An Analysis Of Significant Books On Education As Determined By Published Book Reviews In Periodicals Of General Circulation, 1945-1955

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Content AN ANALYSIS OF SIGNIFICANT BOOKS ON EDUCATION AS DETERMINED BY PUBLISHED BOOK REVIEWS IN PERIODICALS OF GENERAL CIRCULATION, 1945-1.955 A D is s e r ta tio n P resen ted to the F acu lty of the School of Education The U n iv e rsity of Southern C a lif o rn ia In P a r t i a l F u lfillm e n t of th e Requirements f o r th e Degree Doctor of Education by Lyle Edmund Siverson January 1960 This dissertation, ’written under the direction of the Chairman of the candidate’s Guidance Committee and approved by all members of the Com m ittee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of D o cto r of Education. D ate .............. J.a m s^ .,.1 9 .6 0 . Dean Guidance Committee TABLE O F CONTENTS CHAPTER PAG E I. THE PROBLEM IN ITS S E T T IN G ............................. 1 In tro d u c tio n .......................................................... 1 The Problem .......................................................... 3 Statem ent of th e problem ........................ 3 D e lim ita tio n of th e study ................... 5 The number of books ............................. 5 Dates of p u b l i c a t i o n ............................. 5 Types of b o o k s ............................................ 6 C ontents of books .................................. 6 D e fin itio n s of Terms .................................. 7 Books on e d u c a t i o n .................................. 7 P a tte rn s of co n te n t ............................. 7 Importance of th e Problem 8 The i n t e r - a c t i o n concept in public r e l a t i o n s ..................................................... 8 Avenues of communication in th e i n t e r - a c t i o n process ................... 10 C o n trib u tio n of co n ten t a n a ly s is s tu d ie s .................................. 10 i i i CHAPTER PAG E Need f o r f u r t h e r co n ten t a n a ly s is s tu d ie s .................................. 11 Importance of books as a communications medium ............................. 14 Review of th e L i t e r a t u r e ............................. 16 Content a n a ly s is of newspapers . . . 17 The F a rle y s t u d y ...................................... 17 The F o s te r study ................................. 18 The Park study ................... 19 The Bishop study .................................. 19 Content a n a ly s is of magazines . . . 20 The B u tle r study ............................. 20 The Van T il and Luecking study . . 20 The Walton study .................................. 21 The Umberger s t u d y .................................. 21 Procedures U s e d ..................................................... 22 Sources of d a ta ........................................... 22 Steps in th e p r o c e d u r e ............................ 23 Summary o f th e Chapter ............................ 24 Arrangement of th e C hapters ................... 25 I I . THE PROCEDURE .......................................................... 27 S e le c tio n of Books fo r A n aly sis . . . 27 iv chapter page A nalysis of th e Basic L ist of Books . . 35 S ele ctio n and A nalysis of th e top Books ......................................................... 39 Chapter Summary ........................................... 44 I I I . THE BASIC LIST OF BOOKS - A MACROSCOPIC V I E W ............................................................................ 45 In tro d u c tio n ......................................................... 45 A nalysis of th e Subject M atter Content Found in th e Basic L is t of Books . . 48 Procedure ......................................................... 48 The f i n d i n g s .................................................... 53 Levels of e d u c a t i o n ................................. 53 Education in th e United S tate s . . 54 Curriculum and m e t h o d ............................. 55 Teachers or educators ............................. 56 S p ecific school or system . . . . 56 S pecial problems ...................................... 57 P h i l o s o p h y .................................................... 57 Pupil personnel ...................................... 57 Purposes, aims, and o b je c tiv e s . . 58 A dm inistration and o rg a n iz a tio n . . 58 V CHAPTER PAGE Education of s p e c ia l groups . . . 59 H isto ry o f ed u catio n .............................. 59 Psychology .................................. 59 The c o n c lu sio n s ............................................ 59 Comparison o f Books w ith Other Communications M e d i a .................................. 62 Comparison of books w ith magazines as a com munications medium . . . . 62 Levels o f e d u c a t i o n .................................. 64 Curriculum and method 65 T e a c h e r s ........................................................... 66 P h i l o s o p h y ...................................................... 66 Pupils . 67 A d m i n i s t r a t i o n ............................................ 67 M iscellaneous ............................................ 68 C onclusions r e s u l t i n g from th e comparison of books w ith m a g a z in e s. 69 Comparison of books and newspapers as media of communications . . . . 71 Curriculum and m e t h o d ............................. 73 E x tr a c u r r ic u la r a c t i v i t i e s . . . . 74 T e a c h e r s ................................................ 75 v i CHAPTER PA G E P h i l o s o p h y ...................................................... 75 P u p i l s ............................................................... 76 A d m in is tra tio n ............................................ 77 C onclusions r e s u l t i n g from a comparison of books w ith news papers ..................... ................................. 77 M iscellan eo u s F in d in g s in th e A n a ly sis of th e B asic L i s t of 233 Books .................................................................. 79 C o n sisten cy of emphasis from y e a r to y e a r .................................................................. 79 A uthors of th e 233 B asic books l i s t e d ........................................................... 85 The C onclusions ................................. 91 P u b lis h e rs of th e 233 books in th e b a s ic l i s t ...................................................... 92 C hapter Summary ...................................................... 98 IV. THE TOP LIST OF BOOKS - A MICROSCOPIC VIEW . . ...................................................................... 100 In tro d u c tio n ................................................................. 100 A n aly sis of th e S ubject M a tter Content Found in th e L is t o f Top Books . . . 101 v i i CHAPTER PA G E The procedure . .................................. 101 The f i n d i n g s ..................................................... 107 Curriculum and method ........................ 107 Purposes and aims .................................. 110 A d m in istra tio n and o rg a n iz a tio n . 110 T e a c h e r s .......................................................... I l l P u p il p erso n n el I l l S p ec ial problems .................................. I l l S p e c ific school or system . . . . 112 Philosophy of education .................... 112 Education o f s p e c ia l groups . . . 112 H isto ry of education ............................. 113 Psychology of education ................... 113 Levels of education ............................. 113 Content a n a ly s is : top books versus books on th e b a s ic l i s t ................... 114 The co n c lu sio n s ........................................... 116 Comparison of F indings w ith S tudies of Other Media ........................................... 119 Content emphasis: top books versus magazines ..................................................... 119 P h i l o s o p h y ..................................................... 122 v i i ,i CHAPTER PAG E T e a c h e r s ........................................................... 123 P u p ils ........................................................... 123 Finance ........................................................... 123 P u b lic r e l a t i o n s ....................................... 124 B u ild in g s ...................................................... 124 C onclusions c o n c ern in g e d u c a tio n a l s u b je c ts em phasized in top books and in m a g a z i n e s ......................... 125 C ontent em phasis: to p books v ersu s newspapers .................................. 127 Courses o f study .................................. 127 T e a c h e r s ........................................................... 129 Value o f e d u c a t i o n .................................. 129 Methods ........................................................... 130 Board of ed u c a tio n and a d m in is tra tio n .................................. 130 P upil p r o g r e s s ............................................ 130 B usiness management and fin a n c e . 131 E x t r a c u r r i c u l a r a c t i v i t i e s . . . . 131 D is c ip lin e ................................................. 131 B u ild in g s ...................................................... 132 H ealth ........................................................... 132 ix CHAPTER PA G E Parent te a ch e r a s s o c ia tio n . . . . 133 A t t e n d a n c e .................................................... 133 Conclusions r e s u lt in g from content a n a ly s is of top books and n e w s p a p e r s ........................................... 133 P u b lish e rs and Authors of the Top Books .................................................................. 136 P u b l i s h e r s ......................................................... 136 The W riters .................................................... 139 The Conclusions ........................................... 139 Chapter Summary 142 V. VARIATIONS IN TREATMENT OF SUBJECTS AND TOPICS - A KALEIDOSCOPIC VIEW . . 143 In tro d u c tio n ......................................................... 143 Books C r i t i c a l of Today's Education . . 145 Conclusions .................................................... 152 B iographical Books ........................................... 152 T e a c h e r s ......................................................... 154 A d m i n i s t r a t i o n ........................................... 156 B uildings .................................................... 157 H isto ry of education ............................ 157 Students and p u p ils ............................. 158 CHAPTER PAGE Academic freedom ................................. 158 R acial p re ju d ic e ...................................... 159 Aims and o b je c tiv e s ............................. 161 E x tr a c u r r ic u la r a c t i v i t i e s . . . . 161 Teaching methods ...................................... 162 Conclusions .................................................... 166 M iscellaneous I l l u s t r a t i o n s of Treatment of Topics ................................. 166 Teaching method ...................................... 167 Finance ................................. . . . . . 170 Aims and o b je c tiv e s ............................. 172 P upils ......................................................... 174 S ocial p r o b l e m s ........................................... 175 The Conclusions ........................................... 178 Chapter Summary ............................................... 178 VI. SUM M ARY, CONCLUSIONS AND RECOMM ENDA TIONS 180 Summary .................................................................. 180 The problem .................................................... 180 Procedure ......................................................... 181 Summary of th e Findings ............................. 184 The b a sic l i s t o f books ........................ 184 x i CHAPTER PA G E Comparison of c o n te n t: l i s t of books versus magazines ........................ 186 Comparison of c o n te n t: l i s t of books versus newspapers ................... 188 M iscellaneous fin d in g s in th e l i s t of b a s ic books ............................. 190 The l i s t of very s i g n i f i c a n t books . 193 Comparison of th e co n ten t emphasis in top books and in magazines . . . 196 Comparison of th e co n te n t emphasis in top books and in newspapers . . 198 P u b lish e rs and au th o rs ............................. 201 Books of c r i t i c i s m , autobiography, and m iscellan eo u s s u b je c ts . . . . 202 Conclusions .......................................................... 203 R ecom m endations.......................................... 207 Need f o r F u rth e r Study ............................. 211 BIBLIOGRAPHY .................................................................................. 213 APPENDIXES .................................................................................. 234 LIST O F TABLES TABLE PAG E I. C ir c u la tio n T o ta ls fo r P e r io d ic a ls from Which Reviews Were T abulated to D eterm ine th e S ig n if ic a n t Books on Education ..................................................... 30 I I . Number of P e r io d ic a ls Which Contained Reviews of Books C l a s s i f ie d u n d er L is te d S u b jec t M a tter Headings ............................. 50 I I I . R e la tiv e Degree of Emphasis of Subject M a tte r Content Found in Books and in M a g a z i n e s .......................................................... 63 IV. Degree of Emphasis of S u b ject M atter C ontent Found in the Media of Books and N e w s p a p e r s ....................................... 72 V. Emphasis of S u b jec t M a tter Content Found in Books f o r Each Year from 1945 through 1955 81 VI. P ro fe s s io n s or O ccupations of Authors o f th e B a sic L is t o f 233 Books . . . 87 x i i i TABLE PA G E V II. P u b lis h e rs of F iv e or More Books Contained in th e B asic L is t of 233 Books on E d u c a t i o n .................................. 93 V III. C ollege and U n iv e r s ity P ress P u b lis h e rs Who P ublished Books Which Were in th e Basic L i s t of 233 Books . . . . 96 IX. The Top Books: Books Which Received Nine or More Reviews in E ighteen S e le c te d P e r io d ic a ls .................................. 102 X. E d u ca tio n al S u b jec ts and Topics Emphasized in 31 Top Books .................... 108 XI. S u b ject M atter Emphasized in th e Top Books T ab u lated by S u b je c t Headings Used in Umberger's A n aly sis of E d u ca tio n al A r t i c l e s in Popular Magazines ....................................... 121 X II. Comparative A n aly sis of E d u c a tio n a l S u b jec ts Emphasized in th e Top Books and in Newspapers ...................... 128 X I I I . L is t of P u b lis h e rs and A uthors of th e Top Books ....................................... 137 x iv TABLE PA G E XIV. P ro fe ss io n s and Occupations of W rite rs of th e 31 Top B o o k s ................................................... 140 XV. L is t of Books E s s e n t i a l l y C r i t i c a l in V i e w p o i n t .......................................... . . , 146 CHAPTER I THE PROBLEM IN ITS SETTING I . INTRODUCTION R ecently ed u cato rs have become very much aware t h a t books which co n ta in inform ation about th e schools and education a re being read and d iscu ssed by th e American p u b lic . When a book arouses c o n tro v e rsy , t h i s i s most a p p a re n t. At th e convention of th e N atio n al Education A sso c ia tio n in the summer of 1954, debates were scheduled between two w r i te r s and two e d u c a to rs . This placed the s p o tl ig h t of a t t e n t i o n on E d u catio n al W a stelan d s, a book by A rthur B esto r (11), and Quackery in the P ublic S ch o o ls, a book w r i tte n by A lb e rt Lynd (145). In 1955 th e book, Why Johnny C a n 't Read (71), became th e c e n te r of a n a t io n wide co n tro v e rsy concerning th e method of te a c h in g c h ild re n to read . These developments in d ic a te d th a t books a re a pow erful medium of communication through which th e American p u b lic becomes informed about th e schools and about education in g e n e ra l. Books a re big b u s in e s s . In 1955 th e re were 12,589 t i t l e s p u b lish ed by book companies in the U nited S ta te s , according to th e annual tra d e s t a t i s t i c s compiled by P u b lish e rs Weekly (242:234). Of t h i s number, 274 t i t l e s were c l a s s i f i e d as education books. Approxi m ately 115,000,000 books of g e n e ra l ap p eal to a d u lts were sold t o l i b r a r i e s and th e American p u b l i c . This i s r e p r e s e n ta ti v e of the number of books p la ced on th e market each y e a r which u lti m a t e ly reach th e hands of the read in g p u b lic . While education books c o n s t i t u t e d only a small f r a c t i o n of th e t o t a l number of books which were p u b lish ed , the 274 t i t l e s in 1955 were only s l i g h t l y above th e average of 262 t i t l e s p e r year which appeared d u rin g the decade from 1945 through 1955. A very s iz a b le l i b r a r y of education books is re p re s e n te d by th e t o t a l of 2,882 s e p a ra te t i t l e s which appeared during t h i s decade. The f a c t th a t th e s e books co n tin u ed to be published each y e a r was an in d ic a tio n th a t they were being purchased and re a d by th e American p u b lic . E v id e n tly , th e public regarded them as an im portant source o f in form ation about the schools and education in g e n e ra l. Other sources of in fo rm atio n in clu d ed r a d io , t e l e v i s i o n , p u b lic speeches, newspapers and m ag azin es. S tu d ies have been made o f th e ty p e of in fo rm a tio n about ed u c atio n re c e iv e d by th e p u b lic through newspapers and m agazines, b u t no stu d y has in v e s t i g a t e d th e medium of books. The p re s e n t i n v e s t i g a t i o n , t h e r e f o r e , was designed to p ro v id e an a n a ly s is cf th e educa t i o n books which p r o f e s s io n a l book rev ie w ers brought to the a t t e n t i o n o f th e g e n e ra l p u b lic . I I . THE PROBLEM Statem ent o f th e Problem This study has undertaken th e ta s k o f d eterm in in g which e d u c atio n books were most s i g n i f i c a n t in th e eyes of th e g e n e ra l p u b lic . Once th e s e s i g n i f i c a n t books were d eterm in ed , an a n a ly s is was made of th e p a t t e r n s of co n ten t in an e f f o r t to e v a lu a te th e type of in fo rm atio n which th e p u b lic re c e iv e d about schools through th e medium of b o o k s. S p e c ific answers to th e fo llo w in g q u e s tio n s were s o u g h t: 1. Which books about ed u catio n were brought to th e a t t e n t i o n of th e p u b lic by book review s which appeared in p e r io d ic a ls o f g e n e ra l c i r c u l a t i o n ? What p a t te r n s of c o n te n t e x is te d in th e se books? How did th e s e p a t te r n s of c o n te n t compare w ith the fin d in g s o f o th er s tu d ie s in the f i e l d of ed u catio n which have examined o th e r media of communications? Did the p a t t e r n s o f co n ten t f l u c t u a t e from y e a r to y ea r? Who p u b lish ed th e s e books? Who wrote th e s e books? Which books could be regarded as th e top books in term s of th e number of tim es they were brought to th e a t t e n t i o n of th e public by book review s? What were t h e p a t te r n s of c o n te n t in th e top books? Did the p a t t e r n s o f co n ten t in th e top books d i f f e r in any re s p e c t from th e t o t a l l i s t of s i g n i f i c a n t books? How did th e p a t te r n s of c o n te n t in th e top books compare w ith th e f in d in g s of s tu d ie s which have analyzed o th e r media of c ommun ic a t ion s ? 