The daily Nebraskan. ([Lincoln, Neb.) 1901-current, November 10, 1953, Page Page 2, Image 3

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    Tuesday, November TO, 1953 (
f'oga 2
THE NEBRASKAN
1
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n
1
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EDITORIAL PAGE
xped'ency 1s. Ethics
Some interesting observations arise from
Attorney General BrownelFs startling Friday
Chicago speech. He then asserted that
former President Truman had access to
knowledge of Harry Dexter White's defec
tion to communism, and further, did not take
action upon it.
Brownell has justifiably earned a reputation
as a successful politician A successful politi
cian is always aware of the importance of
timing.
The timing of this statement is particularly
significant, following on the heels of the seri
ous Republican embarrassment at the polls a
week ago today. Also, Brownell's statement
very strategically precedes anothiir import
ant election in California.
The question of the accuracy of Brownell's
charges or Truman's counter-charges cannot
be determined here. But, a discussion of why
this particular time was taken to divulge this
information might be enlightening.
Strangely enough, Brownell himself de-
'Controversy'
Because this week is National Education
Week, The Nebraskan had hoped to present
its readers with a series of articles explaining
the issues involved in controversies over
phases of American education.
As part of the program we had hoped to
publish articles, written by members of the
Teachers College staff, on Deweyism, the
doctorate of education and the purposes of the
College.
When contacted, however, the professors
of education declined to participate in The
Nebraskan's propram, primarily on the
grounds that the Issues involved are a matter
of dispute and that they did not wish to be
come part of any "controversy." "
Still convinced that its readers should be
informed of the issues at stake in modern ed
ucation, The Nebraskan has been forced to
reprint portions of articles published Aug. 30
in the Des Moines Sunday Register.
Today's reprinted article presents the case
for Dewey. Wednesday The Nebraskan will
print the case against Dewey.
In Friday's paper Dr. Royce Knapp, pro
fessor of secondary education, will comment
on "Education at Mid-Century."
The Nebraskan regrets that members of the
staff of the Teachers College have not seen
fit to help the paper present to its readers the
issues involved in modern education.
We believe that controversies can be re
solved only by talking Intelligently about
them and presenting the arguments of all
sides. No controversy, so far as we know, was
ever eliminated by refusing to talk about it
In the near future The Nebraskan will at
tempt to present both sides of the picture in
the current battle between proponents and
opponents of the doctorate of education.. We
hope the faculties of Teachers College, the
College of Arts and Sciences and the Grad
uate College will consent to use The Ne
braskan as a public forum for the presentation
of issues involved in the controversy. K.R.
A Reawakening?
The University's annual week-long "re
vival" has been called off, at least for 1953-54.
In its place students who attended a religious-evaluation
retreat over the weekend
would substitute a multitude of study groups.
Anyone who has worked with the so-called
revival," Search Week, will testify that the
annual religious-emphasis week has not pro
duced much impact on campus.
The week comes and goes. Most of those
who attend meetings and participate in serv
ices are students and faculty members who
are active in religious affairs the year-around.
The other participants tend to fall back into
their hum-drum' existence.
A few students and instructors have worked
hard on Search Week in the past, but their
efforts have been largely futile.
.. The new program will be more difficult to
Inaugurate. Instead of a series of public or
classroom meetings at a specific time, religious
leaders will be faced with Indefinable groups,
meeting irregluarly and discussing any and
everything.
Although the retreaters suggest a meeting
of representatives from the study groups, no
council can regulate the conduct of the cells.
Schedules, announcements and outlines of
study will not create a religious awakening.
Nor will coordinating bodies and elaborate '
speeches.
Search 'Week, in as much as it was un- !
successful, failed because it became an an
nual observance with formal meetings and de
tailed schedules and because it was forgotten
the next week.
If the program f study groups Is to create
a year-around concern for religious affairs,
its goal wia be reached only throne personal
contacts with Individuals contacts which will
eoBiaae Shrenghout an entire year..
Perhaps a plan of personal missionaries win
succeed where a formalized revival failed.
clared that the FBI account of thesource of
the information "could not be released for fear
of compromising national security." If
Brownell could take the liberty of making
political hay out of releasing this information
at this specific time, it is ludicrous he should
say the complete information should be denied
to the public because of security reasons.
This comes close to saying, "What I say is
true, but I can't tell you why. Ton must take
my word for the accuracy of the statement.
