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Discusses the subject of college entrance credit for public speaking work done in secondary schools. Reasons why colleges should credit public speaking work done in secondary schools; Information on suggested courses on public speaking; Details on universities and colleges that credit public speaking work done in secondary schools.

Focuses on the educational significance of public speaking courses as stimulating expression. Functions of the English Composition instruction; Function of courses in public speaking; Inclusion of speech-work in higher education.

Proposes elements for the establishment of an introductory college course in dramatics. Foundation for advanced courses in the study of the theater; Provision of students with a background of the theater through a knowledge of the development of the field of play production; Design of the introductory course for four groups of students.

Examines the place of radio in the speech curriculum of institutions of higher learning in the United States during the late 1930s. Statistics on radio instruction in the country; Course descriptions found in some college bulletins; Qualifications of teachers of radio; Physical equipment used by colleges offering radio courses.

Analyzes the difficulties that college debaters face in refutation. Sources of failure in refuting; Need for a debate case to rest on main contentions; Ways to approach the destruction of a debate case; Consideration of the clarification or pointing out of refutation.

Attempts to define the place of parliamentary procedure in the department of speech. Validity of the use of the doctrine of social utility to justify the inclusion of parliamentary procedure in the college curriculum; Location of parliamentary procedure within the curriculum; Pedagogy of the teaching of parliamentary procedure.

Discusses advances in the theory of testing and about the applicability of modern techniques to testing in the field of geography at the college level in the United States. Scope of the United States Armed Force Institute (USAFI) work; Evolution of USAFI testing program; Accreditation service offered by the Institute; Exercise suitable for use in geography tests.

Denounces highly qualified professionals such as college teachers for their inability to communicate effectively and their limitations in conversing with students. Drawbacks of college teachers in organizing study materials in speech format; Importance of being audible as a speaker; Mannerisms of an ideal teacher while communicating with students; Significance of speech with academicians.

Outlines the study experience of U.S. President Franklin D. Roosevelt at Harvard University in Cambridge, Massachusetts. Subjects chosen by Roosevelt at Harvard; Educators who taught history and English to him at the university; Nuances of public address learned by Roosevelt under the guidance of dramatist George Pierce Baker; Influence of English teacher Charles Townsend Copeland on Roosevelt.

The article focuses on issues and topics related to the academic freedom in universities and colleges in Italy. Professors in Italy share a good deal of academic freedom. They are free to profess the ideas they want to profess. They are not dismissed if they are ultranationalist. Also, they are not dismissed if they are Communists. Unlike their American counterparts, they are not required to make an oath of loyalty to the state. Indeed, all the employees of the Italian state ought to swear an oath of loyalty to the state, all except university professors.

The article focuses on the interplay between quality and quantity of literacy programs in the U.S. Unlike the British society who has shown its willingness to pay for the education of the best, Americans are more willing to pay for education for all. Also, the U.S. has been a country of immigrants, which means that the teaching years have had to be a forcing house in U.S. citizenship and an unfailing means of earning money in an occupation. It is a misfortune that the vast achievement of American education in overcoming its handicaps and in creating a nation which possesses unity without uniformity will not be given time to recuperate before being swamped by the numbers demanding higher education.

The article presents a speech by J. Robert Oppenheimer, director of the Institute for Advanced Study, delivered at Fulbright Conference on Higher Education, June 14, 1957. He notes that one should look with particular hopefulness to the international communities which either in the gathering of knowledge or in its application to bind people together. He contends the creation of strong international communities must precede the creation of international organs of comparable strength and vitality.

Presents information on the inaugural address delivered by Cornell University president Andrew Dickson White at Ithaca, New York on October 7, 1868 concerning sectarianism in higher education. Comments from 'New York World' newspaper on the address; Role of the colleges in 1860; Details of his speech entitled The Battlefields of Science.'

This article presents a study analyzing student attitudes toward religion, the spiritual and the supernatural, in India. The study tests the hypothesis that the Indian student is becoming increasingly materialistic in his outlook and that one of the reasons for this is higher education especially of the scientific type as well as the effect of social, economic and cultural backgrounds on student religion. There seems to be a high associative tendency between The Nature of God and Personal Religion. This is indicative of the realization that prayer, communal worship, a study of sacred books and religious festivals are important adjutants to a faith in God. The findings suggest that follows there seems to be a relation between the liberal-conservative attitude and the religious attitude. Science students seem to be more religious than arts students. Economic status seems to have some effect on the religious attitude of students. Rural and urban backgrounds have effect on the religious attitude of students. In students, religion, prayer, sacred books, communal worship and festivals play a more important part than priests, the future life and the spirit world.