11. Who published th e s e top books? 12. Who w rote th ese top books? D elim iting th e Study The number of books. An average of 262 books were published each year from 1945 through 1955 which were c l a s s i f i e d under some to p ic w ith in th e area of education. Consequently i t was necessary to fin d some means of lim itin g th e number of books to be stu d ie d . I t was d e c id e d , th e re fo r e to include in t h i s study only those books which rece iv ed two or more reviews in the s e le c te d p e r i o d ic a ls of g en e ra l c i r c u l a t i o n . Dates of p u b l i c a t i o n . Only books published during th e elev en -y ear p erio d from 1945 through 1955 were included in the study. In terms of tim e, i t was necessary to cover a s u f f i c i e n t perio d to avoid any skewing of emphasis on a p a r t i c u l a r to p ic because of f a c to r s which might ex e rt a temporary in flu e n c e . The magnitude of th e number of books published each year n e c e s s ita te d a tim e lim ita tio n in order to make th e a n a ly s is f e a s i b l e and m eaningful. I t was d e s ira b le to cover a p erio d of time during which th e co n ten t of both newspaper and magazines had alread y been stu d ie d . This made comparisons more v a lid . Types of books. The study included only books which were c l a s s i f i e d in the area of education and which were in the n o n - fic tio n categ o ry . This included p r o fe s sio n a l books, textbooks, and tra d e books. The treatm ent of education in books of f i c t i o n could be a se p a ra te in v e s tig a tio n but i t s in c lu sio n in th e p resen t study might have d i s t o r t e d the f i n d i n g s . Contents of books. This study was lim ite d to an examination of the co n ten t in terms o f q u a n tity . No e f f o r t was made to agree or d isa g re e w ith th e po in ts of view p rese n ted . For example, th e emphasis of th e se books on the to p ic of teach in g reading was of concern, but any ev a lu atio n of th e method discussed f e l l o u tsid e the scope of t h i s study. F ig u ra tiv e ly speaking, i t might be said th a t t h i s study was concerned w ith th e to p ic s of co n v e rsa tio n in the books r a t h e r than w ith th e q u a lity or v a l i d i t y of th e co n v e rsatio n . 7 I I I . DEFINITIONS OF TERMS In th e i n t e r e s t o f c l e a r communication, i t was n e c e s s a ry t o d e fin e th e fo llo w in g term s: Books on e d u c a tio n . A "book on edu catio n " was d e fin e d as one which was c l a s s i f i e d in th e index of th e Book Review D ig est under any one o f th e fo llo w in g h ea d in g s: e d u c a tio n , sc h o o ls, c o lle g e s and u n i v e r s i t i e s , te a c h in g , and t e a c h e r s . The s u b je c t headings in th e Book Review D ig est " a re based on th o se used by th e L ib ra ry of Congress but a r e a l t e r e d where n e c e ss a ry to conform t o those used in th e Cum ulative Book Index" (241). A c tu a lly , the term "books on ed u c a tio n " in t h i s study meant books which were given an ed u c atio n c l a s s i f i c a t i o n by th e L ib ra ry of Con g re s s or th e Cum ulative Book In d ex . P a tte r n s o f c o n t e n t . This p hrase was used to i n d i c a t e th e s i m i l a r i t i e s and d if f e r e n c e s which e x is te d in th e books in term s of th e s u b je c t m a tte r o r to p ic s t h a t were co v e re d . S ubject m a tte r headings were th o se used by th e L ib ra ry o f Congress and th e Cumulative Book In d ex . 8 IV. IMPORTANCE OF THE PROBLEM To u n d ersta n d th e im portance of t h i s study i t is n e c e ss a ry t o examine i t in r e l a t i o n t o th e concept o f p u b lic r e l a t i o n s which has developed in th e minds of ed u c a to rs d u rin g th e p a s t s e v e r a l decades. The I n t e r - a c t i o n Concept in P ublic R e la tio n s A few g e n e ra tio n s ago th e term s p u b lic r e l a t i o n s and p u b l i c i t y were more or le s s synonymous. Most e d u c a to rs f e l t th e need fo r a p u b lic r e l a t i o n s program designed to s e l l th e p u b lic on th e need f o r ed u catio n and th e sc h o o ls. This p o in t was emphasized by Bishop: Exam ination o f th e sta te m e n ts of p u b lic school a d m in is tr a to r s re g a rd in g th e philosophy of s o c i a l i n t e r p r e t a t i o n twenty y e a rs ago r e v e a ls some d e f i n i t e tr e n d s . Twenty y e a rs ago, th e p u b lic r e l a t i o n s program was d e f i n i t e l y a ''s a le s " program. " S e l l th e schools to th e p u b l i c w a s th e slo g a n . "Most ad m in is t r a t o r s thought of p u b lic r e l a t i o n s as pub l i c i t y . " (247:75) The concept of p u b lic r e l a t i o n s today in c lu d e s th e r e a l i z a t i o n t h a t i t i s a two-way p ro c ess of i n t e r - a c t i o n . The sc h o o ls belong to th e people and must r e f l e c t th e w ishes and d e s ir e s of th o se p eo p le. The p u b lic r e c e iv e s 9 inform ation about the schools and th e schools consider th e d e s ire s and wishes of th e people in t h e i r a c tio n s . As W illiam G. Werner s ta te d in an a r t i c l e in Phi D elta Kappan, A p u b lic r e la tio n s program must concern i t s e l f w ith the p u b l i c ’s a t t i t u d e toward an o r g a n iz a tio n , and w ith th e o r g a n iz a tio n 's a t t i t u d e toward the p u b lic . The process in v o lv e s, so to speak, a two-way s t r e e t . N e ith er d ir e c tio n should be n e g lec ted . (245:128) Carl B ie m ille r, w ritin g about the L ib rary of Con g re s s , sa id , I t is th e lo g ic a l ev o lu tio n of the demo c r a t i c b e l i e f th a t th e b e st n a tio n is th a t which gives i t s people, u n s t i n t i n g l y , enough inform ation about enough su b je c ts to work out i t s own d e s tin y . (239:126) This could be paraphrased to apply to th e schools of our natio n which a r e c o n tro lle d by th e people. In order to work out the d e s tin y of th e ed u catio n al system in America, the people need to re c e iv e enough inform ation about the s u b je c t. The modern concept of p u b lic r e l a t i o n s recognizes the n e c e s s ity f o r such in fo rm atio n . I t also recognizes th a t th e inform ation they re c e iv e w i l l co n d itio n the re a c tio n of th e people. 10 Avenues o f Communication in th e I n t e r - a c t i o n Process E ff e c tiv e i n t e r - a c t i o n between school and community s tr e s s e s th e im portance of communications. Any concept of p u b lic r e l a t i o n s reco g n izes th e p r in c ip l e t h a t channels of communication f u r n is h th e avenues by which t h i s i n t e r a c tio n ta k e s p la c e . People le a rn about t h e i r schools and e d u c a tio n a l programs through th e media of m agazines, news p ap e rs, r a d io , t e l e v i s i o n , the s ta g e , p u b lic speeches, books of f i c t i o n and n o n - f ic tio n , and d a ily r e p o r ts from t h e i r own c h ild re n . What they h ear through th e s e v ario u s channels undoubtedly fu rn is h e s th e b a s is f o r t h e i r u n d er stan d in g o f e d u c a tio n . Examination of th e c o n te n t of the info rm atio n being fu rn is h e d through th e se media seemed amply j u s t i f i e d . In th e E ncyclopedia of E ducational Research i t is s ta te d in th e s e c tio n on Public R e la tio n s, C o n sid erab le re se a rc h in p u b lic r e l a t i o n s has been concerned w ith ag e n cie s, avenues, or channels and media f o r developing u n d erstanding between the schools and th e p u b lic . (161:904) C o n trib u tio n of Content A nalysis S tudies S tudies c l a s s i f i e d in t h i s s e c tio n a c tu a l ly f e l l w ith in th e c a te g o ry o f co n ten t a n a ly s is , w hether or no t 11 any m ention was made of t h a t type o f r e s e a r c h . Bernard B erelson in h is book, C ontent A n aly sis in Communication R e se a rc h , d e s c rib e d th e p ro ced u res and problems of c o n te n t a n a ly s is as a r e s e a r c h method. He in d ic a t e d t h a t co n te n t a n a ly s is was developed p r im a r ily by communication s p e c i a l i s t s f o r a p p l ic a tio n to t h e i r own problem s, b u t "there i s no q u e s tio n of i t s re le v a n c e to o th e r f i e l d s as w e ll. To th e e x te n t th a t [any of th e s e f i e l d s ] d e a l w ith th e m ate r i a l s o f com m unication--and a l l o f them d o --c o n te n t a n a ly s is may be u s e f u l" (1 0 :9 ). In c re ased a t t e n t i o n i s being given nowadays to c o n te n t a n a ly s is types o f s t u d i e s . In th e e a r ly decades of th e c e n tu ry , c o n te n t a n a ly s is was used in no more than two s tu d ie s a y e a r . Today, t h i s number has in c re a se d to about tw e n ty -f iv e a y e a r, and presum ably th e f i e l d is s t i l l expanding (1 0 :2 1 ). Need f o r F u rth e r Content A n aly sis S tu d ie s In th e f i e l d of e d u c a tio n c o n te n t a n a ly s is s tu d ie s have d e a l t p r im a r ily w ith two media, newspapers and maga z i n e s . However, th e s e a r e only two of th e many media th ro u g h which th e p u b lic re c e iv e s i t s im pression of educa t i o n . For t h i s reaso n , t h e r e is need f o r c a r e f u l study 12 o f what is b ein g communicated concerning th e schools because a l l m a te r ia ls which re a c h th e p u b lic do a f f e c t i t s th in k in g about e d u c atio n , and t h i s is v i t a l l y impor t a n t both to education and to th e p u b l i c . Bernard Iddings B e ll in h is book, Crowd C u l tu r e , gave an in d ic a tio n of th e v a r ie ty o f sources of m a te r ia l which a f f e c t th e p u b lic . The way of l i f e in any c u l t u r e is rev ea led by exam ination of c e r t a in in d ex es. Among th e ones u s u a lly r e l i e d on by s o c i a l s c i e n t i s t s as most re v e a lin g a r e th e p re s s (with i t s modern v a r ia n ts ra d io and t e l e v i s i o n ) ; books and maga z in e s commonly re a d ; a d v e r t is in g ; sp o rts and r e c r e a t i o n ; music; th e p i c t o r i a l a r t s , in c lu d in g again th e movies, ra d io and t e l e v i s i o n ; divorce and th e permanency of th e home; good or bad m anners, in c lu d in g g e n e ra l a t t i t u d e s toward d i s o rd e r and n o ise ; education and i t s o b je c tiv e s ; r e l i g i o n and th e concern o r la ck of esteem in which i t i s h e ld . (9:24) Although Dr. B e ll was n o t ta lk in g about th e f i e l d o f e d u c a tio n , he s tr e s s e d a p o in t which has a b ea rin g on any study of co n ten t a n a ly s is . An exam ination of any one index or medium of communication i s only p a rt of th e t o t a l p i c t u r e . This emphasis on th e t o t a l p ic tu re was s tr e s s e d in th e Encyclopedia o f E d u ca tio n al Research in th e s e c tio n on P u b lic R e la tio n s , as fo llo w s: Some a u t h o r i t i e s are convinced th a t we cannot i n t e r p r e t th e schools to th e p u b lic u n t i l we u n d ersta n d th e n a t u r e and p e c u l i a r i t i e s of th e p u b lic w ith which we a re d e a lin g . P ublic opinion cannot be understood a p a rt from 13 th e s o c ia l m a trix in which i t i s found. (161: 903) Obviously, a l l media of communication provide in fo rm atio n which a f f e c t s th e th in k in g of th e p u b l i c . A nalysis of only one communications medium g iv es only a p a r t i a l view of th e p ic tu r e . I t i s th e com bination o f th e c o n trib u tio n s of a l l communications media which h e lp s to form th e p a t te r n of th e s o c ia l m a trix . Newspapers are only one so u rce and one index of th e message being re c e iv e d by th e p u b lic . By th e same token, magazines r e p r e s e n t only one medium of communica t i o n . This in no way r e f l e c t s on th e value of s tu d ie s which have been made in th e se a r e a s ; r a t h e r , i t emphasizes th e need f o r f u r t h e r s tu d ie s c o n c e n tra tin g on o th e r media of communication through which th e p u b lic le a rn about th e s c h o o ls . The people must be given s u f f i c i e n t inform ation about enough to p ic s in education t o be ab le to work out th e d e s tin y of t h e i r own sch o o ls. I f any p ro p er a n a ly s is is to be made of th e inform ation b ein g rece iv ed by th e p u b lic about i t s sc h o o ls, an exam ination of th e co n ten t s tr e s s e d by a l l media becomes m andatory. The p re s e n t stu d y , t h e r e f o r e , was undertaken in an attem pt to examine th e books about education which have 14 reached the p u b lic . The study was e s p e c ia lly urgent because th e re has been no previous study of t h i s medium in terms of what was being sa id to the p u b lic about educa tio n . The rese arch d iv is io n of th e N atio n al Education A sso ciatio n , which r e g u la rly ta b u la te s and p ublishes a summary of a r t i c l e s on education appearing in th e popular magazines, had no reco rd of any re se a rc h in t h i s area and knew of no study or b ib lio g ra p h y of books about education which had been of concern to th e g en e ra l public (250). Importance o f Books as a Communications Medium Undeniably, books a re an im portant source of inform ation fo r the p u b lic . The f in a n c ia l success of book p u b lish e rs could be taken as a s u f f i c i e n t in d ic a tio n of th e continued importance of books. Books are published to be sold f o r a p r o f i t . They a re purchased to be read. T herefore, th e continuing f in a n c ia l success of th e book p u b lish in g in d u stry r e f l e c t s th e demand f o r books. In 1954 i t was estim ated th a t th e t o t a l income to book pub l is h e r s (not r e t a i l e r s ) was 600 to 650 m illio n d o lla rs (243:214). In 1955 a t l e a s t f o r ty new bookshops were opened, in a d d itio n to the numerous book departments in 15 suburban department s t o r e s . There were no bankruptcies and only sixteen shops were closed (243:251). Such f in a n c ia l s t a b i l i t y would seem to in d ic a te th a t the development of more recen t communications media, such as t e l e v i s i o n , had n o t decreased the demand fo r books. In 1939 about 64 p e r cent of the population was served by l i b r a r i e s and by 1950 t h i s fig u re was r a is e d to 76 per c e n t, according to s t a t i s t i c s fu rn ish ed by th e United S ta te s O ffic e of Education. In 1955-56 th e re were more th a n 25 m illio n public lib r a r y card h o ld e rs , and more th a n 7,000 p u b lic l i b r a r i e s w ith 3,100 branches. In a d d itio n , there were 3,600 s p e c ia l l i b r a r i e s and 1,374 co lleg e and u n iv e r s ity l i b r a r i e s (243:234). This evidence of a v a i l i a b i l i t y o f books would tend to emphasize s t i l l more s tro n g ly th e importance of books as a medium of communication. I n te r e s t in books was noted in the in c re a sin g number o f books s o ld each y e a r. In 1939, approxim ately 48 m illio n g en eral ad u lt books were so ld . In 1947, sa les fo r t h i s type of book reached 110 m illio n . In 1954, a t o t a l o f 115 m illio n books were so ld . In a d d itio n to these s a l e s a tremendous number of paper-bound books were sold, and p u b lis h e rs g e n e ra lly f e l t th a t th e se sa le s 16 in c r e a s e d th e g e n e ra l i n t e r e s t in r e a d in g and had a f a v o r a b le in f lu e n c e on s a l e s of th e h a rd - c o v e r books. I t was e s tim a te d t h a t in 1955 200 to 300 m il lio n paper-bound books were s o ld (2 4 3 :2 1 4 ). A ll of t h e ev id en ce i n d i c a t e s t h a t th e American p u b lic re a d s a g r e a t many books. Books in th e e d u c a tio n c l a s s i f i c a t i o n formed a s i g n i f i c a n t segment of th e t o t a l , a p p ro x im a te ly 262 such t i t l e s b ein g p u b lis h e d each y e a r . Much o f th e in fo rm a tio n ab o u t e d u c a tio n which was r e c e iv e d by th e p u b lic came to them from