After all, I have said it" The nature of this
disclosure or assertion was so put that It
smacks of McCarthy-type sensationalism.
This is just about the last criticism The Ne
braskan imagined would be leveled at
Brownell.
Expediency, however necessary for political
success, can hardly serve as a substitute for
high-principled public service. It is a dis
tinct surprise that Nebraska alum Brownell
chose the latter method after gaining respect
as a proponent of the former philosophy.
If this information was available before,
why was it not divulged earlier? Brownell
said, "I can now announce officially, for the
first time in public, that the records in my de
partment show that White's spying activities
for the Soviet government were reported in
detail by the FBI to the White House by
means of a report delivered to President Tru
man through his military aide, Brig. Gen.
Harry Vaughan, in December of 1945."
Can the attorney general tell us why he
withheld this information until now? Can he
say that his office is any less guilty than his
predecessors (provided the reports are true),
of withholding information from the public?
Is this the desperate "ace in the hole" of a
shaky administration which realizes the pub
lic opinion is turning against the "great cru
sade" which has been developing into "the
great faux pas"?
Or to put it another way, is this proof that
the administration has acknowledged Mc
Carthy sensationalism as a bona fide political
device?
If it be true that times be bad enough for
the administration to ignore and gloss over
serious deficiencies relating to unfulfilled
campaign promises and embark upon a nega
tivistic program of "killing dead horses," we
are witnessing an inherent defeatist approach
which may very likely mark a further tumble
of Republican prestige.
The Nebraskan is waiting patiently for
evidence of a positive attitude by the Eisen
hower administration we were promised that
during the campaign. But, in the face of the
Brownell speech, we find ourselves still wait
ing, with patience running out EJ).
Reefs At Harvard
The undergraduate newspaper at Harvard
demanded in an editorial that McCarthy
"actually name the professor or professors of
Harvard who are Communist."
This was their answer to charges McCarthy
made that Harvard students are being ex
posed to "Communist professors and party
philosophy."
In spite of The Nebraskan's sympathy with
the Harvard editorial on this occasion, it
seems as though they are letting themselves
wide open for a counter-charge by McCarthy.
Investigator McCarthy can call the news
paper "red" and get away with it
You see, the newspaper's name is The Har
vard Crimson. E.D.
Margin Notes
Mistaken Identity
The housing situation in Lincoln must be
getting desperate.
Two out-of-state home hunters tried to
purchase the new Southeast fire station Wed
nesday. A clear case of mistaken identity
the low structure resembles a new ranch
style home. Even the large economy-size
garage was explained by the assumption that
it was a recreation room at the rear.
"No sale," the city the present owners
declared.
Maybe Love Library can start renting out
apartments.
That 'Lost Touch' Humility
' Humility, according to the columns and
editorials of the last two weeks, is something
everyone seems to have lost.
But how many humble persons talk
about humility?
Ever run across" a "humble person" who
said so?
Humility is expressed and exhibited; not
defined and discussed.
Therefore, we wonder if the really humble
have been heard from yet
We're Being Quoted
The Ladies Home Journal reported that the
following statement was beard on the Uni
versity of Nebraska campus:
"The moon not only pulls the ocean back
and forth in the tides; it stops cars on the
side roads."
Jim Tk&AaMwv
PIFTY-TEIRD TEAS
Member Associated Collegiate Press IntercoDieriate Press
AavertMBf representative: National Advertising Service. Inc.
MMisoa Ave, New York 17, New York
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The C
in P
avoir f J
ohm
vy
EDITOR'S NOTE: The follow,
inr article, published In the fes
Moines Sunday Register, was
written by Frederic Ernst,
teacher and educational adminis
trator, now deputy administrator
of New York public schools. His
article, here condensed, is en
titled. "How Dangerous is John
Dewey?" and presents the case
for Dewey. In Wednesday's Ne
braskan will be printed a com
panion article explaining the
views of one of Dew-r's critics.)
In recent years our public
schools have been criticized so
frequently and in so many places
that their defenders may be jus
tified in believing, in part at
least, that these criticisms are a
concerted attack on public edu
cation. Though charges have been fre
quent, they have not been num
erous. One that recurs constantly
is that the schools do not teach
the fundamental subjects.