The article focuses on civil servant Robert Morant. In 1901-02 Morant played an important part in the deliberate destruction both of the system of school boards established in 1870 and of the cardinal ideas on which it was based. He was determined that any new educational system should be integrated into the whole local administrative pattern; that local power should no longer be divorced from local financial responsibility; and that committees should not be appointed for school work only-"ad hoc." Morant, moreover, helped to contain, to repel, and in some respects to destroy the upward striving of the elementary schools. With John Gorst, Vice-President of the Committee of Council, he shared responsibility for setting afoot the Cockerton case, which brought into the limelight the illegality of the higher education being fostered by the school boards, and made radical reconstruction of the educational system imperative. His attitude to both the school boards and the old elementary system was not sympathetic; but he destroyed with a view to building better. Before him he had a great educational plan from which one has inherited much.

Based on the premise that patterns of child rearing and personality development in any particular culture tend to show a positive correlation, a study is made of family relationships in present-day Hong Kong. Against the background of the traditional Chinese family, changes are discussed with special reference to University students. It is suggested that changes in attitudes and behaviour in a significant group may indicate the prospect of wider-spread change in the community. Causes and aspects of change are examined, examples being taken from personal contact with students over a period of eight years. It is suggested that the traditional zest for higher education, particularly as it is a means of upward social mobility, is accelerating the cultural modification which is so apparent in Hong Kong. We have indeed a society in transition. Anglo-Chinese schools which emphasise the value of English as a means of communication are usually preferred to Chinese schools because they lead to wider vocational horizons. But the atmosphere of these schools is not without cultural overtones which sharpen the conflict of cultural loyalty faced by the students. This in turn is reflected in attitudes within the family which tries to adhere to traditional patterns of relationship between parents and children. What is modern is usually what is foreign and therefore undesirable in the eyes of a conservative Chinese parent. Those who are able to come to terms with their culture conflict--which is also a conflict of past with present--in return for forfeiting dependence on the extended family, will have the opportunity to develop their full potentialities as individuals living in a modern world. [ABSTRACT FROM AUTHOR]

The article focuses on and concerns with the nature of moral growth and the contribution that can be made to it by education in early adult life. Education seems to have been moving steadily further in the direction of the amassing of information, at the expense of the development both of intellect and of imagination. By intellect is meant here, very approximately, the power of logical analysis and judgment; while by imagination it means, a discriminating, sympathetic insight into human personality and values. It is the latter that is of central concern in the article, though this is not to suggest that the intellect has no function in this area of mental activity. The argument falls into three parts: one, a statement of what is meant by moral growth, with a definition of values; two, a reference to some traditional methods of moral education in early adult life, with their shortcomings; three, an account of further methods better adapted to the kind of society one lives in Great Britain.

The article presents information on published sources related to education in Great Britain. Sources for a detailed study of special aspects of technological education are very varied. Problems of education for particular branches of technology are discussed in journals of appropriate professional associations. On management studies in Great Britain, the British Institute of Management's report "A Conspectus of Management Courses," reviewed courses that were available. Scientific and technological research in colleges was urged in several government circulars, and commented on in the report "Education in 1958." Regional advisory councils and academic boards publish progress reports of research projects in their areas. Proposals were made in reports such as the Robbins Report, and the Trend Report. Wastage in full-time higher education was discussed in the Robbins Report. Sources of specific information on apprenticeship, colleges, courses, examination schemes and so on are similar to those in technical education.

The article focuses on the decision of the Great Britain government to implement a policy of secondary education which is influenced by the needs of students who plan to go on to higher education. The introduction of secondary education raised the school leaving age to 15, with the proviso that it establish a break at the age of eleven between primary and secondary education.

Discusses the potential for federation of educational programs in East Africa. Details of the political processes in East Africa influencing the operations of education; Decentralization of higher education in the country; Obstacles to the adoption of a development orientation; Information on the joint educational programs of Kenya, Uganda and Tanzania.

The article is concerned with some of the problems of universities, with special reference to countries which were formerly British colonies. It discusses the problems of technology, economics and manpower. The article demonstrates the philosophical problems are not less important. An attempt is made to determine the purpose of a university in a developing country. It explores the issues of academic freedom and university autonomy, in new countries of the British Commonwealth. It suggests that the greatest contribution of the universities of metropolitan countries to universities in colonial countries has been the establishment of standards. The author emphasizes the need to address the additional problems experienced by universities in new countries of the British Commonwealth., and discusses the implications for the future of higher education.