books. C e r t a in l y a stu d y o f t h i s medium was j u s t i f i e d . The im portance o f th e stu d y was enhanced b ecau se th e r e s u l t s co u ld be examined in r e l a t i o n t o s t u d i e s o f o th e r media which were u sed as avenues o f communication between th e sch o o ls and th e p u b lic . V. REVIEW OF THE LITERATURE I t was m entioned t h a t no p re v io u s s t u d i e s had been co n cern ed w ith books about e d u c a tio n in r e l a t i o n t o t h e i r in f lu e n c e on th e g e n e ra l p u b lic . T his lim ite d th e review o f r e l a t e d l i t e r a t u r e to s tu d i e s r e l a t e d in th e c o n te n t a n a l y s i s f i e l d , even though th e y were concerned w ith o t h e r m edia. As s t a t e d p r e v io u s l y , i t was re c o g n iz e d e a r l y in 17 the s tr u c t u r in g of the p re s e n t study th a t any a n a ly s is of th e medium of books would have s ig n ific a n c e only as i t was r e l a t e d to th e t o t a l c o n te x t of s tu d ie s of a l l com m unications media. To d a te , such stu d ie s have been lim ite d p rim a rily to exam inations of th e two media, newspapers and m agazines. Content A nalysis of Newspapers Four s tu d ie s of th e co n ten t a n a ly s is of newspapers should be m entioned, th o se by F a rle y , F o s te r, Park and B ishop. The F a rle y s tu d y . In 1929 F arley completed a re s e a rc h study which involved an a n a ly s is o f th e type of school news which was being re p o rte d in the newspapers (64). He measured the space devoted to v a rio u s to p ic s of school news in 737 is s u e s of ten newspapers from ten c i t i e s in th e United S ta te s . This phase of h is study employed th e co n ten t a n a ly s is method of re se a rc h as d efin e d by B erelson: "Content a n a ly s is is a re se a rc h tech n iq u e fo r th e o b je c tiv e , sy ste m a tic , and q u a n t ita tiv e d e s c r ip tio n of th e m an ifest content o f communication" (10:18). F arley a ls o stu d ie d th e responses in t h i r t e e n c i t i e s of 5,067 school p a tro n s who had in d ic a te d what they most wanted to know about th e s c h o o ls . He found t h a t th e p a tro n s wanted most to know about p u p il p ro g ress and achievem ent, p u p il h e a l t h , methods of i n s t r u c t i o n , courses of study, th e value o f ed u c a tio n , d i s c i p l i n e and b e h a v io r. He r e p o rte d th a t 47 p er ce n t of th e space devoted to school news in th e newspapers c o n c e n tra te d on a t h l e t i c s , dances, and o th e r e x t r a c u r r i c u l a r l i f e of the sc h o o l. In every c i t y except one, th e r e was a n e g a tiv e r e l a t i o n s h i p between th e i n t e r e s t s of th e school p a tro n s in c e r t a i n to p ic s of school news and th e amount of space devoted to th o se to p ic s in th e p re s s . The F o s te r s tu d y . Another study in the f i e l d of education which employed a c o n te n t a n a ly s is type of approach was re p o rte d by F o s te r in 1938 (237). He analyzed e d i t o r i a l s p u b lish ed in tw e n ty -fiv e s e le c te d American news papers during a p e rio d of f iv e y e a rs , 1930-35. Much of th e e d i t o r i a l a t t e n t i o n was about c o lle g e a t h l e t i c s and l i t t l e was s a id about cu rricu lu m . About one f o u rth of the comment was c r i t i c a l and i t c e n te re d in fin a n c e and school board p o lic y . Favorable a t t e n t i o n was given to th e teachers and a d m i n i s t r a t o r s . The Park s tu d y . Park re p o rte d th e r e s u l t s of a study of weekly newspapers in Oklahoma (247). He found t h a t newspapers gave lim ite d space to e d u c a tio n a l to p ic s of most i n t e r e s t to the p u b lic and most space to th o se of l e a s t i n t e r e s t . A l a t e r study by W. J . Thomas in Pennsyl van ia re p o rte d fin d in g s in s u b s t a n tia l agreement w ith th o se of Park (248). The Bishop s tu d y . The most re c e n t and complete study of newspaper s t o r i e s about th e schools was t h a t conducted and re p o rte d by Bishop in 1949 (246). He made a study of what newspapers were p r in tin g about th e p u b lic sch o o ls, ta b u la t in g the amount of space devoted to school news in newspapers from th e same c i t i e s which F arley had surveyed twenty y ea rs e a r l i e r . He a ls o surveyed r e p r e s e n ta tiv e C a lif o r n ia and R iv ersid e County p ap ers. He found no s u b s t a n t i a l change in th e emphasis being given in th e newspapers to school news. E x tr a c u r r ic u la r a c t i v i t i e s re ce iv e d 55 p er ce n t of th e space devoted to school news which was a c tu a l ly more than th a t found by F a rle y in h is e a r l i e r study. He found t h a t th e P aren t Teacher Asso c i a t i o n re c e iv e d 10 per c e n t of th e space devoted to school news. This to p ic was follow ed in order by board of 20 education and a d m in is tra tio n , pupil p ro g re ss, te a c h e rs , b u ild in g s , courses of stu d y , and management and finance. The to p ic s which re c e iv e d th e le a s t amount of a tte n tio n were d i s c i p l i n e , h e a lth of p u p ils, v a lu e of education, methods, and atten d an ce. Content A nalysis of Magazines Four stu d ie s have a ls o been made of th e ed u c atio n al co n ten t of m agazines, which a re of relev an ce to the p re se n t in v e s tig a tio n : those by B u tle r, Van T i l and Luecking, Walton, and Umberger. The B u tle r s tu d y . The trea tm en t of education in magazines has been a to p ic of rese arch stu d ies o f the con te n t a n a ly s is type. In 1949 B utler re p o rte d on a study of 252 a r t i c l e s by 162 w r i t e r s appearing in g e n e ra l maga z in e s between Ju ly 1944, and June 1947 (240). However, only those to p ic s were ta b u la te d which seemed to be a p p lic a b le to the q u a l i f i c a t i o n s of te a c h e rs and the c u r riculum f o r te ac h e r t r a i n i n g . The Van T il and Luecking s tu d y . The a re a s of edu c a tio n which seemed to be of concern t o w rite rs in popular magazines were stu d ie d by Van T il and Luecking in 1949 21 (238). These authors analyzed 334 a r t i c l e s by 233 d i f f e re n t w r i t e r s . Although t h i s study did amass c o n sid erab le data concerning the co n ten t of th e a r t i c l e s , i t was con cerned p rim a rily w ith th e clim a te of opinion in regard to th e fu n c tio n a l curriculum . The Walton s tu d y . In 1950 Walton rep o rted on a study of th e ed u c atio n al co n ten t of six te e n g en e ral maga zin es from 1928-1947 (244). He found g rea t annual v a r i a tio n in th e number of a r t i c l e s published each y ea r. In to p ic a l i n t e r e s t he found the follow ing ranking: a t h l e t i c s , philosophy, curriculum , s tu d e n ts , te a c h e rs , and a d m in is tr a tio n . The Umberger s tu d y . A re s e a rc h study by Umberger d e a lt w ith a content a n a ly s is of ed u catio n al a r t i c l e s which appeared in popular magazines from 1945 through 1950 (249). He ta b u la te d th e a r t i c l e s by c h ie f to p ic and by t o t a l re fe re n c e s w ith in the a r t i c l e s to the to p ic , and c l a s s i f i e d th e w r ite r s of the a r t i c l e s in to the two c a t e g o rie s of p ro fe s s io n a l educators and non-educators. I t was found th a t non-educators outnumbered the p ro fe s s io n a l e d u c ato rs, th re e to one; and t h a t , w hile method and 22 o rg a n iz a tio n re ce iv ed th e g r e a t e s t emphasis, cu rricu lu m rec e iv e d alm ost an equal amount o f a t t e n t i o n . These c a t e g o rie s were follow ed, in o rd e r, by te a c h e rs , philosophy, p u p ils , p u b lic r e l a t i o n s , b u ild in g s , and fin a n c e . For th e purposes of comparison th e most s i g n i f i ca n t c o n tr ib u tio n s to th e p re se n t in v e s tig a tio n was made by B ish o p 's a n a ly s is of school news in th e newspapers and by Umberger's a n a ly s is o f a r t i c l e s on education in th e popular m agazines. L a te r, the fin d in g s of th e p re se n t study a re compared to th e fin d in g s of each o f th o se re p o rte d p re v io u sly to determ ine th e s i m i l a r i t i e s and d if fe re n c e s in th e c o n te n t emphasized in th e th r e e com m unications media. VI. PROCEDURES USED Sources of Data The d a ta fo r t h i s study were o b tain ed from a number of so u rc e s. The s e le c tio n o f s i g n i f i c a n t books about education was made from a ta b u la tio n of th e reviews re p o rte d in th e Book Review D igest fo r th e p e rio d of time covered in th e study. The s u b je c t m a tte r headings were taken from th o se fu rn is h e d fo r each book by th e L ib rary 23 o f C ongress and th e C um ulative Book In d e x . F u r t h e r d a ta were s e c u re d from an a c t u a l e x a m in a tio n o f t h e to p t h i r t y - one books on th e l i s t . S tep s i n t h e P ro c ed u re C h a p ter I I o f t h i s r e p o r t i s devoted t o a d e t a i l e d d e s c r i p t i o n o f t h e p ro c e d u re fo llo w e d in t h i s s tu d y . This c h a p t e r a l s o in c lu d e s an overview o f th e p ro c e d u re . The method o f s e l e c t i n g th e books on e d u c a tio n w hich w ere f e l t t o be most s i g n i f i c a n t was b a s e d on th e number o f book re v ie w s which w ere p u b lis h e d in e ig h te e n s e l e c t e d p e r i o d i c a l s o f g e n e r a l c i r c u l a t i o n . I f a book r e c e i v e d two o r more re v ie w s , i t was p la c e d on th e b a s ic l i s t o f books. I f a book r e c e i v e d n in e or more rev iew s i t was p la c e d in t h e to p books g ro u p in g . The p a t t e r n s o f c o n te n t o f t h e b a s ic l i s t o f books were t a b u l a t e d by u s in g th e s u b j e c t h ea d in g c l a s s i f i c a t i o n s g iv en t o th e book by t h e L ib r a r y o f Congress and th e C um ulative Book I n d e x . A c t u a l l y , th e c l a s s i f i c a t i o n s p e c i a l i s t s o f t h e s e two a g e n c ie s s u p p lie d th e d a ta which i n d i c a t e d t h e c o n t e n t em phasized in t h e s e boo k s. T his in f o rm a tio n was t a b u l a t e d and com pared w ith t h e r e s u l t s o f o t h e r c o n t e n t a n a l y s i s s t u d i e s o f new spaper and m agazines. 24 The to p books w ere analyzed in g r e a t e r d e t a i l . Although b a s i c a l l y th e s u b je c t headings and c l a s s i f i c a t i o n s of th e L ib rary o f Congress and th e Cumulative Book Index were u se d , an exam ination of th e book i t s e l f was made to fin d out th e amount of emphasis o f each t o p i c , r e g a r d le s s of th e su b je c t c l a s s i f i c a t i o n of th e book. This a n a ly s is in d ic a te d c o n te n t emphasis in f i n e r d e t a i l than d id th e broad c l a s s i f i c a t i o n s of books given in l i b r a r y c a ta lo g u e s . These fin d in g s were compared w ith th e r e s u l t s from th e b a s ic book ta b u la t io n s and th e newspaper and magazine s t u d i e s . F i n a l l y , s e l e c t i o n s were made from th e v a rio u s books to show p a t t e r n s o f c r i t i c i s m and tre a tm e n t of v a rio u s to p ic s in th e d i f f e r e n t books. V II. SUM M ARY OF THE CHAPTER This c h a p te r c o n ta in s a sta te m e n t o f th e problem , a d e l im it a tio n o f th e scope of th e problem, and d e f i n i t i o n of te rm s. The im portance of th e problem was e s ta b li s h e d by d e s c r ib in g th e modern concept o f p u b lic r e l a t i o n s and th e r e c o g n itio n of th e i n t e r - a c t i o n th eo ry between school and community. Since i n t e r - a c t i o n tak es p la c e through 25 v a rio u s communications media, th e value o f co n ten t a n a ly s is ty p e s of s tu d ie s was e s ta b li s h e d . I t was i n d i c a te d th a t o n ly two m edia, newspapers and m agazines, had been the s u b je c t of t h i s type of study and th e need fo r f u r t h e r s tu d ie s of o th e r media, in c lu d in g books, was w e ll e s ta b li s h e d . The review of th e l i t e r a t u r e concen t r a t e d on th e lim ite d number of c o n te n t an a ly se s which were r e la te d t o the p re s e n t stu d y . F in a ll y , the sources of d a ta and a gen eral o u tlin e of procedure were d e sc rib e d . The ch a p ter concluded w ith an in d ic a tio n o f th e a rra n g e ment of the c h a p t e r s . V I I I . ARRANGEMENT OF THE CHAPTERS C hapter I I d e s c rib e s th e procedure used in th e stu d y . A d e s c r ip tio n is given o f th e method used to s e l e c t the s i g n i f i c a n t education books. The procedure by which an a n a ly s is was made o f th e p a t te r n s of co n te n t is o u tlin e d . C hapter I I I in c lu d e s th e re p o rt of th e fin d in g s and an a n a ly s is of th e b asic l i s t of books which rec e iv ed two o r more review s in th e p e r io d ic a ls of g e n e ra l c i r c u l a t i o n . This c h a p te r i s t i t l e d "The Macroscopic View" 26 b e c a u se , f i g u r a t i v e l y speaking, i t is an exam ination of th e books which are "o b se rv a b le to th e naked ey e." Chapter IV r e p o r t s the a n a ly s is o f th e books w hich rece iv ed nine or more reviews in eig h teen p e r io d ic a ls of g e n e ra l c i r c u l a t i o n . Since th e a n a ly s is of th e s e top books was made by a d e t a i l e d exam ination of the c o n te n t o f each book, t h i s c h a p te r is t i t l e d , "The M icroscopic View." C hapter V p re s e n ts i l l u s t r a t i o n s and examples of v a r io u s to p ic s and c o n te n t in s e v e r a l of th e books. This c h a p te r is term ed "The K aleidoscopic View," sin c e th e exam ination o f th e books re v e a ls th e trea tm en t of s im ila r t o p i c s in "a v a rie g a te d changing p a t t e r n . " The prim ary o b je c ti v e of t h i s c h a p te r is to i l l u s t r a t e th a t re a d e rs of th e s e books encountered much in fo rm atio n th a t th e y would be u n lik e ly t o read in e i t h e r newspapers or m agazines. Chapter VI in c lu d e s a summary of th e re p o r t and i t s fin d in g s w ith the w r i t e r ' s co n c lu sio n s and recommenda t i o n s . CHAPTER I I THE PROCEDURE A g en e ra l o u tlin e of th e procedure was p resen ted in the f i r s t c h a p te r. In th e p rese n t c h a p ter th e procedure of the study is describ ed , g iv in g an account of the method employed in s e le c tin g and analyzing books. I. SELECTION OF BOOKS FOR ANALYSIS During th e elev en -y ear perio d from 1945 through 1955 an average of 262 books was published each year which were c l a s s i f i e d under to p ic s w ith in the a re a of education. A tte n tio n was d ire c te d toward t h i s la rg e group which to ta le d 2,882 books, to determ ine which books were th e most s ig n i f ic a n t from the sta n d p o in t of t h i s study, i . e . , in terms of ed u catio n al inform ation being given to the gen eral public through th e medium of c ir c u la te d books. Obviously, many of the books were te c h n ic a l or sp e c ia liz e d in n a tu re and were d ire c te d toward ed u c ato rs. This study was not concerned w ith t h i s type of book u n le ss i t was also d ire c te d to the a tte n tio n o f th e more g en e ra l p u b lic . 28 I t was thought th a t book reviews in p e rio d ic a ls of gen eral c i r c u la tio n would form perhaps the most lo g ic a l b a s is fo r th e s e le c tio n of books which were being read and which were considered to be of most sig n ific a n c e . This procedure, in essence, u t i l i z e d the p ro fe ssio n a l book reviewers as a ju ry of experts in determ ining the s i g n i f i cance of books. This viewpoint recognized th a t i t was the business of review ers to bring books to the a tte n tio n of th e p u b lic . The books reviewed in widely c irc u la te d p e r io d ic a ls , i t could be assumed, were those which reviewers f e l t would be of i n t e r e s t to th e public and which they f e l t to be worthy of gen eral a t te n t io n . The book reviewer, in e f f e c t , attem pts to gauge the in te r e s t of the public w hile a t th e same time endeavoring to mold the in t e r e s t of the p ublic in th e books he s e le c ts fo r review. This procedure recognized th e book review e d ito rs as being in a p o sitio n to p re d ic t and co n d itio n the in te r e s ts of the book reading p u b lic . A second reason fo r using book reviews as the c r i te rio n fo r s e le c tin g s ig n if ic a n t books was the recognition th a t book reviews provide p u b lic ity fo r books and a t t r a c t th e p u b lic 's a tte n tio n to them. Not everyone reads the 29 book review s bu t i t can be assumed th a t th o se who a re e s p e c i a lly i n t e r e s t e d in books do read book review s. Those who purchase books, whether fo r them selves o r fo r l i b r a r i e s , would be l i k e l y to c o n s u lt th e book review s in v a rio u s p e r i o d i c a l s . In f a c t , i t i s h ig h ly probable th a t th e amount of a t t e n t i o n a book re c e iv e s in lead in g book review columns can be taken as one r e a l i s t i c c r i t e r i o n of th e e v e n tu a l ac cep tan ce, i f not th e s ig n ific a n c e of th e book. E ighteen p e r io d ic a ls of g e n e ra l c i r c u l a t i o n were s e le c te d fo r in c lu s io n o f t h e i r book review columns. This s e le c tio n a u to m a tic a lly e lim in a te d any p e r io d ic a l d ir e c te d toward a s p e c ia liz e d group, such as e d u c a to rs. The c r i t e r i a f o r s e le c tio n were th r e e f o ld : (1) th e p e r io d ic a l must c o n ta in r e g u la r ly p u b lish ed book review s, (2) the p e r io d ic a l must have i t s book review s condensed in Book Review D ig e s t, and (3) th e p e r io d ic a l must have s u f f i c i e n t c i r c u l a t i o n among th e g e n e ra l p u b lic to w arrant in c lu s io n . The e ig h tee n p e r io d ic a ls w ith t h e i r c i r c u l a t i o n t o t a l s a r e l i s t e d in Table I. Six of th e s e " p e r io d ic a ls " were new spapers. The Chicago Sunday Tribune w ith a c i r c u l a t i o n of 1,428,916 30 TABLE I CIRCULATION TOTALS FOR PERIODICALS FROM WHICH REVIEWS WERE TABULATED TO DETERMINE THE SIGNIFICANT BOOKS ON EDUCATION P e r io d ic a l C irc u la tio n T o ta ls Newspapers Chicago Sunday Tribune . . . . 