Another is that their discipline
is so lax that they may be blamed
for an increase in Juvenile de
linquency. A third accusation
calls our public schools "god
less." ... Only in a few instances
have these criticisms brought
about radical changes in school
procedures. v
A fresh line of attack was
needed if the campaign against
the new education was to succeed.
Accordingly a new strategy has
been planned.
It carefully refrains from re
peating the stock indictments. In
stead, it devotes its attention to
John Dewey, whose writings on
education have profoundly influ
enced teachers and administra
tors the country over . . .
There is no doubt that among
American philosophers Dewey
stands first in his influence on
educational theory and educa
tional practice.
Education was a primary con
cern for Dewey because for him
philosophy was not just some
thing for the books. Its primary
purpose was to guide and inspire
people to develop to the utmost
their potentialities as individuals
and as members of the society.
He believed that the fullest
hnman development was possible
only in a democratic society, and
be regarded democracy not
merely as a form of government,
but as a continually developing
way of, living: together.
He believed further that the
possibilities of a democratic en
vironment could not be realized
unless the schools were a re
flection on that environment and
unless their methods were based
on the principle that the school
is an organized form of demo
cratic living.
Furthermore, it may allay the
fears of any parents who are dis
turbed by warnings about Dew
ey's vicious philosophic theories.
Basic to his whole scheme of
things is the doctrine of inter
est first expounded technically in
his famous essay, "Interest As
Related To WilL" Briefly, the
theory is that education must be
based on the child's developing
instinctive interests. Those in
terests are the starting point
Where educational procedures
are not based on the child's in
terests, what the school succeeds
in doing is cultivating "divided
attention."
Dewey pointed out that the
child's interests will inevitably
find play, and if the school does
not give them this opportunity,
the school will ha ve to be satis
fied with just a slirbt part of the
child's attention.
The best of him, his real self,
will seek expression in daydream
ing, if need be, or in a more or
less active rebellion against a
confining environment
Since the child's instinctive
interests call for activity, the
school must supply the activity
that will enlist the child's en
tire attention. There must be
games, there must be play and
these activities in turn require
the participation of the child in
group action which teaches him
to adjust to other children.
Hence the importance of the
occupations and vocations in the
school curriculum.
Remember that this organiza
tion of subject matter was at
first denounced as based on "soft
pedagogy." If children are to be
merely interested, what becomes
of work which they must learn
to do?
Dewey's thoughts on the or
ganization of the school curricu
lum led him to propound the
difference between what he
called a logical and psychological
organization of subject matter
the psychological organization
being based on the child's in
terest and experiences.
Geography and history are
subjects that have been trans
formed by Dewey's influence.
Before Dewey, their chief ob
jective seemed to be to develop
competent serf ormers on an "In
formation Please" program.
Geography and history . are
concerned with nature and mam
and as Dewey pointed out, give
"background and outlook and in
tellectual perspective to what
might otherwise be narrow per
sonal actions or mere forms of
technical skill."
The change in point of view
began when Dewey pointed out
that the ultimate significance of
mountains and valleys, lakes and
streams, is social, and when he
insisted that though history deals
with the past, it is the history of
the present
Dewey's relentless criticism of
educational methods current 40
or 50 years a?o and his insistence
on the child's instinctive inter
ests and impulses resulted in un
fortunate misinterpretations by
the advanced thinkers who were
competing among themselves in
their efforts to get furthest away
from the traditional situation.
It is, of course, a fact that
much of what called itself pro
gressive education was just a
travesty of what Dewey in
tended. It was due to Us intervention
that the perverters of the pro
gressive movement, at first li
mited almost entirely to private
schools, were set straight as to
just what progressive education
could and should be.
Dewey made plain that while
control of child activity by
teacher was wasteful and unpro- -ductive,
this did not mean that
there would be no control.
He pointed out that not every
experience was educative and
that it was the teacher's func
tion to supply a stimulating en
vironment in which truly educa
tional controls and directions
were inherent
Teachers soon realized that a
program based on Dewey's edu
cational theories made demands
on them far in excess of those
required by the older program
with its characteristic routines
and formal drills.
In these days of Internationa
crisis those who attempt to un
dermine Dewey's influence on '
our educational program of mo
bilizing to the limit the resource
of a democratic society.
Let us beware when we hear
that fascism is more efficient than
the democratic process. On Dew
ey's educational principles we
can base our faith that our
schools can develop for any
emergency the potentialities of
the oncoming generation.