The article explores the situation in higher education in Great Britain as of November 1965. It highlights the results of the report of the Committee on Higher Education chaired by Lord Robbins. The report proposed that the numbers in full-time higher education should grow from 216,000 in 1962/63 to 392,000 by 1973/74, and further to 558,000, by 1980/81. The article argues that the situation in higher education is very confused, full of uncertainty and charged with underlying ambivalent attitudes of the government, education and industry towards each other. It also discusses the establishment of cooperative schemes between industry and universities and the influence of the Science Research Council in developing relationships between industry and the universities. The article also suggests that need to fully utilize scarce resources is bound to become increasingly important as the number of students to be educated increases in the technical college as well as in universities and colleges.

The article discusses the modes of conformity and career selection of rural and urban high-school seniors. More specifically, the purpose of the present study was to examine the cultural determinants toward educational and occupational goals of two senior classes: one in an urban setting; the other, in a rural context. In the present study, the rural sample has emerged as more inner directed, with the subsequent choosing occupations and careers in accord with the occupations and careers of their parents. In a sense, they have rejected an interest in continuing formal education; in the same manner, their fathers and mothers have not fulfilled themselves in this way. Urban youth, on the contrary, perceived themselves as sensitive to group thinking and behavior. Since they are living in an environment in which their peers deem continuing education as an important means of mobility, these youth are more concerned with college education. And it does seem apparent that both peer groups and parents are influencing urban high-school seniors to advance up the educational ladder as a basis for growth toward personal self-actualization as well as mobility.

The article presents an examination of the functions and purposes of the graduate schools in the U.S. It offers statistics of the research doctorates awarded by the American higher learning institutions, including its comparison with the degree production. The purposes of American graduate schools include providing staff for institutions of higher education, providing highly trained professionals for government, commerce and industry, and providing advanced training for ordinary professionals. The informal purposes of American graduate schools are also discussed.

The article talks about the important developments in the educational system of the Socialist Republic of Rumania. The main types of the old Rumanian school system, which includes pre-school institutions, elementary schools, secondary schools, higher education and teacher training, are discussed. It offers the developments in the system after World War II. A thorough discussion of the present educational system in Rumania is presented, including descriptions of the characteristics of education in Rumania and the school types. Other developments and prospects for Rumanian schools are also discussed.

Describes a course for improving aural comprehension in foreign students at Miami University in Ohio. Procedures involved in the program; Problems encountered in organizing such a course; Recommendations.

In summary, we accept the hypotheses that lower commitment to the home group, greater borrowing from the stranger by the hosts, greater stranger tolerance of ambiguity, and greater host liking for each other tend to reduce the likelihood of stranger-induced anxiety; and we reject the hypothesis that greater liking of the stranger by hosts and a greater rate of agreement by hosts with stranger percepts reduce the likelihood of stranger-induced anxiety. [ABSTRACT FROM AUTHOR]

The article presents news relating to education. An "ought day" was held at the University of Arizona campus in Tucson, Arizona on February 17, 1967 and February 18, 1967. Papers on what art education ought to be doing were presented by various representatives of elementary, secondary and higher education levels. The Art Education Department and the Department of Fine Arts at the University of Oregon were the recipients of several Prospective Teacher Fellowship Awards. Recipients of the awards includes Michael Hondo, Nancy Palmer, Robert O'Connor and Gwyneth Jones.

The article presents information related to academics. Sociologists have given little attention to the academic. There have been a few studies of selected aspects of academic life, but no recent, comprehensive study has been made of professors or their habitat. There are several kinds of data available for study: historical data which shed light upon the development of the academician and his university environment; research studies of a social-behavioral and/or statistical nature, folklore studies which either are a collection of essays making assertions about academic life. Most of the folklore is polemical in nature either supporting some idealized version of academic life or making an attack upon it. The earliest institutions of higher education in the U.S. were small arts colleges founded after 1700. The major characteristics of these colleges are that they were generally founded by the Protestant churches, and were classical in orientation with a curriculum of Greek, Latin, Natural History, Philosophy, and Theology.

The article presents information about the journal "Sociological Focus." For the last 32 years the official publication of the Ohio Valley Sociological Society has been the "Ohio Valley Sociologist," which primarily carried news and notes of interest to sociologists in the region. In the last few years the membership has become aware of a need for a modified format for the Sociologist. This has been manifest in the increasing publication of occasional papers including the presidential addresses and the winning papers from the student competition. In 1967 the society's members voted to expand the function of the sociologist so that greater space would be devoted to the publication of scholarly papers while maintaining the usual information service. In line with this new emphasis the title and the format of the journal have been changed. The papers in this issue deal with the sociology of academia and higher education. The winter issue will be a special issue on the sociology of mental health, the spring issue will deal with political sociology, and a future number will be devoted to papers on the sociology of religion.

