The author begins with the factor of control and then proceeds to an examination of a few of the more characteristic expressions of the American spirit in the conduct of the schools.

The author gives most of his attention in this article to the intangible supports of liberty. Also, it is in this realm that education must play its major role. And the emphasis will be placed on political liberty, for as Malinowsky warns us in his Freedom and Civilization, "although political freedom is not the only type of freedom in culture, yet its absence destroys all other liberties."

The task of bringing our old minds into accord with the facts of the new world is a gigantic and urgent educational undertaking. Indeed, we shall not know peace and serenity until this is accomplished.

A great education must embrace four great tasks in a free society. First of all, it must assure mastery on the part of the younger generation of the essential practical skills and knowledges of the social heritage. Second, it must promote with unflagging zeal an understanding of the world as it is and as it is becoming. Third, it must strive without apology to inculcate in the young loyalty to the great values of a society of free men. Fourth, it must stress the universal in the total human heritage, stimulate the creative faculties of man, and contribute to the advancement of all the humane arts and sciences. Such an education might serve to prevent catastrophe and facilitate the birth of an age of abundance, freedom, justice, beauty, and peace for all mankind.

This article discusses how the growth of Soviet power would have been impossible in the absence of the phenomenal development of Soviet education.

The present age calls for a great education, for an education liberally and nobly conceived, for an education directed toward the accomplishment of the heavy tasks before us, for an education that expresses boldly and imaginatively the full promise and the full strength of America in her historical and world setting.

An understanding of the true nature of the Soviet Union and its tendencies is the first duty of all who love freedom in the world today. Without such understanding free societies may-perish everywhere, mowed down one by one by the ruthless sweep of Communist aggression.

Current staff publications.

A tribute to Jesse H. Newlon, 1882-1941.

There has always been a measure of strain on the relationship between business and education. This would seem to be due in part to the fact that they represent two different and even conflicting traditions in American life and history. The aim of this article to promote understanding of a problem of great difficulty, complexity, and gravity.

THE publication of a yearbook on Social Change and Education by the Department of Superintendence is an event of large social and educational significance. This generalization stands, regardless of the contents of the volume. The mere appearance of such a document, if viewed in perspective reveals a promising change in the mentality and outlook of an extremely important and influential body of American educators.

The question of the relation of education to culture is of peculiar significance to-day because of the extremely critical condition in which our culture finds itself. We live in an age of vast and profound change: we live in an age of revolution. We are being reminded on every hand that that system of economic relationships known as capitalism is in the process of disintegration.

A DISCERNING student of our civilization not reared in its traditions would no doubt be impressed by our extraordinary faith in education.

The primary object of this statement is to supplement the composite General Statement of the Committee. In no sense is it to be regarded as a formulation of a complete philosophy of curriculum-making. While prepared to accept the General Statement in its present form, I wish to direct attention to certain matters which, in my opinion, the Committee has neglected, to elaborate certain principles which it has deemed unimportant, to interpret certain passages which it has left somewhat obscure, and to suggest paths to be followed after the members of the Committee have come to the parting of the ways.

Owing to the very rapid growth of secondary education during the past generation, the problem of curriculum-making assumes a more urgent form in the public high school than in any other division of the educational system. As the conditions of life change, as knowledge grows, and as the technique of curriculum-making improves, every educational institution should modify its procedures. These factors affect the high school as they must affect every educational agency.

The story of curriculum-making in American schools is now before us. The historical backgrounds have been sketched, the so- cial and educational forces at work have been considered, the major features of conventional procedure have been outlined, the more significant progressive practices have been described, and the chief trends and tendencies have been traced. The data for a critical evaluation of the contemporary situation are therefore at hand.