![]() First of all, there is the fact that the educator has been trained to stimulate to thought the individual students in his classroom, but has not been trained as an educator at large of the public. There are a number of reasons for this condition. It is felt, for example, that education is entitled to more space in the newspapers that well informed discussion of education hardly exists that unless such an issue as the Gary School system is created, or outside of an occasional discussion, such as that aroused over Harvard's decision to establish a school of business, education does not attract the active interest of the public. ![]() The public is not cognizant of the real value of education, and does not realize that education as a social force is not receiving the kind of attention it has the right to expect in a democracy. There is marked eagerness for a college education, and a vague aspiration for culture, expressed in innumerable courses and lectures. The public school system, materially and financially, is being adequately supported. Education is not securing its proper share of public interest.
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