school.

The article comments on the presidency of John W. Dickinson and Wm. T. Harris of a summer school for the instruction of several distinguished novelists, scientists, poets and journalists in the U.S. The course of study might begin with a reading of the early reports of Horace Mann, revealing the condition of popular education in that period in New England. The author stresses that a better thing than the summer school would be that educational reformers should put their theories on paper and proclaim them in every district.

The article discusses an error on the speech of former U.S. President Ulysses S. Grant about popular education. This address was remarkable for the occasion chosen for its delivery and for a forgery in its earliest publication which was long undetected. The speech was delivered at Des Moines, Iowa on September 29, 1875 before the Society of the Army of the Tennessee. President Grant's real thought on government support on schools or state universities was misrepresented.

This article presents information on various developments in the field of education in the United States. Career developments involving educators in Iowa, Ohio, Minnesota and Louisiana are discussed. The National Education Association has appointed a five member committee to pass a legislation to provide national aid to popular education. A successful summer school was conducted in Illinois.

This article examines the system of popular education in Great Britain. The educational periodicals in the United States give much adulation to the British system of education and generally compare this to the education in the United States. However, if logically seen, this particular system is not as praise worthy as it seems. Besides, the education system in the United States has its own merits.

The author reflects on the statement of Secretary Donald M. Dickinson concerning the provision of popular education in various public schools in the U.S. The government enhances education to public schools where the method of instruction applied is in harmony with the constitution of the state. He noted that every citizen must avail the educational services specially designed for him.

The article comments on the Republican party's high regard for education. It presents excerpts of the party's platforms on 1876 recommending an amendment to the constitution on application of public funds, 1880 stating the National Government's duty to aid the work of popular education, 1884 on favoring appropriations for general education and 1888 on the support for free schools.

The article provides an outline of the emergence of popular education in England. It offers information about a bill that refers to the lack of unity in popular education among legislators, the desperate condition of the church schools and the disorganized and unsatisfactory state of secondary education in the country.

Presents a reprint of the article "A Step Forward in Popular Education," which appeared in previous issue of the "Chicago Daily Tribune." Reason the elements of economics and the basic principles of social organization should be taught in the upper grammar grades; Importance of popular instruction; Function of democratic school system.

The article reflects on the importance of community education. The author points out that one of the greatest challenges facing the public schools is the necessity of educating young people about the community. But an appreciation of the importance of community life and the willingness to assume community responsibility can hardly be instilled in students by means of civic courses.

Addresses the wide-spread defection caused by free popular education in the U.S. Possible outcome of the continued existence of distrust among intelligent classes; Factor that will discourage enterprising teachers in public schools; Application of the caste principle in the U.S. education system.

The article reflects on the fame attained by Calvin M. Woodward of Saint Louis, Missouri and James A. Foshay of Los Angeles, California for having passed death in the city of God. They were considered to be noblemen due to their proclaimed characters, rich experiences and brilliant work in popular education in the U.S.