1,428,916 C h r is tia n S cience Monitor . . 161,675 New York H erald T ribune . . . 535,009 New York Times .................................. 1,149,467 San F ra n c isc o C h ro n icle . . . 244,150 S p rin g f ie ld R epublican . . . 111,372 T o tal Newspaper C i r c u la tio n 3,630,589 Magazines C h r is tia n C entury ......................... 37,214 Commonweal ............................................ 20,492 N ation ...................................................... 33,006 New Republic .................................. 27,000 Saturday Review of L i t e r a t u r e .................................. 151,038 Time ...................................................... 1,920,852 T o ta l Magazine C i r c u la tio n 2,189,602 Note: C i r c u la t io n f ig u r e s a r e based on N. W. Ayer and Sons D ir e c to ry of Newspapers and P e r io d ic a ls 1956, P h ila d e lp h ia 6, P en n sy lv an ia. 31 TABLE I (continued) P e rio d ic a l C irc u la tio n T o tals Library and B ookseller P e rio d ic a ls B o o k list ............................................... 12,365 Bookmark ............................................... 2,500 Kirkus ............................................... 1,800 Library Jo u rn al ............................ 12,902 United S ta te s Q u arterly Book Review ............................ 2,500 Wisconsin L ibrary B u lle tin . . 1,850 T o ta l Library and B ookseller P e rio d ic a l C irc u la tio n 33,917 Total C irc u la tio n a l l P e rio d ic a ls 5,854,108 32 headed th e l i s t . The New York Times w ith a c i r c u la ti o n of 1,149,467 and th e New York Herald Tribune w ith a c i r c u l a t i o n of 535,009 were n e x t. The o th er newspapers included were the San F ran cisco C h ro n ic le , c i r c u la ti o n 244,150; C h ris tia n Science M onitor, c i r c u la ti o n 161,675; and the S p rin g fie ld R epublican, c i r c u la ti o n 111,372. The t o t a l c i r c u la ti o n of th e six newspapers whose book reviews were analyzed amounted to more than th re e and one h a l f m i l l i o n . Six magazines were included. T heir t o t a l c i r c u l a t i o n came to more than two m illio n , Time magazine accounting f o r a s u b s ta n tia l p ro p o rtio n of the t o t a l . Other magazines were C h ristia n C entury, Commonweal, N a tio n , New R epublic, and Saturday Review of L i t e r a t u r e . L ib rary and b o o k se lle r p e r io d ic a ls were not regarded as s p e c ia liz e d p u b lic a tio n s because the b o o k se lle r or the l i b r a r i a n who used them was making book s e le c tio n s f o r the g e n e ra l public r a th e r than f o r a s p e c ia liz e d group. The t o t a l c i r c u l a t i o n fig u re s fo r t h i s group of p e r io d ic a ls was approxim ately 34,000; however th e n atu re of th e se magazines m u ltip lie d t h e i r s ig n ific a n c e f a r beyond th e c i r c u l a t i o n f ig u re s . These were the p e rio d ic a ls which the 33 book buyers and th e l i b r a r i a n s stu d ie d as they made t h e i r p u rch ases. T h eir purchases guaranteed th a t th e book would be brought to th e a t t e n t i o n of th e g e n e ra l p u b lic in book s to r e s and on l i b r a r y s h e lv e s . The s ix p e r io d ic a ls in t h i s c a teg o ry were B o o k l is t, Bookmark, K irk u s, L ib rary J o u r n a l, U nited S ta te s Q u a rte rly Book Reviews and th e Wisconsin L ib rary B u l l e t i n . The t o t a l c i r c u l a t i o n of a l l eig h teen p e r io d ic a ls from which review s were ta b u la te d amounted to alm ost six m il lio n . D is tr ib u ti o n of most of th e se p e r io d ic a ls was nationw ide and th e newspapers re p re se n te d both th e e a st and west c o a s ts , as w ell as th e Chicago a re a . The p o ten t i a l audience f o r each of th e books which might be reviewed was approxim ately s ix m il lio n . No claim was made th a t any s p e c if ic p ro p o rtio n of t h i s t o t a l read a l l th e review s. I t should be mentioned a g a in , however, th a t th e study was concerned w ith what people read about education in books. People who read books a re li k e l y to read book review s and to be m otivated by them. A ll is s u e s of th e Book Review D igest from 1945 through 1956 were examined and th e number of reviews by th e s e eighteen p e r io d ic a ls were ta b u la te d . Although the 34 study was concerned only w ith books p u b lish ed p r io r to 1955, i t was n ecessary to examine th e 1956 iss u e s to be c e r t a i n th a t a l l review s were in c lu d e d . Reviews were analyzed fo r books c l a s s i f i e d as e d u c atio n , sch o o ls, c o l leges and u n i v e r s i t i e s , te a c h e rs , and te a c h in g . The le n g th of th e review was not a f a c t o r , nor was any con s id e r a tio n given to w hether fa v o ra b le or u n fav o rab le com ments were made by th e rev iew er. This recognized th e f a c t th a t an u n fav o rab le review could a t t r a c t a t t e n t i o n to a book as w ell as could a fa v o ra b le review . In th e same manner, i t was assumed th a t a s h o r t review could c o n c eiv a bly a t t r a c t as much a t t e n t i o n to a book as could a long re v ie w . The number of p e r io d ic a ls which reviewed th e book was deemed to be th e s i g n i f i c a n t f a c t o r in s e le c tio n . I f one p e r io d ic a l reviewed the book, i t meant th a t only one book review er had devoted a t t e n t i o n to th e book and th e p o t e n t i a l audience f o r th e review was lim ite d . I f two reviewed th e book, i t meant th a t two book review ers had a t t r a c t e d a t t e n t i o n to th e book and the p o t e n t i a l audience was m u lt ip lie d . With t h i s c r i t e r i o n e s ta b lis h e d , i t was decided th a t a book would be in clu d ed in th e l i s t of b a s ic 35 e d u c a tio n a l books i f i t rec e iv e d two or more review s. Books which re c e iv e d nine or more reviews w ere placed on a more s e l e c t i v e l i s t which was r e f e r r e d to a s th e 'ftop books," i . e . , th o s e which were judged to be v ery s i g n i f i ca n t . I I . ANALYSIS OF THE BASIC LIST OF BOOKS The l i s t of b asic books was thus made up of 233 t i t l e s which had re c e iv e d two or more book review s in th e eighteen p e r io d ic a ls of g e n e ra l c i r c u l a t i o n . In analyzing th e p a tte r n s of c o n te n t, B e re ls o n 's d e f i n i t i o n of content a n a ly s is was taken in to c o n s id e r a tio n -- th e te ch n iq u e should be o b je c tiv e^ sy ste m a tic , and q u a n t i t a t i v e (10:18). I t was decided t h a t th e s u b je c t heading c l a s s i f i c a tio n s of th e book were an e x c e lle n t in d ic a tio n of the co n ten t o f the book. As each book was p u b lish ed i t was c l a s s i f i e d and given s u b je c t heading t i t l e s f o r purposes of f i l i n g in card c a ta lo g u e sy stem s. This was done by c l a s s i f i c a t i o n e x p e rts in th e L ib ra ry of Congress and by th e p u b lis h e rs of th e Cumulative Book Index. The g r e a t e s t b ib li o g r a p h ic a l and book c l a s s i f i c a tio n c e n te r in th e world e x i s t s a t th e L ib rary of Congress. Every book t h a t is co p y rig h te d in th e U nited S ta te s is s e n t t o th e L ib rary o f Congress where i t i s c l a s s i f i e d , c a ta lo g u e d , and given a L ibrary o f Congress number by th e s t a f f o f e x p e rts . They a re a s s i s t e d by s t a f f members of th e American L ib ra ry A sso c ia tio n who p ro v id e th e Dewey decim al number which i s used by th e m a jo rity of l i b r a r i e s in th e U nited S ta te s . The s u b je c t heading c l a s s i f i c a t i o n s of books a r e th e j o i n t product o f th e se two groups of e x p e r ts . A book may be given one s u b je c t heading c l a s s i f i c a t i o n , o r i t may be given as many as fo u r s u b je c t h ead ing c l a s s i f i c a t i o n s , depending upon th e n a tu r e of th e prim ary c o n te n t of th e book. T his in fo rm atio n i s a v a i l a b l e to anyone who d e s ire s t o purchase sample c a ta lo g u e c a rd s , or i t may be o b tain ed by re fe r e n c e to e i t h e r th e L ib ra ry o f Congress Index of Authors or Subject Heading C l a s s i f i c a t i o n s which a r e p u b lis h e d from tim e to tim e. The Book Review D igest in clu d ed th e L ib ra ry of Congress s u b je c t heading c l a s s i f i c a t i o n s o f each book review ed. Any a d d i t i o n a l s u b je c t headings used by th e Cum ulative Book Index in t h e i r c l a s s i f i c a t i o n of th e book, were a ls o r e p o rte d in th e Book Review D i g e s t . For a l l p r a c t i c a l p u rposes, th e n , i t was reco g n ized th a t a h ig h ly 37 q u a l i f i e d s t a f f had analyzed th e books on th e b a s ic l i s t and had c l a s s i f i e d them according to t h e i r su b je c t m a tte r emphasis. This was taken to in d ic a te t h a t th e c r i t e r i o n of and " o b je c tiv e and sy stem atic technique" had been met. The problem of o b ta in in g " q u a n tita tiv e measure" was met by two means. F i r s t , a w eight was given to a book depending upon th e number of reviews i t re c e iv e d . If a book receiv ed th re e review s, i t was given a w eight of t h r e e . Second, each s u b je c t heading was w eighted by adding th e t o t a l number of reviews of books which were found in th a t c l a s s i f i c a t i o n . In t h i s way a q u a n t i t a t i v e measure was used to i n d ic a t e th e amount of a t t e n t i o n which was given to books c l a s s i f i e d as cu rricu lu m , te a c h e rs , fin a n c e , or any other e d u c a tio n a l s u b je c t heading. The t o t a l score f o r each s u b je c t, th e n , r e f l e c t e d th e number of book review s which th e books in th a t c l a s s i f i c a t i o n had received. I t was p o ssib le f o r a book to cover more than one su b je c t heading. For example, th e book, The S p rin g fie ld Plan by James W , Wise (230), re c e iv e d n in e review s. I t was c l a s s i f ie d under th r e e d i f f e r e n t s u b je c t headings: " to le r a n c e ," " S p rin g fie ld , M ass.," and "school management." In th e ta b u la tio n nine p o in ts were awarded to each of th o se th re e 38 s u b je c t h e a d in g s. This procedure provided a measure which r e f l e c t e d th e s u b je c t m a tte r emphasis in p ro p o rtio n to th e amount of a t t e n t i o n d ir e c te d toward books of th e c l a s s i f i c a t i o n . R e s u lts of t h i s ta b u la tio n were grouped and stu d ie d f o r an a n a ly s is of p a tte r n s of c o n te n t. The f i n d ings were compared w ith s im ila r s tu d ie s of t h i s type which were concerned w ith o th e r media of communication. Sim i l a r i t i e s and d iffe re n c e s o f emphasis between media were n o te d . To determ ine the c o n s iste n c y of the emphasis of th e s e v a rio u s s u b j e c t s , books were arranged according to th e year of p u b lic a tio n . Weighted scores fo r each su b je c t heading were computed fo r each y ear covered in th e study. Arrangement o f th e d ata in t h i s form p erm itted an examina t i o n of th e fin d in g s to a s c e r ta in th e degree of f lu c t u a t i o n in th e emphasis of th e v a rio u s s u b je c ts . The p ro fe s s io n s or occupations of th e au th o rs a t th e time th e books were p u b lish ed were l i s t e d to perm it some exam ination of th e sources of th e info rm atio n being given to th e p u b lic . These r e s u l t s were compared w ith th e r e s u l t s o f Umberger's a n a ly s is o f th e w r i t e r s of a r t i c l e s about education which appeared in th e p o pular m agazines. The p u b lis h e rs of the books were no ted . A w eighted score was given f o r th e number of reviews each book re c e iv e d . For example, i f a book p u b lish ed by Harpers and B ro th ers re c e iv e d seven review s, seven p o in ts were a llo c a te d to t h a t p u b lish in g concern. C onsequently, the p o in ts f o r each p u b lis h e r r e f l e c t e d th e degree of a t t e n t i o n t h e i r books were re c e iv in g in th e book review s. I I I . SELECTION AND ANALYSIS OF THE TOP BOOKS T h irty -o n e books rece iv ed n in e or more review s in th e p e r io d ic a ls of g e n e ra l c i r c u l a t i o n . The a n a ly s is of th e se books was more d e t a il e d than th a t which was used f o r the b a s ic l i s t of 233 books. In t h i s a n a ly s is , th e primary d if fe re n c e between the b a s ic l i s t and th e l i s t of top books was th e degree of d e t a i l in th e a n a ly s is . The t r e a t ment of th e fin d in g s and th e comparisons w ith o th e r s tu d ie s was e s s e n t i a l l y th e same. This was j u s t i f i e d by th e o b se rv a tio n th a t many books c o n ta in much th a t is not in d ic a te d by t h e i r formal su b je c t heading c l a s s i f i c a t i o n . True, th e s u b je c t heading c l a s s i f i c a t i o n does in d ic a te i t s major emphasis. But th e re a re many minor and in c id e n t a l emphases in books which when added to g e th e r , r e v e a l a v a r ie ty of emphasis and t h i s is c h a r a c t e r i s t i c of most books. An i l l u s t r a t i o n w i l l serve to emphasize t h i s p o in t. The Thread That Runs So True was c l a s s i f i e d as autobiography under th e a u t h o r 's name, J e s s e S tu a rt (206). In th e b asic book ta b u la tio n made for th e a n a ly s is of th e top books, p o in ts were awarded t o such v arying s u b je c ts as aims and o b je c tiv e s , te a c h e rs ' s a l a r i e s , a t h l e t i c s , re a d in g , a d m in is tra tio n , and many o th e rs . A procedure was designed to measure th e emphasis of th e v ario u s s u b je c ts w ith an o b je c tiv e , sy ste m a tic , and quan t i t a t i v e te ch n iq u e . A ta b u la tio n sh eet was developed which u t i l i z e d the s u b je c t headings and groupings th a t evolved from th e a n a ly s is of th e b a s ic l i s t of books. Each of the to p books was read to t a b u la t e the amount of emphasis given to the p a r t i c u l a r su b je c t h ead in g s. I f th e su b je c t heading was d isc u sse d s u f f i c i e n t l y to c l a r i f y some asp e ct of th e sub j e c t to th e re a d e r, i t was given a value of one p o in t. If th e s u b je c t was t r e a t e d in th is way in th re e d i f f e r e n t p a r ts of th e book, i t was given a sc o re of th r e e . The s u b je c t a ls o re c e iv e d a sc o re of th r e e i f a c h a p te r in the 41 book was devoted to t h a t to p ic . The s u b je c t was g iv en a value o f f iv e p o in ts i f i t was t r e a t e d c o n s is te n tly throughout th e book. The point t o t a l fo r each s u b je c t heading r e f l e c t e d the amount of emphasis rece iv ed by t h a t s u b je c t in th e to p books. This procedure provided t h e q u a n t i t a t i v e measure u se d . In th e i n t e r e s t o f o b j e c ti v ity and system atic a n a ly s is in making the t a b u l a t i o n s , th re e se p a ra te t a b u l a tio n s h e e ts were employed. The f i r s t , a lre a d y r e f e r r e d to , was designed to re c o rd the fin d in g s o f th e a n a ly s is of th e b a sic l i s t of books. The second ta b u la tio n sh e e t was designed from the su b je c t headings and to p ic s used by Umberger in h is study o f what p o p u la r magazines were w r itin g about th e sc h o o ls. The t h i r d ta b u la tio n s h e e t used th e su b je c t headings employed by Bishop in h is a n a ly s is of school news in the newspapers. The book was f i r s t read in i t s e n t i r e t y . Then the book was read again to make ta b u la tio n s on th e form designed f o r t h i s study. This was follow ed by a n o th e r review of th e book, u sin g the Umberger ta b u la tio n s h e e t. On th e f i n a l review , th e ta b u la tio n was made on th e form which used th e su b je c t headings from B ish o p 's study o f 42 new spapers. This method was co n sid ered to be s u f f i c i e n t l y o b je c tiv e and thorough to c a rry out th e purpose of the in v e s tig a tio n . Since one of the purposes of th e study was to compare s u b je c t m a tte r emphasis in v ario u s media, i t was decided t h a t the most sy stem atic approach was to use th e same ty p e of ta b u la tio n sh e e t as th a t employed in the s tu d ie s of th e o th er media. The r e s u l t s of th e s e ta b u la tio n s were compared w ith th e fin d in g s of Umberger and Bishop and th e s i m i l a r i t i e s and d if fe re n c e s of s u b je c t emphasis in th e v ario u s media were determ ined. An a n a ly s is of th e w r ite r s of th e s e top books was made t o determ ine whether th e re were any marked v a r ia tio n s from th e p a tte rn of the t o t a l group. In o th e r words, th e w r i te r s of the most s i g n i f i c a n t books could conceivably re v e a l c h a r a c t e r i s t i c s d i f f e r e n t from th e t o t a l group of which th ey were a p a r t . The same procedure was follow ed in an aly zin g th e p u b lis h e rs of th e s e books and le a rn in g w hether th e pub l i s h e r s of the to p books d i f f e r e d from th e t o t a l group of p u b lis h e r s . The to p books were a c c o rd in g ly l i s t e d by 43 p u b lis h e r s . Comparison was then made w ith th e b asic l i s t o f book p u b lis h e rs to determ ine i f th e degree of in flu e n c e of p u b lis h e rs was c o n s is te n t. During t h e course of th e review and ta b u la tio n of the books, examples were noted in th e various books which i l l u s t r a t e d the v a rio u s ways in which the au th o r included trea tm en t of an e d u c a tio n a l to p ic in h is book. These ex c erp ts were made, not f o r th e purpose of e v a lu a tin g th e p oint o f view o f th e w r i t e r , but r a t h e r , to show the number o f s u b je c ts covered in th e books. In th e same manner, n o ta tio n s were made of th e su b je c ts which were c r i t i c i z e d in th e books. Again, t h i s was a q u a n t i t a t i v e r a th e r than a q u a l i t a t i v e approach. The j u s t i f i c a t i o n or v a l i d i t y of the c r i t i c i s m was not q u estio n ed ; th e study merely wished to r e v e a l th e e d u c a tio n a l to p ic s which drew c r i t i c i s m , and th e amount o f c r i t i c i s m being made as r e f l e c t e d in the number of books c o n ta in in g t h a t c r i t i c i s m . F in a l c o n c lu sio n s and recommendations were made on th e b a s is of the fin d in g s of t h i s study. A comparison was made w ith the c o n te n t emphasized in o th e r communications media. The c o n trib u tio n o f t h i s study to th e t o t a l a re a of c o n te n t a n a ly s is , as i t r e l a t e s to the problem of educa tio n , was c o n sid e re d . 