Letterip
In Defense Of Grandma
(Letteri to the editor aboule he flmHaf
to 2HII wordt. t Bnianaa ietiera will aot
be aahliahed; however, aaniea aap fee with
held a reaaeat. The aditarc reaerve the
rtf-lit to edit all letters. Liettera rapraaeat
snly the ceatritoator'a view.)
Dear Editor:
There is, t think, such a thing
as a sense of humor; but violence
and bad taste of the Mickey Spil
lane type, such as that in Mr.
Sharpnack's column Wednesday,
can hardly be called anything
lse but a vicious perversion. To
be sure, the author may be try
ing to make a point too subtle to
be seen; if so he fails.
He may be attempting to
parody the 'we-jusWove-hlood"
school of story writing; if so, be
fails. If he thinks he is imitat
ing James Thurber, he should
remember that in Thurber' s
fables mildness has its revenge;
if he thinks be is emulating Jona
than Swift, he needs to improve
both his style and his approach.
To be brief, 1 can see nothing
funny at all in such a brutal
trampling down of decency, res
pect for the aged and filial love
either in this travesty of famfly
life or in its alleged moral (!).
Standards of decency are low
enough everywhere, even on this
relatively fair campus (look
around you). An article of this
sort, even if intended to point a
real moral, I'm afraid I can re
gard only as an encouragement
to further corruption.
I have been told that once upon
a time The Nebraskan was cen
sored by the Publications Board
or the Journalism Department
One way and another, I have
spent ajuite a few years arguing
against censorship in all forms;
but this piece has left me such
a bad taste in the mouth that I
find myself wondering if censor
ship, in the interest of common
decency, may not be a pretty
good thing after all.
FACULTY MEMBER
Economics 11
Dear Editor:.
I am not taking Economics 11,
nor have I taken that course yet
Also, I am not taking sides in
what may develop into a some
what lively discussion.
1 am only interested in sug
gesting how the subject might
be studied more profitably.
The writer of an editorial, "Eco
nomics 11," which appeared in
Friday's Nebraskan, stated that
"rather than stating clear def
initions with supplementary ex
amples, the authors go into
lengthy dissertations which lose
the student."
She went on to say, "Second,
students complain that class lec
tures are not successful in ex
plaining fundamental concepts of
the course. With few exceptions,
lectures have been as vague and
meaningless to students as the
text"
From the above, it appears that
the text and the lectures make
use of one of two methods com
monly used in teaching largely
theoretical subjects.
One method is to state the
jM-toeiyiie first and then to ffer
illustrations. Another method is
to present eases from which the
student is supposed to draw the
principle.
It is generally recognized that
Harvard University's Law School
and the Yale University School
of Law are among the best in
the nation. In both schools, law
is taught primarily by the case
method.
I understand that basically
Harvard's Law School uses the
. second method: the student is
given an assignment in a case
book and is supposed to figure
out the principle.
Harvard sticks close to the case
method.. Yale tries to show its
students the relation of law to
society by demonstrating how
legal principles apply in the
fields of the various social sci
ences. Here the first method is
used: the principle is stated first
and then cases are given.
The text and lectures in Ec. 11
probably use the method used by
Harvard.
This is to suggest that eco
nomics students nught study more
profitably if they attempt to see
what principle is at work in "the
lengthy dissertations which lose
the student"
There is a forest bere, as wefi
as trees. The question is why
are they bere, and how did they
get bere?
ROGER WATT
'Father Of Prog
EDITOR'S NOTE: The follow
ing article was published ori
ginally In the Des Moines Sun
day Register, accompanying ar
ticles presenting the cases for
and against John Dewey.
Well-informed parents in Iowa
know of the conflict in the field
of education, growing largely
from the fact that many schools
and educators are molded in the
image of John Dewey.
Today the Sunday Register at
tempts to bring into focus both
sides of the question with the
following two articles present
ing the case for and against John
Dewey's progressive education. . .
John Dewey, called "the father
of progressive education," un
doubtedly was one of our coun
try's greatest philosophers and
educators.
The basis for his philosophy
of education was that emphasis
should be put on the Individual
child, rather than the subject
His views did much to human
ize the American school sys
tem. As a philosopher, Dewey was
a pragmatist Pragmatism is a
school of social thought that be
lieves an idea must be judged
by it works, rather than how
it sounds or looks.
The pragmatist does not be
lieve that anything is selfevident
His special branch of pagma
tism was called instrumentalism.
