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This article reports that writer William C. Carr, writing in the January 1956, "National Endowment for the Arts Journal," expressed the indebtedness of all in education to fellow citizens, educators and laymen alike, who gave generously of time and talents to make the White House Conference of 1955 a landmark in the history of the country and its schools. This report has been substantiated from many quarters. Bice Clemow, publisher of the newspaper "West Hartford News," a member of the delegation from Connecticut, for instance, praised both the achievement and the process of the conference in a guest editorial written for the journal "The Saturday Review." In Clemow's opinion the conference worked. Some 1,800 delegates have gone back to their hometowns to fight for better schools, conscious of a clear national view, whether they agree with it or not. The conference could be a stimulating turning point in the political determination to employ the resources to the utmost in behalf of today's children.

The article discusses ways to improve education as discussed in the annual meeting of the Association for Supervision and Curriculum Development. The days ahead are going to be difficult ones for the educator. The determination of that part of the South is to ignore the mandates of the United States Supreme Court as these bear upon the abolition of segregation in education now is openly and vehemently expressed, even within the Congressional halls. All the while, of course, the teachers from the North, anxious to get on with what they believe to be the necessity of showing the world immediately that the principles of democracy are the basic ground on which to nourish the lives of all citizens, that it is within shared lives, not merely in sacred documents, that these principles are preserved, wonder how they can help. Young people have learned something about the dignity and quality of men of difference in sports, in the Armed Forces, in the classroom, and from the wealth of material now appearing in our differing communicative media.

Discusses the policy adopted by professional educators. Independent mind of professional educator; Fact that there is no conspiracy either among educators or their critics; Suggestion that everybody should try to act in terms that are consistent with the objectivity which students should achieve.

The article focuses on the role of the public in educational planning in the U.S. The complexity of modern life is perhaps nowhere revealed more clearly than in the current need to bring about an effective relationship of school and community. In a nation which early realized that public education is an essential instrument for its proper development it does seem odd that so much effort is now needed to guarantee that the public remains sensitive to the significance of that which it wrought with so much of distinction. Education came into being as a formal undertaking in the U.S. because the citizen valued it. It developed with amazing rapidity for the same reason. And it will be maintained for this reason. Yet today, when educators work to create a public interest in education, they often forget that schools gained their status long ago just because of the presence of a determined public. The public schools are public and, in ways which the profession must yet invent, the public mind must be brought to meet the professional mind.