The article focuses on developments in higher education. Despite the criticisms one hears these days about higher education's resistance to change, there is good evidence, as one studies recent developments in higher education, that more changes are taking place in colleges and universities today than at any other time in the nation's history. Some involve new organizational and structural use of the college as in the plans now underway for the establishment of small colleges within the large university and in the use of the residence hall as a center for learning as well as living. Some of the changes center on new methodologies for instruction as in the uses now being made of independent study and new media and technology. Some deal with curricular reform as in the efforts now underway to develop more effective programs of interdisciplinary studies and some of the changes deal with such long-standing concerns as the development of special programs for the disadvantaged student and the problem of education for world affairs. The paper reviews some of these developments.

The article highlights the United Nations Educational, Scientific and Cultural Organization's (UNESCO) European Ministers of Education Conference held November 20 to 25, 1967. One of the themes discussed in the conference was focused on how democratic access to higher education has become. The article highlights the UNESCO Conference document entitled "Comparative Statistical Data on Access to Higher Education in Europe." The issue of equality of access was also discussed in the conference, focusing on equality as between the sexes. In addition, the Conference invited UNESCO to undertake studies relating to various issues such as the fostering of European cooperation in the field of education, particularly higher education.

The article comments on the evolution of the baccalauréat examination in France citing reforms to the transitional baccaulauré in 1966 and 1967. Problems arise from attempts to adjust an examination indicating the history and evolution of education in the country. French Prime Minister, M. Georges Pompidou has outlined their plans for education which constitutes reform and a revision of the whole structure of advanced secondary and higher education relevant to policies on the democratization of education.

The article discusses the role of higher education in changing the U.S. society. The author cites that the central problem of higher education is how to bring up new generations, fit to live as individuals and as citizens. He appreciated the role of science in the framework of a stable democratic society and how this society can be adapted to the rapid changes in style, circumstances, accomplishments, and dangers of life as science changes and shapes it. In addition, the integration of general education is considered important for wider teaching of physics, chemistry, biology and anthropology on all levels.

Discusses efforts to advance the field of speech instruction in Canadian higher education. Barriers to developments in speech education in Canada; Results of a study of the state of speech education in the country; Information on the speech proficiency examinations and speech programs provided to Canadian students.

The article examines developments in higher education in India. Developments in higher education sponsored by National Council of Educational Research and Training and recommended in the Kothari Report seem to be going a long way towards addressing problems in education in the country. The role of institutions has been changed, the limited money available reallocated, courses and methods changed in such a way that students' motivation is likely to be stronger and therefore less disciplined. The biggest problem in higher education was said to be to make people more practical, to integrate theory and practice.

The article focuses on status and sex variations in modes of parental influence on students decision to go to college. The emergent shape of the contemporary American social class structure, with the crystallization of a relatively affluent mass middle-class, has given rise to great increases in college enrollments and stimulated a rapid expansion of institutions of higher learning in recent decades. Associated with these trends, there has been an increasingly widespread acceptance of the ideological assumption that higher education should be open to all who aspire to it. Indeed, on the part of parents especially, the social desirability of a college education has become an almost universally subscribed to cultural value. While public colleges and universities in particular continue to serve as occupational prep schools for the upwardly mobile, it also appears that parents of the newly consolidated white-collar strata are increasingly inclined to regard the college education of their children as a natural status privilege. Thus the expanding popular demand for higher education may stem as much from status certification orientations as from more narrowly conceived occupational certification and upward mobility orientations.

Suggests several resource materials and techniques for teaching speech in colleges. Broadcasting clinic; Integrated student enterprise; Speech-theater program.

Sociologists are writing an increasing amount about various parts of higher education. Fundamentally and briefly, these can generally be described as topical, normative, discursive and frequently interesting. The total impact of this growing list must vary with the background of the reader. While each is informative and most contain shrewd insights, the list indicates only a personal and not a theoretical concern with higher education. We have finally begun the scrutiny of the complex organization where most of us are domiciled. That is to say, the publications seem to warrant the inference that more and more sociologists are concerned about higher education, but scarcely any have been cast in a framework commensurate with our state of knowledge and methodological sophistication. When the Academic Man (Wilson, 1942) first appeared, Wilson's style of research was appropriate to the task. It was scholarly, normative in places, insightful and carried the weight of the personal observer. At that time, the theories of organization which could be appropriate to research today were not available. Moreover, in the interim, the dash between theory and research—neither well defined—subsided, and general sophistication in both methods and techniques developed. Some volumes appeared between Wilson and the current crop. Typical of these was The Academic Market Place ( Caplow and McGee, 1958). While a certain effort at systematic research was revealed, most empirical observations seemed somewhat independent of the statistical or sampling design. Certainly more credance could be given to the typologies developed, however related they were to the role of the observant participant. Sociological theories were not particularly advanced during this period. [ABSTRACT FROM AUTHOR]