For him, knowledge simply was
ressive Education'
the instrument used to get out
of predicaments or to better so
cial conditions.
Dewey believed that the high
est virtue was intelligence that
intelligence means resolving a
problem with an answer that (1)
is the most workable, and (2)
makes the most people happy.
The starting point of his sys
tem of thought is biological, with
man to be seen as an organism
in an environment. Things are
to be understood through their
origins or functions, without the
intrusion of supernatural consid
erations. Truth Is not fixed or absolute.
The only reality is experience,
and all experience is of objects
in relations.
And since the individual is to
live in a society, he is to be
studied as a citizen (actual or
potentai), growing ana think
ing in a vast complex of social
interactions and relationships,
not as a solitary "self or soul."
Dewey's theories, coupled with
a deep faith in human nature,
made him a staunch defender of
democracy and a militant liberal
in politics.
He held this as his faith that
the closer man inspects himsellf
and his society and the more
he knows about nature, the bet
ter off his world eventually will
be and the more progress will
be made by civilization.
The Student Speaking
All That Glitters
By HANK GIBSON
(EDITOR'S NOTE: The follow
ing items were not sent in to
The Saturday Evening Post nor
are they reprinted from the Post)
Several years ago I was sleep
ing in a small log cabin on the
outskirts of a sleepy Canadian
town. It was a rather cold night
with several inches of snow on
the ground, and I had turned in
early after setting my traps.
I was quite tired and would
probably have slept soundly if
left alone. But about 3 a.m. I
was awakened by a growling
noise just outside my cabin door.
Pulling the blankets around
me, I went to the window and
looked out I was horrified by
what I saw. One of the largest
grizzly bears I have ever seen
had chased a very old lady up
into a rather spindly tree.
It was apparent from the way
the bear was shaking the tree
that the old lady could not pos
sibly maintain her perilous perch
for very long.
. I reached quickly for my rifle,
but then remembered that I had
used the last shell I had to dis
patch a small dog that bad slob
bered on my fine hunting boots.
It was impossible to call for
help, the nearest neighbor be
ing at least a mile away. I look
ed frantically about the small
cabin, but all that was there
was my bed and the warm blan
kets wrapped about, roe.
Nonetheless, I was able to
quickly reach a decision, which
I feel was the only thing that
could be done under the cir
cumstances. Can you tell what
I did?
(See Answer Below)
pq 3q inaat
BB ft peV tSOf I
The Perfect Squelch '
Not long ago, my mother was
having a shower for one of ber
young friends who was to be
married. Unfortunately, it was
necessary for her to invite Mrs.
Chittenden-Cbumley, the self
appointed social leader of my
home town.
Mrs. Chittenden-Chumley was
the type of elderly woman who
attached a great deal of import
ance to everything at a social
event being just so.
She usually went to great
lengths to make a poor hostess
who had a stopped-up john or
other slight inconvenience or
oversight feel terribly aware of
her social faux pas.
Naturally, Mother was quits
anxious that the shower be a big
success, but anything on so large
a scale as this affair could hard
ly be perfect Mrs. Chittenden
Chumley never missed a trick.
She caught everything that was
even slightly less than perfect
and throughout tae party mad
my mother feel thoroughly in
ferior. O
.Finally, when the guests sat
down to dinner and Mother was
just about at the end of her rope,
Mrs. Chittenden-Chumley no
itced that the table had been
set with the silverware in re
verse order from the way it
should nave been set
"My 3ear, Mrs. Chittenden
Chumley said, icily, "I didn't
know all your guests were left
handed. With a slight smile on her face.
Mother turned to her tormentor.
"Why don't you shut your G
Damn mouth?" she said.
University
Bulletin Board
TUESDAY
Cora Ceb Worker Active Meet
ing, S p.m.. Boom 313, Union.
Student Directory Sales MteUJ
tag, 7:15 p.m.. Room 315, Union.
Lab Theater Freductica "Room
Service" Opening, t p.m.. Room
201, Temple.
WEDNESDAY
Phi Beta Kappa Banquet, 6: IS
p.m.. Union.
Nu-Med Meeting, 7:30 p.m..
Love Library Auditorium.
"Room Service," 8 p.m.. Room
201, Temple Building.
m unpei wTHQvrr or rue cocueou com it
COCA-COLA BOTTLING COMPANY OF LINCOLN