44 IV. CHAPTER SU M M A R Y In t h i s c h a p te r was p re s e n te d a d e t a i l e d review of th e procedure of th e stu d y . The method o f s e l e c t i n g th e b a s ic books was ex p lain ed and j u s t i f i e d . The method of a n a ly z in g a l i s t o f 233 b a s ic books and th e procedure f o r an a n a ly s is of th e a u th o rs and p u b lis h e r s were d e s c rib e d . An o u t l i n e of th e p rocedure f o r s e l e c t i n g th e to p books was in c lu d ed in th e c h a p te r w ith an e x p la n a tio n o f th e development of th e forms f o r ta b u l a t i o n of th e c o n te n t emphasis in th e s e books. The manner in which th e d a ta were used in comparison w ith o th e r r e l a t e d s t u d i e s , was a l s o a p a r t of th e c h a p te r. CHAPTER I I I THE BASIC LIST OF BOOKS A MACROSCOPIC VIEW I. INTRODUCTION This ch ap ter re p o rts the findings of th a t p o rtio n of the study r e s u lt in g from the a n a ly sis of th e basic l i s t of 233 books which were se le c te d as being s ig n if ic a n t on the b a s is of reviews in two or more p e rio d ic a ls of general c i r c u la ti o n . The review s, in e f f e c t , were taken as a measure of the s ig n ific a n c e of th e books because a review s ig n ifie d th a t th e book had been brought to th e a tte n tio n of a larg e segment of the p u b lic; i t also in d ic a te d th a t a p ro fe ssio n a l book review e d ito r had judged th e book to be s ig n i f ic a n t . The number of reviews c o n s titu te d a measure of the degree of sig n ific a n c e of the book and th e subject m atter content which i t s tre s s e d . The 233 books which comprised the b asic l i s t e l i c i t e d 1,165 reviews in the eighteen p e rio d ic a ls ; t h i s was an average of f iv e reviews fo r each book. Newspapers 46 pu b lish ed 397 of th e se review s, magazines 301 review s, and l i b r a r y and b o o k s e lle r p e r io d ic a ls 467 rev ie w s. In d iv id u a lly th e newspapers were re s p o n s ib le fo r th e follow ing number of review s: Chicago Sunday T rib u n e , 50; C h ris tia n Science M onitor, 34; New York Herald T rib u n e, 52; New York Times, 121; San F ra n c isc o C h ro n ic le , 65; and th e S p rin g fie ld R epublican, 75. Magazines c o n trib u te d th e follow ing number o f reviews on an in d iv id u a l b a s is : C h ris tia n C entury, 44; Commonweal, 26; N a tio n , 36; New R ep u b lic, 35; Saturday Review of L i t e r a t u r e , 126; and Time, 34. P e r io d ic a ls designed to appeal to b o o k s e lle rs and l i b r a r i a n s were re sp o n sib le fo r th e fo llo w in g number of review s: B o o k lis t, 132; Bookmark, 32; K irk u s , 105; L ibrary J o u r n a l , 100; United S ta te s Q u a rte rly Book Review, 61; Wisconsin L ib rary B u l l e t i n , 37. The h ig h e s t number of reviews re c e iv e d by any one book was t h i r t e e n . This was th e number of reviews published in the eig h teen p e r io d ic a ls of They Went t o College by Haveman and West (95). Five books rece iv ed twelve review s; e ig h t books re c e iv e d eleven review s; e ig h t books re c e iv e d ten review s; and nine books re ce iv e d n in e review s. A 47 to ta l of thirty-one books, therefore, received reviews in at le a s t 50 per cent of the reviewing periodicals. Nineteen books were reviewed by eight of the periodicals; th irte e n books were reviewed by seven period ic a ls; twenty-one books were reviewed by fiv e periodicals; t h ir ty books were reviewed by four periodicals; fo rty -fiv e books were reviewed by three periodicals; and fifty-one books were reviewed in two periodicals. In Appendix A the complete l i s t of the books is arranged according to the number of book reviews each received. The f i r s t part of th is chapter is devoted to a report of the analysis of the subject matter emphasized in the books. These patterns of content are then compared to the patterns of content which were found in the studies of the other communication media, i . e . , newspapers and magazines. Attention is then directed to the resu lts of the examination of the consistency or fluctuation of the content emphasized over a period of time. F inally, an analysis is made of the authors and publishers of the s ig n ific a n t books. 48 I I . ANALYSIS OF THE SUBJECT MATTER CONTENT FOUND IN THE BASIC LIST OF BOOKS Procedure The procedure f o r an a ly zin g the co n ten t of th e b a s ic l i s t of books was designed w ith re c o g n itio n t h a t the method employed in c o n te n t a n a ly s is s tu d ie s should be o b je c tiv e , sy s te m a tic , and q u a n t i t a t i v e . The s u b je c t heading c l a s s i f i c a t i o n s fo r th e books w ere used as an in d ic a tio n of th e c o n te n t. The su b je c t headings a l l o c a t e d to each book by th e s p e c i a l i s t s a t the L ib rary of Congress and th e p u b lis h e rs of Cumulative Bock Index were u s e d . This method was considered to be both system atic and o b je c tiv e . The measure of q u a n tity or emphasis was p ro vided by g iv in g w eight to the s u b je c t heading in p ro p o rtio n to th e number of reviews re c e iv e d by th e book which was c l a s s i f i e d in th a t s u b je c t heading. An i l l u s t r a t i o n may se rv e to c l a r i f y th is p o in t. One book which was c l a s s i f i e d under the su b je c t h ead in g of philosophy re c e iv e d eight review s. Other books in philosophy re c e iv e d f i v e , th r e e , s ix , two reviews and so f o r t h . A ll o f th e books in t h i s same s u b je c t heading 49 c l a s s i f i c a t i o n , w ith th e number of review s th ey re c e iv e d , were t o t a l e d in o rd er to compute th e t o t a l q u a n t i t a t i v e "w eight" fo r th e su b je c t heading, philosophy. In t h i s way, th e score became a measure of th e emphasis on p h i losophy in two re s p e c ts : i t r e f l e c t e d th e number of books in t h a t c l a s s i f i c a t i o n and i t r e f l e c t e d th e a t t e n t i o n which th e su b je c t re c e iv e d in book review s. The score fo r each su b je c t was an in d ic a tio n o f th e degree of empha s is of t h a t in d iv id u a l s u b je c t in comparison w ith o th e r s u b je c ts tr e a te d in books on ed u c atio n . I f a book was c l a s s i f i e d under more than one s u b je c t heading, p o in ts were a llo c a te d to each s u b je c t heading according to th e number o f reviews re c e iv e d by th a t book. Table I I shows th e r e s u l t s of t h i s ta b u la tio n and in d ic a te s the p ro p o rtio n a te amount of a t t e n t i o n devoted to each su b je ct heading. T h irtee n s u b je c ts were c a te g o r ized f o r the purposes of a n a l y s i s . I t was found th a t th e s u b je c t headings grouped them selves q u ite n a t u r a l l y w ith in one o f th e t h i r t e e n s u b je c ts and t h a t grouping s im ila r s u b je c t headings to g e th e r f a c i l i t a t e d th e a n a ly s is . These t h i r t e e n groupings were r e f e r r e d to as s u b je c ts w hile th e s u b je c t headings w ith in t h a t s u b je c t were r e f e r r e d to as 50 TABLE I I NUMBER OF PERIODICALS WHICH CONTAINED REVIEWS OF BOOKS CLASSIFIED UNDER LISTED SUBJECT MATTER HEADINGS Rank S ubject heading and to p ic Topic T o ta l Subj e c t T o ta l Per c e n t of t o t a l 1 . Levels of Education 218 13 H igher Education 196 Elem entary Education 16 Secondary E ducation 6 2. Education U nited S ta te s 201 12 3. Curriculum and Method 196* 12 Teaching 73 Reading 24 Humanities 18 Curriculum 17 Science 12 A th le tic s 12 S o c ia l S tu d ies 10 Teacher T ra in in g 6 Moral and S p i r i t u a l 5 L i t e r a t u r e 5 Medicine 5 UNESCO 3 Drama 3 Radio 2 Art 2 V ocational 2 4 # Teachers or E ducators 176 10 * T o tals f o r th e s e s u b je c ts do n o t equal th e t o t a l of th e to p ic s because th e same book appears more than once in th e to p ic s grouped under t h a t s u b je c t. 51 TABLE I I (co n tin u ed ) Rank S u b je c t heading and to p ic Topic T o ta l S u b ject T o ta l Per c e n t o f t o t a l 5- S p e c ific School or School System 6. S p e c ia l Problems Freedom o f te a c h in g I n t e r c u l t u r a l R e lig io n Communism 55 53 51 17 168 165* 10 10 7. P hilosophy P h ilo so p h y of E ducation 98 C i v i l i z a t i o n 26 I n t e l l e c t u a l L ife 26 142* 8 8 . P u p il P erso n n el Guidance S tu d e n ts C h ild Study Alumni A tte n d an ce S c h o la rs h ip s M ental T e s ts 124* 48 37 15 13 7 7 3 10, P u rp o ses, Aims and Obj e c t i v e s Aims and o b je c ti v e s Community and School Peace and E ducation I l l i t e r a c y War and E ducation A d m in is tra tio n and O rg a n iz a tio n Church and S ta te E ducation and S ta te 61 13 11 6 3 30 20 94 87* 52 TABLE I I (con tin u ed ) Rank S ubject heading and to p ic Topic T o ta l Subject T o tal Per cen t of t o t a l P r iv a te Schools 16 Management and Organ i z a t i o n 16 Finance 5 School Housing 2 11. E ducation of S p e c ia l Groups 66 4 A dult E ducation 22 Women 22 R etarded C h ild ren 7 Labor 6 G ifte d C hildren 5 V eterans 2 In d u stry 2 12. H is to ry of Education 29 2 13. Psychology 8 0.5 T o ta l Reviews 1,674 53 to p ic s . This avoided the confusion th a t could r e s u l t i f th e major c l a s s i f i c a t i o n s and th e s u b - c la s s if ic a tio n s were not given d i s t i n c t i v e la b e ls. The terms used in most cases were a c tu a lly subject-headings used in the c l a s s i f ic a tio n of the books. Exceptions occurred in th e follow ing su b je cts: le v els of education, sp e c ific school or system, sp e c ia l problems, and education of sp e c ia l groups. These su b je c ts were so labeled because th e term was d e s c rip tiv e of the type of su b je c t headings w ith in th a t group. In Table I I are summarized the findings of the ta b u la tio n of the emphasis of su b ject m atter content in th e medium of books. The score revealed the number of books and reviews and the percentage column revealed the percentage of the t o t a l reviews which were devoted to books in th a t subject c l a s s i f i c a t i o n . The Findings Levels of ed u c atio n . The term "le v e ls of educa tio n " was used to designate th e to p ics of higher education, secondary education, and elementary education. I t was found th a t a large proportion of the books reviewed were c l a s s i f i e d as one of these le v e ls of education. The 54 s ig n i f i c a n c e o f t h i s c l a s s i f i c a t i o n was found in th e p r o p o r tio n a t e w eight o f th e to p ic s r a t h e r than th e t o t a l p o in ts awarded to th e s u b je c t. Of th e t o t a l 218 p o in ts a l l o c a t e d t o t h i s s u b je c t, 196 could be a t t r i b u t e d to review s of books which were c l a s s i f i e d as h ig h e r e d u c a tio n . Only s ix te e n review s were devoted t o books c l a s s i f i e d as elem entary e d u c a tio n . The c l a s s i f i c a t i o n secondary educa t i o n re c e iv e d s ix rev ie w s. Education in th e U nited S t a t e s . The s u b je c t, e d u c atio n in th e U nited S ta te s , ranked second among th e t h i r t e e n s u b je c ts in th e amount of a t t e n t i o n r e c e iv e d . This was a v e ry g e n e ra l s u b je c t heading which was given to many books and very l i t t l e s ig n i f ic a n c e co u ld be a tta c h e d to i t . A t o t a l of 201 were c l a s s i f i e d under t h i s s u b je c t h ea d in g . I t was noted th a t most books a s sig n e d t h i s s u b je c t heading c l a s s i f i c a t i o n were a ls o a s sig n e d o th e r s u b je c t head in g s; t h a t i s , a book c l a s s i f i e d under t h i s s u b je c t heading was l i k e l y to be c l a s s i f i e d under o th e r s u b je c t h ea d in g s, such as c h i ld study o r g u id an ce. Although th e s u b je c t was g e n e ra l in n a t u r e , i t co u ld no t be d is re g a rd e d as a c l a s s i f i c a t i o n w ith o u t s a c r i f i c i n g th e o b je c tiv e and sy ste m a tic method o f u sin g 55 the su b je c t heading c l a s s i f i c a t i o n s u t i l i z e d by th e L ibrary of Congress. T herefore, ta b u la tio n s were made in t h i s su b je ct as w e ll as th e o th e rs , even though l i t t l e s ig n ific a n c e was attac h ed to th i s p a r t i c u l a r su b ject h ea d in g . Curriculum and method. Curriculum and method were included as one su b je c t heading because th e m a jo rity of the su b je c t headings in t h i s group were te ach in g , sc ien c e, l i t e r a t u r e , read in g , or o th e r su b je c ts which involved both su b je c t m atter and method. The "what" of teaching and the "how" of teaching were not d isc u ssed in is o l a ti o n ; th e r e fo r e , curriculum and method was used as the su b je c t fo r a r a th e r la rg e group of to p ic s . Reviews of books in t h is su b je ct numbered 196, which made t h i s th e th ir d ranking su b je ct among the t h i r t e e n included in the study. A ctu a lly , 12 per cen t of th e t o t a l number of reviews were concerned w ith t h i s type of book. This f ig u re in d ic a te d th a t a very s i g n i f ic a n t number of th e books on the b a sic l i s t were concerned w ith th e su b je c t of curriculum and method and th a t th e s e books a t t r a c t e d a hig h degree of a tte n t io n in book review columns. 56 W ithin t h i s s u b je c t, th e to p ic of te a c h in g re c e iv e d th e g r e a t e s t amount of a t t e n t i o n , 73 reviews being devoted t o t h i s problem. The c l a s s i f i c a t i o n , read in g , receiv ed 24 review s, and 18 reviews were about books c l a s s i f i e d as h u m a n itie s. Curriculum was th e to p ic of 17 review s and th e to p ic o f sc ie n c e re c e iv e d a w eighted score of 12 p o in ts . The only to p ic of an e x t r a c u r r ic u la r n a tu re in t h i s s u b je c t was a t h l e t i c s , which to ta le d 12 p o in ts in th e ta b u la t io n . Nine other to p ic s received w eighted scores of 6 or le s s in t h i s s u b je c t. Teachers o r e d u c a to r s . Books c l a s s i f i e d under th e s p e c if ic name of a te a c h e r or educator were grouped to g e th e r in the s u b je c t, te a c h e rs or e d u c a to rs. All a u t o b io g ra p h ie s and b io g ra p h ie s f e l l w ith in th i s c l a s s i f i c a t i o n . This su b je c t was the fo u rth -ra n k in g s u b je c t; 176 reviews were devoted to books of t h i s n a tu re . Ten per ce n t of th e t o t a l number of review s c a lle d a t t e n t i o n to a s p e c if ic te a c h e r o r ed u c ato r. S p e c ific school or sy stem . Many of th e books which re c e iv e d reviews were c l a s s i f i e d under the s u b je c t heading o f a s p e c if ic school or school system. I t was found t h a t 57 10 per c e n t, or 168 rev iew s, were concerned w ith such books. This was th e f i f t h - r a n k i n g s u b je c t in degree of emphasis in th e b a s ic l i s t of books. S p e c ia l problem s. S ev eral s u b je c t headings r e p r e sen ted to p ic s which were of a s p e c ia liz e d n a tu r e and seemed to group them selves w ith in th e s u b je c t of s p e c ia l p roblem s. I t was found t h a t 165 review s were devoted to books of t h i s ty p e , and t h a t t h i s s u b je c t ranked s ix t h in th e degree o f emphasis given i t . The to p ic s freedom o f te a c h in g , i n t e r - c u l t u r a l problem s, and r e l i g i o n each re c e iv e d about equal w eight in th e t a b u l a t i o n . Communism rec e iv ed c o n s id e ra b ly le s s a t t e n t i o n . P h ilo so p h y . I t was found t h a t books in the a re a o f philosophy a t t r a c t e d c o n s id e r a b le a t t e n t i o n , judging from th e 142 review s which were concerned w ith books in th is c l a s s i f i c a t i o n . In rank o rd e r, t h i s s u b je c t was in se v en th p o s i t i o n , w ith 8 p er c e n t of th e t o t a l review s devoted t o i t . P u p il p e r s o n n e l. Although p u p ils d id not r e c e iv e as much a t t e n t i o n in th e s e books as did te a c h e r s , i t was found t h a t 7 p er c e n t of th e review s were concerned w ith books in t h i s s u b je c t c a te g o ry . The to p ic of guidance accounted fo r th e g r e a t e s t number of reviews (48) , w ith th e to p ic of s tu d e n ts being assig n ed a w eighted score of 37. C hild study w ith 15 p o in ts and alum ni w ith 13, i n d i c a te d th e amount o f a t t e n t i o n re c e iv e d by books of th i s c l a s s i f i c a t i o n . A t o t a l of 