something else. They want us to stick to dry facts.

"Every year if not every day we have to wager our salvation upon some prophecy based upon imperfect knowledge", the late Mr. Justice Holmes recognized. And Lord Bryce long ago observed that the American was "like a sailor who knows the spars and ropes of the ship and is expert in working her, but is ignorant of geography and navigation".


NOTES
(1)
"Facts Keynote OWI News", headlines a Washington AP dispatch, Sept. 15, 1942. "'Facts, facts, facts!' That's the keynote of American war 'propaganda' now rising to new heights on the home front. The men who are fighting . . . dislike the term 'propaganda'--they want . . . facts, figures, and patriotism."
(2)
Gengerelli of the Department of Psychology, U.C.L.A., in "Facts and Philosophers", Scientific Monthly, May, 1942, continues "Unless we adopt this point of view we are cast upon the boundless ocean of sheer logical construction, where we can make as many rubrics and systems as we please. These systems, as systems, are neither true nor false; they are internally consistent, some are simpler, some are more complex, but of them, whatever their nature, only one statement may be made: They are! It has been the mistake of many philosophers to suppose that their systems could be shown to be true, whereas they had the great misfortune of belonging to this class which transcends perceptual corroboration."
(3)
Mannheim continues in his brilliant, clear sighted "Man and Society in an Age of Reconstruction: Studies in Modern Social Structure" ( Harcourt, Brace, 1940), "It cannot be denied that owing to the defense mechanisms created by this period of specialized fact finding, our sociologists have avoided the greatest themes. It would be a tremendous step forward if social scientists realized that not only the collection and description of facts but the theoretical formulation of new problems must keep pace with the changing social process. In the social sciences the questions involved do not reveal themselves in bare facts but in a series of conflicts and crises which can only be illuminated by adequate analysis."
(4)
This is quoted from "Customs and Mores" by Margaret Mead, American Journal of Sociology, May 1942, in the special issue on "Recent Social Changes", edited by William F. Ogburn. Dr. Mead explains quiz programs as the "logical extension of the American emphasis upon empiricism, upon facts and figures, upon knowledge rather than understanding. Increasing emphasis upon degrees, diplomas, and certificates (dramatized . . . by the National Teachers' Examination, which assumes that one standard test of learning can be used to select individuals who can teach); increasing use of scholastic achievement tests rather than the older forms of entrance examinations."
(5)
In "The Hidden Teaching Beyond Yoga" ( Dutton, 1941), Brunton points to the three other linguistic enemies. "Truth", which means many different things to adherents of the Pragmatic school, holders of the Correspondence theory, pro-

-270-

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War and Education
Table of contents

Table of contents

  • By Porter Sargent 4
  • Title Page 5
  • Table of Contents 9
  • This Title 15
  • Notes 17
  • This Book 19
  • Notes 23
  • Power Increase 25
  • Notes 27
  • Technological Advance 29
  • Notes 33
  • Economic Consequences 37
  • Notes 45
  • Political Effects 49
  • Notes 51
  • Social Repercussions 53
  • Notes 60
  • Centralizing Tendencms 65
  • Notes 68
  • Unifying the Nation 71
  • Notes 75
  • Nationalizing Educational Control 79
  • Notes 85
  • War Predicted by the Wise 89
  • Notes 98
  • Confused Educators 105
  • Notes 112
  • Retreat to the Past 119
  • Notes 128
  • Adjustnmnt is Painful 135
  • Notes 141
  • Unity Versus Heresy 145
  • Notes 152
  • Our Educational Leadership 161
  • Notes 166
  • 'Reforming' Static Education 168
  • Notes 171
  • Maintaining the Social System 173
  • Notes 182
  • Hopes of Reconsiruction 189
  • Notes 197
  • The Wife of the State 207
  • Notes 213
  • Ideals Without Vision 219
  • Notes 224
  • We Teach What's Left 229
  • Nons 240
  • Piecemeal Additions 245
  • Notes 249
  • Sterile Scholarship 251
  • Notes 261
  • Worship of Facts 265
  • Notes 270
  • Seedbeds for Propaganda 272
  • Notes 276
  • Education for Frustration 279
  • Notes 285
  • Youth the Scapegoat 287
  • Notes 295
  • Morale and Education 298
  • Notes 302
  • Health and Morale 305
  • Notes 310
  • Vitamins Will Win 313
  • Notes 317
  • War and the Children 319
  • Notes 324
  • Manufacturing Criminals 327
  • Notes 333
  • Has Education Improved Our Intellect? 337
  • Notes 344
  • Failure of the Intellect in Wartime 351
  • Notes 359
  • Control--By Whom and for What? 361
  • Notes 369
  • How Universities Are Controlled 371
  • Notes 378
  • How Foundations Influence 387
  • Notes 402
  • How Governments Perpetuate Themselves 411
  • Notes 415
  • Guiding Public Opinion 419
  • Notes 424
  • Notes 437
  • Distorting History 443
  • Building Ideologies 447
  • Changing Directions 451
  • Getting Down to Earth 455
  • Yearning for Security 459
  • Going Head First 463
  • Turning Eyes Forward 467
  • Getting Understanding 473
  • Index 479
  • Publishers Books Quoted Or Reviewed 505
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