by Howard T. Herber — 1939Federal aid for education has been urged and advocated by many students of the problems of financing schools. Almost by accident in 1933 the school authorities were given aid for the construction of school buildings through the Federal Emergency Administration of Public Works. Because of the newness and vastness of the program of the Public Works Administration, many questions arose during the first few years. This study sought answers to many of these questions by studying the program in New York State during the period 1933-1936. |
by Arnold E. Joyal — 1941 Lest there be any question about the position to be taken in this article let us state that federal support and control of education is an end toward which public education is moving slowly but inevitably. This is a bold prediction with which many competent judges will disagree. Let us see what foundation it has in fact. |
by — 1937Under the above title THE SOCIAL FRONTIER will regularly report news from the educational front wherever the struggle rages between the forces of reaction and the forces of educational advancement.
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by Walter N. Polakov — 1938I HAVE been practicing engineering ever since my emergence from an engineering college in 1903. At first, I knew the joy of exercising my newly acquired knowledge and the thrill of new experiences. Later, as I developed a degree of expertness in my field of specialization, it became a fascinating game to solve problems that balked others and stimulation in the unending striving for perfection. |
by The Editorial Board — 1943IF WE WERE CHINESE INSTEAD OF INDO-Europeans, our historians of 2000 A.D. might call the half-century of western life since the 1890s The Time of The Great Learning. Never before our time, have civilized peoples been in such a strategic position to learn how to carry on a complex social system. Especially is this true of the Americans, because of their exceptional geographic and social-political conditions. |
by — 1934FRANKLIN D. ROOSEVELT is a new phenomenon among American presidents. He uses his political skill with consummate artistry. His bid for the Presidency was carefully timed and he won by a broad margin. Now, after two years in office with the country as a whole objectively little better off than on the day of his inauguration, he has been politically vindicated by even a broader margin as the acclaimed leader of the American people in a time of deepening crisis. Beyond the qualities, which account for success in vote getting, what manner of man is this new leader? Can he meet greater tests than those held upon an election day? What are the highlights in the record? |
by George A. Curthoys — 1935“HE earns whate'er he can." Yesterday's village blacksmith and today's industrial worker have that in common. As the blacksmith's story goes, he was a prominent and respected member of society. The industrial workers are far more numerous, society is more complex today—so few of us become prominent and the respect is spread very thin. |
by George Soule — 1940EDUCATORS KNOW THAT THERE IS nothing man fears more than intelligence. The discovery of objective facts, their orderly arrangement and advance planning based upon them are difficult and tiring pursuits. They are also opposed by emotional impulses that are deep-rooted in the personality. We might discover something unpleasant if we look too closely. |
by N. L. Engelhardt — 1942The emphasis in the school planning of tomorrow will not be upon the purely mechanistic features of a building but upon the social significance of its spaces and the possibility of their use for learning the ways and participating in the methods of democracy. |
by John K. Norton — 1941THE CURRENT EDUCATIONAL situation in the Nation's capital can be properly appraised only against a background of the social needs, which are forcing the Federal Government increasingly to concern itself with education, and of the patterns of action through which this concern expresses itself. |