124 review s d e a lt w ith books in t h i s s u b je c t c l a s s i f i c a t i o n . P u rp o se s, a im s, and o b j e c t i v e s . I t was found t h a t 6 p er c e n t of th e t o t a l review s were devoted t o books which were c l a s s i f i e d in th e a re a of p u rp o ses, aim s, and o b j e c t i v e s . This s u b je c t ranked n i n t h in s ig n if ic a n c e among t h i r t e e n h e a d in g s, w ith 94 p o in ts being a ssig n e d to i t on th e b a s is o f th e number and c o n te n t of book review s. Other to p ic s which rec e iv e d a t t e n t i o n were community and sc h o o l, peace and e d u c a tio n , i l l i t e r a c y , and war and e d u c a tio n . A d m in is tra tio n and o r g a n i z a t i o n . Book review s were concerned w ith books d e a lin g w ith s ix d i f f e r e n t to p ic s w ith in th e area o f a d m in is tra tio n and o r g a n iz a tio n . I t was found t h a t 87 re v ie w s, or 5 p er c e n t o f th e t o t a l , were devoted t o books in t h i s c l a s s i f i c a t i o n . Church and s t a t e accounted fo r 30; ed u catio n and s t a t e accounted f o r 20; 59 w h ile th e re were 16 review s each fo r books in the t o p i c s of p r i v a t e schools and management and o r g a n iz a tio n . Finance and schoolhousing re c e iv e d an i n s i g n i f i c a n t amount of a t t e n t i o n . Education of s p e c ia l g ro u p s. The elev en th ranking s u b je c t was th e ed u catio n of s p e c ia l g ro u p s. Books in t h i s c l a s s i f i c a t i o n re c e iv e d 66 reviews w hich c o n s t i t u t e d 4 p er cen t o f th e t o t a l number o f re v ie w s . The two hig h ran k in g to p ic s w ith in t h i s group were a d u l t ed u catio n and th e ed u catio n o f women, each one re c e iv in g a score o f 22 p o in ts in th e t a b u l a t i o n . H isto ry of e d u c a tio n . The tw e l f th ranking s u b je c t was h i s t o r y o f ed u c a tio n a c l a s s i f i c a t i o n o f books which re c e iv e d 29 rev iew s, o r 2 per c e n t of th e t o t a l . P sychology. I t was found th a t books c l a s s i f i e d under th e s u b je c t heading of psychology re c e iv e d o n ly 8 rev iew s, which was l e s s than 1 per cent o f the t o t a l number of rev iew s. This s u b je c t ranked lowest in th e ta b u la t io n of th e s u b je c t m a tte r s tr e s s e d through t h e medium o f books. The C onclusions O n th e b a sis o f the fin d in g s w hich r e su lte d from th e a n a ly s is of th e s u b je c t heading c l a s s i f i c a t i o n s of th e books and th e number o f review s which th e y r e c e iv e d , s e v e r a l c o n c lu sio n s were drawn. These c o n c lu sio n s a p p lie d t o th e medium of books as a means of f u rn is h in g in fo rm a tio n about th e schools to th e American p u b lic . The con c lu s io n s w ere, in e f f e c t , answers to th e q u e s tio n s e t f o r t h in th e problem, '’What in fo rm atio n about ed u c atio n is b ein g f u rn is h e d th e American p u b lic in th e books which they a r e encouraged to read ?" On th e b a s is of th e f in d in g s , th e fo llo w in g co n c lu sio n s about th e b a s ic l i s t of books as a communications medium were noted: 1. Books as a communications medium in clu d ed a wide v a r i e t y of s u b je c ts and to p ic s which provided th e p u b lic w ith in fo rm a tio n about e d u c a tio n . 2. A wide v a r i a t i o n e x is te d in th e e x te n t to which c e r t a i n s u b je c ts were emphasized in t h i s medium. 3. D e f in ite p a t t e r n s e x is te d in re g a rd to th e c o n te n t s t r e s s e d and th e amount of emphasis r e c e iv e d . 4. Readers of th e books analyzed were a b le t o le a rn much about h ig h e r ed u catio n bu t very l i t t l e about elem entary or secondary e d u c a tio n . H igher educa ti o n re c e iv e d a r e l a t i v e l y h ig h degree of em phasis, w h ile elem entary and secondary e d u catio n re c e iv e d alm ost no emphasis. 5. These books devoted a la rg e p ro p o rtio n of t h e i r emphasis to th e su b je c t of cu rricu lu m and method. 6. There was c o n s id e ra b le s t r e s s on the s u b je c t of te a c h e rs or e d u c a to rs. Those who r e l i e d on books to t e l l them about th e schools found much emphasis on th e te a c h e r. 7. C onsiderable emphasis was d ir e c te d toward p h i losophy; p u p il p erso n n e l; and p u rp o se s, aims and o b je c tiv e s , in th a t o rd e r. As a source o f inform a tio n f o r th e s e s u b je c ts , th e education books were a good medium. 8. There was c o n s id e ra b le emphasis on th e s u b je c t of a d m in is tra tio n and o rg a n iz a tio n but re a d e rs found very l i t t l e inform ation about fin an ce and school b u ild in g problems. 9. A tte n tio n in books devoted to th e education of s p e c ia l groups was c o n c e n tra te d on the education of women and on a d u lt ed u catio n . 10. Books were an i n s i g n i f i c a n t source of in fo rm atio n reg a rd in g th e s u b je c ts of psychology and th e h i s t o r y of ed u c atio n . 62 I I I . COMPARISON OF BOOKS WITH OTHER COMMUNICATIONS MEDIA Comparison of Books with Magazines as a Communications Medium I t was mentioned e a r l i e r in t h i s study th a t content a n a ly s is stu d ies in education have been co n cen trated in the two communications media, magazines and newspapers. These s tu d ie s were reviewed in the f i r s t c h a p te r, and i t was s ta te d th a t th e c o n trib u tio n of th e p resen t study was enhanced because comparisons could be made w ith the r e s u l t s of re s e a rc h in th e s e two media. This s e c tio n of th e re p o rt is concerned w ith a comparison between books and magazines as communications m edia. In Table I I I are shown the t o t a l number of p o in ts a llo c a te d to each su b je ct c l a s s i f i c a t i o n in t h i s study of books on education. The rank is also in d ic a te d to show th e s u b je c ts which received th e g r e a te s t and th e l e a s t amount o f a t te n t io n on the b a s is of th e number of review s. The percentage f ig u re s for each su b je ct re v e a l th e r e l a t i v e emphasis placed on each, sin c e th is fig u re in d ic a te d the 63 TABLE III RELATIVE DEGREE O F EM PHASIS O F SUBJECT M A TTER CONTENT FO U N D IN BO O K S A N D IN M A G A ZIN ES Books Magazines Subject heading Total Per cent Subject heading Total Per cent Rank points* of total Rank points* of to ta l Level of Education 1 218 13 Method 1 383 19 Education in the United States 2 201 12 Curriculum and Method 3 196 12 Curriculum 2 382 19 Teachers or Educators 4 176 10 Specific School or System 5 168 10 Teachers 3 279 14 Special Problems 6 165 10 Philosophy 7 142 8 Philosophy 4 252 12 Pupil Personnel 8 124 7 Purposes, Aims, and Objectives 9 94 6 Pupils 5 222 11 Administration and Organization 10 87 5 Public Relations 6 185 9 Education of Special Groups 11 66 4 History of Education 12 29 2 Finance 7 178 9 Psychology 13 8 0.5 Buildings 8 175 9 *Foint to ta ls in books section represent number of reviews devoted to books of each subject heading cla ssific a tio n . Point to ta ls in magazine section represent number of references to each subject heading in magazine a rtic le s . JLJL . Analysis of subject matter content found in magazines is taken from the data presented by W illis H, Umberger, "What the Public Is Told about Schools in Lay Magazines" (unpublished doctoral d issertatio n , Yale University, 1951). 64 percentage of th e t o t a l reviews which were about books in th a t su b je ct c l a s s i f i c a t i o n . Table I I I a ls o co n tain s a ta b u la tio n of th e fin d in g s of th e Umberger study of educa t i o n a l a r t i c l e s in popular magazines (249). The rank o rd er l i s t e d in d ic a te s th e su b je c ts which rece iv ed th e most and the l e a s t a t te n t io n in th e se a r t i c l e s . The p o in ts were a llo c a te d on the b a s is of referen ce s to th e su b je c t in th e a r t i c l e s analyzed, w hile th e percentages in d ic a te d the r e l a t i v e degree of emphasis upon these p a r t i c u l a r s u b je c ts in th e magazines. I t w i l l be noted th a t th e subject headings f o r books and the su b ject headings fo r magazines are not i d e n t i c a l . There were many s i m i l a r i t i e s , however, and most of th e data from the two s tu d ie s did lend themselves to comparison. The follow ing fin d in g s re s u lte d from a com p a riso n of the d ata. Levels of e d u c a tio n . The h ig h e st ranking su b je ct in th e a n a ly sis of books was " le v e ls of ed u c atio n ." I t was pointed out in an e a r l i e r se c tio n of t h i s ch ap ter th a t books on higher education receiv ed 196 of th e t o t a l o f 218 review s in t h i s su b ject area (see Table I I ) . Secondary and elem entary education rece iv ed an i n s i g n if i c a n t amount 65 of a t t e n t i o n . There was n othing in th e d a ta from Umberger's study of magazines to form a b a s is f o r comparison in t h i s p a r t i c u l a r item . However, in a study by Walton (244) i t was found th a t 72 p er cen t of th e magazine a r t i c l e s co n c e n tr a te d on h ig h e r e d u c a tio n . On th e b a s is of t h i s com p a ris o n , i t appeared th a t th e media of books and magazines were s im ila r in devoting a hig h p ro p o rtio n o f emphasis to h ig h e r ed u catio n . Curriculum and m ethod. Books c l a s s i f i e d in th e a re a of cu rricu lu m and method re c e iv e d a h ig h degree of emphasis as measured by th e book review s. Twelve per c e n t, or 196 review s, were devoted to books of th is ty p e . The d a ta from Umberger's study of magazines showed t h a t cu rricu lu m and method each re c e iv ed 19 per c e n t of th e t o t a l emphasis in th e magazine a r t i c l e s . On th e s u rfa c e , t h i s would seem to in d ic a te a much h ig h e r p ro p o rtio n of emphasis on cu rricu lu m and method in the magazines. This was somewhat eq u a liz ed by th e r e a l i z a t i o n t h a t the r e l a t e d s u b je c ts of "ed u catio n of s p e c ia l groups" and "psychology" could be added to "cu rricu lu m and method" f o r th is com p a ris o n . Since Umberger did not u t i l i z e th e s e h eadings, h is ta b u la tio n undoubtedly included th e se s u b je c ts w ith in 66 th e headings of "curriculum ” or "method." I t was c l e a r t h a t th e su b je c t of curriculum and method receiv ed a high degree of emphasis in both books and magazines. T each ers. An a n a ly s is of th e data from th ese two s tu d ie s in d ic a te d a s i m i l a r i t y in the ex ten t of emphasis on te a c h e rs or ed u c ato rs. Books which were c l a s s i f i e d in t h i s su b je c t area receiv ed 176 reviews and accounted fo r 10 per cen t of th e t o t a l . Umberger found th a t a r t i c l e s on te a c h e rs accounted fo r 279 p o in ts , or 14 per c e n t, of th e t o t a l emphasis in the magazines. Teachers ranked t h i r d among eig h t in importance as a su b je c t in magazines. In books, te a ch e rs ranked fo u rth among t h ir te e n in impor ta n c e. A r e l a t i v e l y high degree of a tte n t io n was given to te a c h e rs in both media. P hilosophy. A clo se p a r a l l e l was found in th e amount of treatm en t given th e su b je ct of philosophy in th e two media. Books in t h i s c l a s s i f i c a t i o n received 142 review s, or 8 per ce n t of the t o t a l . Umberger's study found th a t philosophy accounted fo r 252 re fe re n c e s , or 12 per cen t of the t o t a l . The su b je ct of philosophy, th e re fo r e , ranked about the same in both media. In the a n a ly sis of books, philosophy ranked seventh among th i r t e e n 67 s u b je c ts analyzed. In th e a n a ly s is of magazines p h ilo s o phy ranked fo u rth among e ig h t. A com parative summary of th e d ata re v e a ls th a t philosophy rece iv ed co n sid erab le emphasis in both magazine a r t i c l e s and books about educa tio n . P u p ils . Another c lo se p a r a l l e l was noted in th e amount of treatm en t affo rd ed the su b je ct of p u p ils in th e two media. P upils ranked eig h th among t h i r t e e n su b je c ts in th e amount of emphasis receiv ed in books. Seven per c e n t, or 124 review s, were devoted to books in t h i s c l a s s i f i c a t i o n . The su b je c t of p u p ils was a llo c a te d 222 p o in ts or 11 per cent of the t o t a l in magazines. I t was f i f t h among eig h t in regard to i t s r e l a t i v e p o s itio n of impor tance in magazine a r t i c l e s . The d a ta in d ic a te d th a t the amount of treatm en t of th i s su b je c t was about th e same in both media and th a t th e re was c o n sid erab le emphasis on p u p ils in both magazine a r t i c l e s and books about education. A d m in is tra tio n . The su b je c t of a d m in istra tio n ranked low in terms of th e amount of emphasis i t receiv ed as a su b je ct in books and magazines. Books about adm inis t r a t i o n accounted fo r only 5 per cen t of the review s. In t h e a n a ly s is of magazines, th e su b je c ts finance and b u ild in g s re p re s e n te d the categ o ry of a d m in istra tio n in th e ta b u la tio n . These two headings ranked seventh and e ig h th r e s p e c tiv e ly but each one receiv ed 9 per cent of t h e to t a l emphasis based on th e number of re fe re n c e s to th o se s u b je c ts in magazine a r t i c l e s . I t was apparent t h a t the r e l a t i v e p o s itio n of a d m in istra tio n in r e la tio n t o the o th e r su b je cts was low in both media but i t was a l s o apparent th a t th e amount of emphasis given to adm inis t r a t i o n was much g r e a te r in magazines than in books. M isc e lla n e o u s. Several headings did not lend themselves to comparison and t h e i r p o s s ib le s ig n ific a n c e was noted. In the study of magazines th e su b je c t of p u b lic r e l a t i o n s was a s ix th p o s itio n w ith 185 p o in ts and 9 per cent o f the t o t a l re fe re n c e s . Included in th is su b je c t were referen ces to e x h ib its , r e p o r ts , f a i r s , r e p o r t c a rd s and such items which e v id e n tly rece iv ed con s id e ra b le a t te n t io n in the magazines. This su b je c t area was n o tic e a b le by i t s absence in the a n a ly s is of the co n ten t of books. The su b je c t of s p e c ia l problems which was used t o include th e to p ic s of i n t e r - c u l t u r a l problems, freedom of te ac h in g , communism, and r e l i g i o n , did not lend 69 i t s e l f to ready comparison w ith Umberger's c l a s s i f i c a t i o n of su b je c ts tr e a te d in ed u catio n al a r t i c l e s . The su b ject of s p e c if ic school or system receiv ed a s ig n i f ic a n t amount of a t te n t io n in books but th e r e was no b asis f o r comparison w ith th e d ata from magazines. Conclusions R esu ltin g from th e Comparison of Books w ith Magazines The com parative a n a ly s is of th e data in th e co n ten t analyses of magazines and books rev ealed sev eral areas where comparisons could be made. I t was equally evident th a t some of th e data were n o t s u ita b le to comparison. These lim ita tio n s were pointed out in th e preceding pages. On th e b a s is of th e findings which r e s u lte d from an an aly sis of the comparable d a ta , the follow ing conclusions were drawn. 1. There was a n o tic e a b le p a tte rn of s i m i l a r i t y in th e s u b je c ts which were tr e a te d in magazine a r t i c l e s about education and s ig n i f ic a n t books on e d u c a tio n . 2. A p a tte r n of s i m ila r it y e x is te d in the degree of emphasis given to most of th e se su b je c ts in magazines and in books. 70 3. Both magazine a r t i c l e s and books tended to place g re a t emphasis on h ig h er education r a th e r than on secondary or elem entary education. 4. The su b ject of curriculum and method rece iv ed a la rg e p ro p o rtio n of th e emphasis in both media, in d ic a tin g th a t inform ation concerning curriculum and methods was being made a v a ila b le to the American p ublic in books and m agazines. 5. The su b je ct of te ach e rs receiv ed almost as much a t te n t io n as did curriculum and method in both magazines and books. 6. The su b je c t of philosophy re ce iv e d c o n sid erab le a t te n t io n in both media, as did the su b je c t of p u p i l s . 7. The su b je c t of a d m in istra tio n receiv ed more a t t e n tio n in magazines than i t did in books. However, i t receiv ed g e n e ra lly le s s a t te n t io n in both media than did o ther l i s t e d ed u c a tio n a l s u b je c ts . 8. Magazines devoted co n sid e ra b le space to the su b je c t of public r e l a t i o n s , w hile books contained l i t t l e or no re fe re n c e to the s u b je c t. 71 9. A marked s i m i l a r i t y e x is te d between books and magazines w ith re sp e c t to th e su b je c ts chosen and r e l a t i v e emphasis being placed on th ese sub j e c t s . The American re ad in g p ublic was enco u n ter ing s im ila r e d u c a tio n a l su b je c ts in magazines and in books recommended to them by book review ers w ritin g in p e rio d ic a ls of g en eral c i r c u l a t i o n . Comparison of Books and Newspapers as Media of Communications In th e f i r s t c h a p te r, c o n s id e ra b le a t te n t io n was given to a review of co n ten t a n a ly s is s tu d ie s of th e type of m a te ria l which newspapers a re p rin tin g about th e sc h o o ls. The most re c e n t and thorough study was th a t re p o rte d by Bishop (246) . This se c tio n of th e re p o rt is concerned w ith a comparison of th e fin d in g s of the p rese n t study w ith th o se re p o rte d by Bishop in h is a n a ly s is of school news in th e newspapers. Table IV r e c a p itu la te s th e fin d in g s of th e p rese n t a n a ly s is of th e b a sic l i s t of 233 books. The rank i n d i c a te s th e r e l a t i v e p o s itio n of th e s u b je c t, the number 1 being assigned to th e su b je ct which rece iv ed g r e a t e s t s t r e s s and 13 being assigned to th e su b je ct which receiv ed T A B L E IV DEGREE OF EMPHASIS OF SUBJECT M ATTER CONTENT FOUND IN THE MEDIA OF BOOKS A N D NEW SPAPERS Subject heading Rank Books Total points* Per cent of to ta l Subject heading Newspapers** Rank Per cent of to ta l Levels of Education 1 218 13 Extracurricular 1 55 Education in the United States 2 201 12 Parent Teacher Curriculum and Method 3 196 12 Association 2 10 Teachers or Educators 4 176 10 Pupil Progress 4 7 Specific School or System 5 168 10 Board of Education Special Problems 6 165 10 and Administration 3 9 Philosophy 7 142 8 Teachers 5 5 Pupil Personnel 8 124 7 Buildings 6 4 Purposes, Aims, and Management and Finance 8 3 Objectives 9 94 6 Courses of Study 7 3 Administration and D iscipline 9 1 Organization 10 87 5 Health of Pupils 10 1 Education of Special Groups 11 66 4 Value of Education 11 0.6 History of Education 12 29 2 Methods 12 0.5 Psychology 13 8 0.5 Attendance 13 0.3 Point to ta ls in book section represent number of reviews devoted to books of each subject heading c la s s ific a tio n . Per cent of to ta l in newspaper section represents per cent of column inches of school news in newspapers which was devoted to each subject heading c la s s ific a tio n . - I . - 1 - Analysis of the subject matter content of newspaper a r tic le s is taken from the data presented by Frank E. Bishop, "The Social In te rp re ta tio n of the Public Schools" (unpublished doctoral d is s e rta tio n , University of C alifornia at Los Angeles, 1949). l e a s t s t r e s s . P o in ts were awarded to the s u b je c ts on th e b a s is of th e number of reviews re ce iv e d by books c l a s s i f i e d in t h a t s u b je c t. The p ercen tag e fig u re i n d i c a te s th e number of p o in ts awarded to the su b je c t in r e l a t i o n to th e t o t a l number of review s of a l l books in a l l s u b je c ts . Table IV a ls o shows th e r e s u l t s of B ishop' i ta b u la tio n of th e r e l a t i v e amount of space devoted to each of th e t h i r t e e n s u b je c t headings in school news s t o r i e s in newspapers. The rank in d ic a te s th e r e l a t i v e p o s itio n of t h a t s u b je c t among o th e rs w ith re sp e c t to the amount of emphasis given in news s t o r i e s . The p ercen tag e f ig u r e in d ic a te s th e p ro p o rtio n of t o t a l space devoted to th e p a r t i c u l a r s u b je c t. The fo llo w in g a n a ly s is was based on th e fin d in g s summarized in Table IV. Curriculum and method. The s u b je c t, cu rricu lu m and method, re c e iv e d a high degree of emphasis in th e medium of books, 196 review s c o n s t i t u t i n g 12 per c e n t of th e t o t a l . B ish o p 's a n a ly s is of th e school news in news papers in clu d ed th e s u b je c t of method which was ranked tw e lf th among t h i r t e e n s u b je c ts . Only 0.5 per cent of th e t o t a l space was devoted to th a t s u b je c t. The s u b je c t co u rses of stu d y , which was in clu d ed in th e newspaper 74 study was found to occupy 3 per cent of the space devoted to ed u catio n al s u b je c ts . A combination of th e se two fig u re s in d ic a te s th a t newspapers devoted about 3.5 per cent of t h e i r school news space to th e su b je c t of c u r riculum and method. This was an in s i g n if i c a n t amount compared to the a t te n t io n devoted to th e su b je c t in books about education. E x tr a c u r r ic u la r a c t i v i t i e s . The su b je c t which receiv ed th e g r e a t e s t amount of a t te n t io n in th e newspapers was e x t r a c u r r ic u la r a c t i v i t i e s , 55 per cent of th e t o t a l space given over to school news being devoted to th is c a teg o ry . No in d ic a tio n of th e amount of a t t e n t i o n devoted to e x t r a c u r r ic u la r a c t i v i t i e s in books could be determ ined w ithout r e f e r r i n g to the to p ic s which were s u b - c l a s s i f i c a tio n s w ith in each su b je ct heading. I t w i l l be r e c a lle d t h a t , as rep o rte d in Table I I , 12 reviews were devoted to books which were c l a s s i f i e d under the to p ic of a t h l e t i c s . This was th e only to p ic which could be construed to be of an e x t r a c u r r ic u la r type. This re p re s e n ts le s s than 1 per cent of th e t o t a l reviews. I t is ap p aren t, th u s, th a t l i t t l e s i m i l a r i t y e x iste d between books and newspapers in t h e i r re p o rtin g of e x t r a c u r r ic u la r to p ic s , fo r the extreme 75 emphasis on e x t r a c u r r i c u l a r a c t i v i t i e s in th e newspapers was c o n tra s te d by an almost com plete absence of s t r e s s on th e su b je c t in books. Teachers. The subject of teachers appeared to receive comparable emphasis in newspapers and in books. Ten per cent of th e t o t a l of 176 book reviews were devoted to books which f e l l w ith in t h i s c l a s s i f i c a t i o n . This was th e fo u rth -ra n k e d su b je c t in th e a n a ly s is of books. Bishop found t h a t 5 per cen t of th e space in newspapers was devoted to te a c h e rs . This s u b je c t ranked f i f t h in th e newspaper a n a ly s is . Thus th e r e l a t i v e p o s it io n of t h i s s u b je c t was much th e same in th e two media, bu t in books, a much g r e a te r p ro p o rtio n of emphasis was devoted to the s u b je c t of te a c h e rs . P h ilo so p h y . To make a comparison of th e su b je c t a re a of philosophy i t was n e c e ssa ry to do some re-g ro u p in g of s u b je c t headings. The only comparable s u b je c t heading used by Bishop was "value of e d u c a tio n ," which ranked e le v e n th among t h i r t e e n h eadings, and w ith 0.6 per cen t of newspaper space being devoted to th e s u b je c t. In books, th e s u b je c t of philosophy re c e iv e d 8 per c e n t o f the 76 review s and an a d d i t i o n a l 6 p er ce n t o f review s were d e voted to th e s u b je c t of p u rp o ses, aims and o b je c ti v e s . This t o t a l of 14 p e r c e n t in d ic a te d th e im portance of t h i s s u b je c t in books as opposed to th e new spapers, n e g l i g i b l e 0 .6 per c e n t of space devoted to com parable ite m s. The much g r e a t e r emphasis on p h ilo so p h y in books was r e a d i l y a p p a r e n t. P u p i l s . In th e a n a ly s is of books i t was found t h a t 124 review s were devoted to books c l a s s i f i e d under th e s u b je c t heading o f p u p ils . This was 7 p e r c e n t of th e t o t a l and th e s u b je c t was given a rank p o s it io n of e ig h th . I t was n e c e s s a ry t o group fo u r s u b je c ts used by Bishop to gain a p ro p er com parison of t h i s s u b je c t. P upil p ro g re s s , d i s c i p l i n e , h e a l t h of p u p ils , and a tte n d a n c e , when combined, t o t a l e d s l i g h t l y more than 9 p er ce n t of th e t o t a l space devoted to school news in th e new spapers. This p la ce d i t in a r e l a t i v e l y h ig h p o s it io n in new spapers, whereas th e s u b je c t was in a m iddle p o s it io n in th e a n a ly s is o f books. Newspapers appeared to g iv e much g r e a t e r a t t e n t i o n to th e s u b je c t of p u p ils than did th e medium of books. 77 A d m in istratio n . The su b je c t of ad m in istratio n ranked te n th among th ir te e n in th e an aly sis of books, 87 reviews c o n s titu tin g 5 per cent of the t o t a l reviews being devoted to books in th at c l a s s i f i c a t i o n . In B ishop's an a ly sis of school news, he found th a t th is to p ic was the th ir d highest-ranked su b je c t, 9 p er cent of th e school news being devoted to th a t c l a s s i f i c a t i o n . In b r ie f , ad m in istra tio n received much g r e a te r emphasis in news papers than i t did in books on education. Conclusions Resulting from a Comparison of Books with Newspapers Much of the data compiled in the content a n a ly sis of newspapers was u se fu l for purposes of comparison. Not a l l of the data could be used, however, and only those su b je c ts which were s u ita b le for comparison were c o n sid ered. The follow ing conclusions were based on the fin d in g s which re s u lte d from a comparison of the subject m atter content stre s se d in the two media: 1. There were d i s t i n c t d iffe re n c e s in the amount of a tte n tio n devoted to most educational su b jects in the media of newspapers and books. What Americans were able to read about schools in the newspapers and what they could read about education in books d if f e r e d co n sid erab ly . The su b je ct of curriculum and method rece iv ed a high degree of a t te n tio n in books and very l i t t l e a t te n t io n in new spapers. The American public could not le a rn much about curriculum and method by read in g th e newspapers. An extreme amount of a t te n t io n was devoted to e x t r a c u r r ic u la r a c t i v i t i e s in th e newspapers w hile in s i g n if i c a n t a tte n tio n was given to the su b je c t in books. Those who read books on the b asic l i s t found very l i t t l e inform ation about e x tr a c u r r ic u la r a c t i v i t i e s . Readers encountered co n sid e ra b le d isc u ssio n of te a c h e rs in both newspapers and books, but th e re was a g re a te r s t r e s s on t h i s s u b je c t in books. The su b je ct of philosophy receiv ed a high degree of emphasis in books which were c a lle d to the a t te n t io n of th e American p u b lic , but very l i t t l e space in the newspapers was devoted to t h i s sub j e c t . Considerable m a te ria l in both media d e a lt w ith p u p ils , but newspapers gave much g r e a te r 79 a t te n t io n to t h i s su b ject than did books. 7. The su b ject of a d m in istra tio n receiv ed g r e a te r s t r e s s in th e newspapers than i t d id in books. 8. Those who re ad newspapers were given a g reat amount of inform ation about e x tra c u r ric u la r a c t i v i t i e s , and a g reat d e a l of w ritin g was a v a ila b le to them in the a re a of a d m in is tra tio n and p u p ils . Their a t t e n t i o n was fre q u e n tly c a lle d to the su b je c t of te ach e rs but they seldom encountered any inform ation about philosophy and curriculum and method. 9. Those who read the books which were recommended to them in book reviews encountered much in th e way of inform ation about curriculum and method, te a c h e rs , and philosophy. They found some emphasis being given to pupils and a d m in istra tio n but almost nothing about e x t r a c u r r ic u la r a c t i v i t i e s . IV. MISCELLANEOUS FINDINGS IN THE ANALYSIS OF THE BASIC LIST OF 233 BOOKS Consistency of Emphasis from Year to Year One of the q u estio n s posed in th e o u tlin e of the prob lem of t h i s study concerned th e c o n siste n cy or f lu c ta tio n 80 in the emphasis of su b je c t m a tte r in th e books which were being c a lle d to th e a t te n t io n of the American p u b lic in book review columns. The d ata compiled fo r a n a ly s is from th e l i s t of 233 b a s ic books on education were arranged on a y ea r-b y -y ear b a s is to provide an answer to th a t q u e stio n . Data concerning th e number of reviews of books appearing in each su b je c t heading fo r each year from 1945 through 1955 are shown in Table V. This a n a ly sis re v e a ls th a t the t o t a l number of reviews v a rie d from a low o f 73 in 1948 to a h ig h of 238 in 1953. The average was 152 f o r each y e a r. I t was noted th a t th e y e a rs 1951, 1952, 1953, and 1955 were th e only y e a rs which exceeded the mean. Since th e se years occurred during th e l a s t f iv e y ears covered by the study, th is was taken as an in d ic a tio n th a t in c re a sin g numbers of reviews of books on education were being published in the p e r io d ic a ls o f g en e ra l c i r c u l a t i o n . This tren d was f u rth e r v e r if ie d by computing the t o t a l s of th e f i r s t th re e years of the study, th e middle th re e y e a rs , and th e f i n a l th re e years included in the study. The t o t a l number fo r 1945-47 was 396 book review s. From 1949-51 the t o t a l was 470 review s. During th e l a s t th re e years covered by th e study th e t o t a l 81 TABLE V EMPHASIS OF SUBJECT M ATTER CONTENT FOUND IN BOOKS FOR EACH YEAR FROM 1945 THROUGH 1955 Subject heading 1945 1946 1947 1948 1949 1950 1951 1952 1953 1954 1955 Levels of Education 26 36 12 18 5 13 22 34 27 12 13 Education in the United States 18 6 10 13 12 6 18 19 44 22 33 Curriculum and Method 27 27 13 5 15 18 28 17 9 2 35 Teachers 0 10 21 7 35 7 19 12 42 9 14 Specific School 19 2 3 19 15 30 41 18 6 0 15 Special Problems 25 4 9 2 10 19 26 3 18 25 24 Philosophy 11 15 10 2 25 7 11 14 24 18 5 Pupil Personnel 2 30 5 2 6 8 0 42 22 3 4 Purposes, Aims, and Objectives A dm inistration and 13 11 0 2 12 8 2 22 9 5 10 Organization 9 4 7 3 6 12 11 22 13 2 2 Education of Special Groups 0 0 2 0 3 12 5 3 14 15 12 History of Education 0 0 7 0 0 0 0 2 10 2 8 Psychology 0 2 0 0 0 0 3 0 0 3 0 Total reviews per year 150 147 99 73 144 140 186 208 238 118 175 NOTE: Numbers in the columns represent number of reviews devoted to books of each subject heading classification for each respective year. 82 was 531 review s. This in d ic a te d a c o n s is te n t in c re a s e in th e a t te n t io n being devoted to books on education in the book review columns. The two top-ranked s u b je c ts , lev els of education and education in the United S ta te s , received a c o n s is te n t emphasis throughout the period of the stu d y . Curriculum and method a ls o re c e iv e d c o n s is te n t a t te n t io n w ith a low of 2 reviews in 1954 but a h ig h of 35 in the year immedi a t e l y follow ing. The su b je c t, te a c h e rs , received r a th e r c o n s is te n t a t t e n t i o n w ith the exception of the f i r s t year, 1945, when i t rec e iv e d no review s. The years 1949 and 1953 were th e high y ears for t h i s s u b je c t, with 35 and 42 review s, r e s p e c tiv e ly . C onsiderable v a r ia tio n in the a t te n t io n given to th e su b ject of s p e c if ic schools was noted w ith low y ears of 2 and 3 and high years of 30 and 41. The s u b je c t, s p e c ia l problems, v a rie d from an emphasis of 26 in 1951 to a low of 2 in 1948. This su b je c t included such to p ic s as communism, i n t e r - c u l t u r a l problems, re lig io n , and academic freedom, and rec e iv e d a h ig h degree o f a t t e n tio n fo r a com paratively sh o rt period o f time. There was c o n s id e ra b le v a r ia tio n in th e emphasis on the s u b je c t, 83 philosophy, w ith a low of 2 in 1948 and a high of 25 in 1949 but i t c o n s is te n tly received some a t t e n t i o n . The s u b je c t, p u p il personnel, was mentioned every year w ith the exception of 1951. The years 1946 and 1952 were high fo r t h i s su b ject w ith 30 and 42 review s, re s p e c t i v e l y . The s u b je c ts , ’’purposes, aims and o b j e c t i v e s ,” and " a d m in is tra tio n ” re ce iv e d some mention almost every y ea r. I t was i n t e r e s t i n g to note t h a t both of th e se to p ic s receiv ed g r e a te s t a tte n tio n in 1952, w ith 22 reviews each. The s u b je c t, education of sp e c ia l groups, appeared to get almost no a t te n t io n in the f i r s t few years covered by the study but during th e l a s t th r e e y ears i t received c o n s is te n t although not o u tstan d in g a t t e n t i o n . A s im ila r tre n d , but to a le s s e r degree, was noted in th e s u b je c t, h is t o r y of education; h ere the g r e a t e s t amount of a t te n t io n was c e n tered during the l a s t four y e a rs . The su b je c t, psychology, receiv ed so l i t t l e a t te n t io n th a t i t did not lend i t s e l f to a n a ly s is . In looking at th e p ic tu re on a y ea r-b y -y ear b a s is i t was seen th a t 1945 seemed to s t r e s s le v e ls of education, curriculum and method, and sp e c ia l problems. In 1946 84 g r e a te r emphasis was given to le v e ls of education, c u r riculum and method, and p u p il personnel. The year 1947 was marked by an emphasis of te a c h e rs . In 1948 th e re was s tr e s s on the s u b je c ts , le v e ls of education and s p e c if ic schools. The s u b je c ts , te a c h e rs and philosophy, rece iv ed th e g r e a t e s t emphasis in 1949; w hile in 1950 curriculum and method, s p e c if ic schools, and s p e c ia l problems were given most a t te n t io n in th e review s. Again in 1951 c u r riculum and method and s p e c if ic schools were the su b je c ts which ranked high; while in 1952 p u p il personnel, le v e ls o f education, purposes, and a d m in istra tio n ranked high in t h a t o rd e r. In 1953 s tr e s s was given to the s u b je c ts , te a c h e rs and education in th e United S ta te s ; w hile s p e c ia l problems was the h ig h e st-ra n k e d su b je c t in 1954. In the f i n a l y e a r covered by the study, 1955, curriculum and method once again received th e g r e a t e s t s t r e s s , although education in the United S ta te s and s p e c ia l problems con tinued to receiv e much a t t e n t i o n . Based on an a n a ly s is of the d a ta as arranged in Table V, th e follow ing conclusions were drawn. 1. No great v a ria tio n in the number of book reviews devoted to books on education occurred during th e eleven-year period covered in the study. The v a ria tio n s noted a p a tte rn which in d ic ated th a t th e se books received g re a te r a tte n tio n in more re ce n t y ears. 2. Most of the su b jects received a r a th e r c o n s iste n t amount of a tte n tio n although some v a ria tio n s occurred. 3. G re atest v a ria tio n was observed in su b je cts con cerning s p e c ific schools, p u p il personnel, and s p e c ia l problems. 4. A tren d was observed during rece n t years toward increased a tte n tio n to the follow ing th re e sub j e c t s : (a) education of s p e c ia l groups, (b) h is to ry of education, and (c) purposes, aims and obj e c t i v e s . 5. Trends noted in in d iv id u al ed u catio n al su b jects were p a r a lle le d by an o v e r - a ll trend during recen t years toward increased a tte n tio n to book reviews. Authors of th e 233 Basic Books L isted An examination was made of th e w rite rs of the books, noting the occupations or p ro fe ssio n s of each. Content a n a ly sis stu d ies fre q u en tly have examined the 86 sources of v ario u s m a te ria l to determ ine i f any r e l a t i o n ship e x i s ts between th e source and the m a te ria l. In Umberger's study of magazines, a c l a s s i f i c a t i o n of the p ro fe ssio n s and occupations of the w r i t e r s was inclu d ed . Since comparisons could be made with h i s fin d in g s, the value of t h i s inform ation to th e p re se n t study was enhanced. The p ro fe ssio n s or occupations of the w r i t e r s of books l i s t e d were ta b u la te d , as shown in Table VI. To f a c i l i t a t e comparison w ith Umberger's study of magazines, occupations were grouped in to c a te g o rie s of ed u cato rs and n o n -e d u c a to rs. The educator category was fu rth e r divided to give an in d ic a tio n of the re p re s e n ta tio n of ad m in is t r a t o r s and t e a c h e r s . ' An a n a ly s is of the inform ation contained in Table VI rev ealed th a t 168 educators were re sp o n sib le f o r 892 review s, w hile 50 non-educators were re sp o n sib le f o r 340 review s. Thus, educators outnumbered th e non-educators by more than th re e to one, in w ritin g books which were c a lle d to th e a t te n t io n of th e public by book rev iew ers. However, th e p ro p o rtio n a te a t te n t io n given to books by non-educators was g r e a t e r , th e average being 6.8 reviews 87 TABLE VI PROFESSIONS OR OCCUPATIONS OF AUTHORS OF THE BASIC LIST OF 233 BOOKS Number of P ro fessio n or Occupation Number reviews EDUCATORS A dm inistrators College P resid en ts 16 101 P rin c ip a ls 11 74 Deans 6 24 Superintendents 2 15 M iscellaneous 11 41 T otal A d m in istrato rs 46 255 tchers P rofessors of Education 44 180 P ro fesso rs of English 21 111 Elementary or Secondary Teachers 15 83 P ro fesso rs of S o cio l ogy 10 63 P rofessors of Philosophy 9 64 P rofessors of H istory 8 57 P ro fesso rs of Religion 3 8 P ro fesso rs of Economics 3 25 Research Personnel 3 17 Fellows 2 7 M iscellaneous P rofessors 4 22 T otal Teachers 122 637 TOTAL EDUCATORS 168 892 88 TABLE VI (continued) Number of P ro fessio n or Occupation Number reviews NON-EDUCATORS J o u r n a l i s t s 15 103 P ro fe s s io n a l W rite rs 13 112 Medical Doctors 5 27 M in iste rs 4 29 Housewives 3 22 R ecreatio n 3 10 M iscellaneous 7 37 TOTAL NON-EDUCATORS 50 340 89 for each book w ritte n by persons in t h i s category. Books w ritte n by educators received an average of 5.3 reviews. In comparing th ese findings w ith those of Umberger i t was noted th a t as w rite r s of a r t i c l e s in popular magazines, Umberger found non-educators to outnumber educators a t a r a t i o of th ree to one. Findings of the present study revealed an exact re v e rs a l of these fin d in g s, educators outnumbering non-educators a t a r a tio of th re e to one as authors of s ig n ific a n t books on education. Among non-educators, j o u r n a li s ts were in the m a jo rity , 15 in d iv id u als w ritin g books which received 103 review s. P rofessional w r ite r s numbered th ir te e n , th e ir books receiv in g 112 reviews. The remainder of the w rite rs in t h i s category with the number of reviews received by th e ir books were: 5 medical doctors, 27 reviews; 4 m in is te rs , 29 reviews; 3 housewives, 22 reviews; 3 r e c r e ation d ir e c to rs , 10 reviews; and 7 m iscellaneous occupa tio n s , 37 reviews. In the e d u c a to rs’ category, 46 a d m in istra to rs wrote books which received 255 review s, w hile 122 teach e rs w rote books which received 637 review s. I t was noted th a t teach ers outnumbered ad m in istra to rs in th is category by 90 more than two to one. Among the a d m in istra to rs were six te e n co lleg e p re sid e n ts whose books accounted fo r 101 review s. School p r in c ip a ls numbered eleven, and t h e i r books received 74 rev iew s. Among the educators engaged in te ach in g , the la r g e s t group was composed of professor-s of education, 44 teachers w ritin g books which received 180 reviews. I t was noted th a t t h i s group was about equal in number to the a d m in istra to rs but th e ir books did not re c e iv e as much a tte n tio n from book review ers. Professors of English was the next la rg e s t group, 21 te ach e rs w ritin g books which received 111 reviews. Books w ritte n by p ro fesso rs in the follow ing departments receiv ed le s s e r amounts of a tte n tio n : 10 sociology te a c h e rs , 63 reviews; 9 philosophy te a c h e rs , 64 reviews; 8 h is to ry te a c h e rs , 57 reviews; 3 teach ers of r e lig i o n , 8 reviews; 3 teach ers of economics, 25 reviews; and 9 rese arch , fello w s, and m iscellaneous p ro fe sso rs, 45 reviews. F u rth e r an a ly sis revealed th a t 13 ad m in istra to rs and 15 teach ers who wrote books were not engaged in p o s i tio n s a t the le v e l of hig h er education. Among a l l 91 e d u c a to rs, 140 were in p o s itio n s in h ig h e r education and 720 review s were d ir e c te d toward t h e i r books. Converted in to a p ercentage f ig u r e , 83 per ce n t of th e educators h e ld p o s itio n s in h ig h e r ed u catio n . This was a f a c t o r , no doubt, in th e hig h p ro p o rtio n of books which were c l a s s i f i e d under th e su b je c t heading of h ig h e r e d u c atio n . The Conclusions The fo llo w in g co n clu sio n s were based on the f i n d ings in th e a n a ly s is of th e o ccu p atio n al and p r o fe s s io n a l backgrounds of th e w r i t e r s of th e 233 b a s ic books l i s t e d . 1. Educators outnumbered n o n -educators by more than th r e e to one on th e l i s t of w r i t e r s of b asic books on ed u c a tio n , whereas in Umberger’s a n a ly s is of m agazines, n o n -educators outnumbered e d u c a to rs, th r e e to one, as w r i t e r s of magazine a r t i c l e s . 2. Since a c lo s e p a r a l l e l was found t o e x i s t in th e c o n te n t s tr e s s e d in the two media, th e d if fe re n c e in background of the a u th o rs did n o t appear to a f f e c t th e c o n te n t about which they w rote. 3. Books w r i tte n by non-educators re c e iv e d more a t t e n t i o n than th o se w r itte n by e d u c a to rs, ju d g in g from the number of book reviews w r i t t e n about them. 92 4. J o u r n a l i s t s and p ro fe s s io n a l w r ite r s c o n s titu t e d th e l a r g e s t groups in th e n o n -ed u ca to r ca te g o ry . 5. In the educator category, teachers outnumbered administrators by two to one. Professors of education were outnumbered two to one by teachers from other departments. 6. The number of administrators and the number of professors of education who.wrote books were about equal, but the books of administrators received more reviews. P u b lish e rs of th e 233 Books in th e Basic L is t Another phase of the in v e s tig a tio n was d ir e c te d toward an a n a ly s is of th e p u b lis h e rs of th e books on th e b a s ic l i s t . To determ ine the r e s p o n s i b i l i t y fo r pro d u ctio n of th e s e books, d ata were assembled to r e v e a l the number of t i t l e s p u b lish ed by each firm . Table VII in d ic a te s the number of books pu b lish ed by th e s e companies w ith the number of review s which were devoted to t h e i r books. I t was found th a t e ig h ty publishers were re p re s e n te d in th e t o t a l of 233 books which re c e iv e d 1,165 review s by the s e le c te d p e r io d ic a ls o f g e n e ra l 93 TA BLE VII PUBLISHERS OF FIVE O R M ORE BOOKS CONTAINED IN THE BASIC LIST OF 233 BOOKS O N EDUCATION P ublisher Total books T o tal reviews Average r e views per book Harper and Brothers 53 249 4.7 Columbia U n iv ersity Press 12 42 3.5 Macmillan Company 11 64 5.8 McGraw-Hill Book Company 7 36 5.1 American Council on Education 6 15 2.5 Harvard U niversity Press 6 25 5.8 U niversity of North Carolina Press 6 26 4.3 Yale U niversity Press 6 28 4.7 L i t t l e , Brown and Company 5 52 10.4 Henry Regnery Publishers 5 41 8.2 Viking Press 5 44 8.8 Total 122 622 Average 5.3 94 c i r c u la ti o n . Eleven of these p u b lis h e rs published fiv e or more of th e books on the b a s ic l i s t . It was noted th a t Harper and B rothers exceeded a l l o th er p u b lish e rs in the number of books which q u a lif ie d fo r th e study. They published 53 of th e books and these books received 249 review s. This amounted to 23 per cent of th e books and 21 p er cent of the review s. According to th e annual trad e s t a t i s t i c s given in P u b lish e rs Weekly, Harper and B rothers is not the leading p u b lis h e r in t o t a l number of t i t l e s published. For example, in 1955 Macmillan published 360 books, McGraw-Hill published 328, and Harper and B ro th ers, 282 (243). A pparently, th e d isp ro p o rtio n a te number of education books published by Harper and Brothers was th e r e s u l t of f a c to rs o th er than th e t o t a l volume of b u sin e ss, as measured by the number of t i t l e s published. The next h ig h e st ranking p u b lis h e r was Columbia U n iv ersity Press whose 12 books received 42 review s. Macmillan published 11 books, which re c e iv ed 64 reviews. Fourth ranking p u b lish e r was McGraw-Hill whose 7 books obtained 36 review s. The American Council on Education, Harvard Uni v e r s i t y P ress, U n iv ersity of North C arolina P ress, and Yale U n iv ersity Press each c o n trib u te d 6 books to the l i s t . 95 Five books were published by each of the following pub- lishers: Little Brown, Regnery, and Viking Press. It was noted that five of the top eleven publishers were college or university press publishers. Excluding the contribution of Harper and Brothers, the college and university press publishers appeared to publish as many books on education as did the regular trade publishers. Table V III l i s t s a l l of the c o lle g e and u n iv e r s ity press p u b lis h e rs . Twenty p u b lish ers in t h i s categ o ry published 51 books, which received 207 review s. This was an average of 2.5 books fo r each c o lle g e or u n iv e rs ity p re ss. Their books receiv ed an average of approxim ately 4 reviews each. In comparison, of th e 60 re g u la r p u b lis h ers 182 books were included in the b asic l i s t . These books received 958 review s, fo r an average of 3 books p er pub l i s h e r , and an average of 5.3 reviews f o r each book. In b r i e f , re g u la r p u b lish e rs averaged about the same number of books but t h e i r books tended, on th e average, to rece iv e more reviews than did those of th e c o lle g e and u n iv e r s ity p ress p u b lis h e rs . The a n a ly sis of th e p u b lish e rs of the 233 basic books l i s t e d produced fin d in g s which r e s u lte d in sev eral c o n c lu s io n s . 96 TABLE V III COLLEGE AND UNIVERSITY PRESS PUBLISHERS W H O PUBLISHED BOOKS WHICH W ERE IN THE BASIC LIST OF 233 BOOKS P ublisher i Total number of books Total number of reviews Average num ber of r e views per book U n iv ersity of C a lifo rn ia 1 5 5 U niversity of Chicago 3 15 5 Columbia U n iv ersity Press 12 42 3.5 Cornell U n iv ersity Press 1 3 3 U niversity of Hawaii Press 1 2 2 Harvard U niversity Press 6 35 5.8 U n iv ersity of I l l i n o i s Press 1 9 9 Iowa S ta te College Press 1 2 2 U n iv ersity of Kentucky Press 1 3 3 U n iv ersity of Minnesota 2 6 3 New York City College Press 1 3 3 U n iv ersity of North C arolina Press 6 26 4.3 U n iv ersity of Oklahoma Press 1 3 3 Pennsylvania S tate College Press 1 3 3 U n iv ersity of Pennsyl vania Press 1 2 2 97 TABLE VIII (continued) Total Total Average num- number number ber of re- Publisher of books of views per reviews book Princeton University Press Rutgers University Press Stanford University Press University of Texas Yale University Press Totals Average 1 3 3 3 12 4 1 3 3 1 2 2 _6 28 4.7 51 207 4.1 98 1. A la rg e number of publishing firm s, 80 in number, produced the 233 basic books l i s t e d . 2. Of these 80 firm s, eleven published f iv e or more books which appeared on the basic l i s t . 3. The la rg e s t sin g le c o n trib u tio n by any publishing company was th a t by Harper and Brothers which published 23 per cent of the books; th ese books received 21 per cent of the reviews. 4. With the exception of Harper and B rothers, most p ublishing firm s c o n trib u ted very few books on education which were brought to the a tte n tio n of th e public in book rev ie w s. 5. College and u n iv e rs ity presses were publishing a la rg e proportion of books on ed u catio n al su b je c ts , but the average number of reviews received by t h e i r books was not as g re a t as fo r books produced by the re g u la r p u b lis h e rs. V. CHAPTER SU M M A RY This chapter rep o rted th e r e s u lt s of an an aly sis of 233 books which comprised a basic l i s t of books on edu c a tio n a l su b je c ts . The method of s e le c tin g th e books was 99 explained and the procedure used to determ ine th e p a tte rn s of co n ten t was explained. The fin d in g s of the a n a ly s is of emphases being given to su b ject m atter co n ten t in the books were re p o rte d . Findings and conclusions based on the a n a ly s is were p rese n ted . A re p o rt of th e r e s u l t s of a comparison of th ese d ata w ith th e fin d in g s of content a n a ly s is s tu d ie s of the media of magazines and newspapers was included in the c h a p te r. Conclusions based on th e se fin d in g s were l i s t e d . The fin d in g s were rep o rted fo r an a n a ly s is made of th e emphasis of th e su b je ct m a tte r co n ten t on a y ear-b y - year b a s is . Conclusions which in d ic a te d th e f lu c tu a tio n or c o n siste n c y of emphasis of various e d u c a tio n a l su b je c ts were included. A nalysis of th e sources included an examina tio n of the authors and p u b lish e rs of th e books. 100 CH A PTER IV THE TOP LIST OF BOOKS - A MICROSCOPIC VIEW I. INTRODUCTION The previous c h a p te r contained a re p o rt of an a n a ly s is of th e amount o f emphasis given to various educa tio n a l subjects in 233 b a s ic books se lec ted on the b a sis of t h e i r recognition by book review ers in eighteen widely c irc u la te d p e rio d ic a ls . In this chapter are reported the findings of a similar analysis of the top thirty-one books in the list. These were books which received nine or more reviews in the eighteen selected periodicals. These books were deemed to be very significant because at least nine book review editors had chosen to include a review of the book in their periodicals. In selecting this method of determining the significance of books, it was recognized that book reviewers attempt to evaluate the public's interest in books and at the same time attempt to arouse the public's interest in books. Therefore, their reviews could justifiably be taken as an indication of the individual professional judgment of re v ie w e rs. A second reason fo r u sin g the number of book reviews as a c r i t e r i o n of s ig n ific a n c e was the re c o g n itio n of the v alu ab le p u b lic ity given to the book by i t s mention in book review s. The t o t a l c i r c u l a t i o n of the eighteen reviewing p e r io d ic a ls was over s ix m illio n . The number of reviews was judged to be an e x c e lle n t index of the amount of a t te n t io n d ir e c te d toward th e book. The th ir ty - o n e books which re ce iv e d nine or more reviews are l i s t e d in Table IX. I I . ANALYSIS OF THE SUBJECT MATTER CONTENT FOUND IN THE LIST OF TOP BOOKS The Procedure The method of analyzing these books to determ ine th e su b je c t m a tte r emphasis was d if f e r e n t from th a t employed in the a n a ly s is of th e 233 books on the b asic l i s t . Using the su b je c t heading c l a s s i f i c a t i o n s f o r th e se books proved to be a s u f f i c i e n t l y o b je c tiv e , system atic and q u a n t ita tiv e method of procedure f o r t h i s study. How ever, i t was recognized th a t th e s e su b je c t headings were very broad c l a s s i f i c a t i o n s of th e books and th a t each 102 TABLE IX THE TOP BOOKS: BOOKS WHICH RECEIVED NINE OR M O RE REVIEWS IN EIGHTEEN SELECTED PERIODICALS Number of Author T itl e reviews Haveman and West They Went to College 13 Baker Snips and Snails 12 Buckley God and Man at Yale 12 Johnson P io n e e r's Progress 12 S tu a rt The Thread That Runs So True 12 White Educating Our Daughters 12 Ashmore The Negro and the Schools 11 Barzun Teacher in America 11 F lesch Why Johnny C an't Read 11 Fuess Independent Schoolmaster 11 Hook Heresy, Yes, Conspiracy, No 11. Lynd Quackery in the Public Schools 11 S traus and Bacon Drinking in College 11 Tharp U n til Victory 11 B ell Crowd C ulture 10 Bestor R estoration of Learning 10 Chalmers Republic and the Person 10 Erskine Memory of C ertain Persons 10 Hulburd This Happened in Pasadena 10 Hutchins The C o n flic t in Education 10 M itch ell Two Lives 10 Stewart Year of the Oath 10 103 TABLE IX (continued) Author T itl e Number of reviews Bestor Educational Wastelands 9 Conant Education in a Divided World 9 Conant General Education in a Free Society 9 Highet The Art of Teaching 9 Hook Education fo r Modern Man 9 Read Education fo r Peace 9 Turngren Choosing th e Right College 9 Wise The S p rin g fie ld Plan 9 Woodring L e t's Talk Sense about Our Schools 9 104 book undoubtedly contained in c id e n ta l or secondary emphases, as w e ll. In re co g n itio n o f t h i s f a c t a more d e ta ile d method of a n a ly s is was employed w ith the top books. The t i t l e s of t h i s and the preceding ch a p ters w ill fu rn is h a c lu e to th e b a sic d iffe re n c e in approach employed in the two analyses of groups of books. The a n a ly s is of the 233 books p e rm itted only a macroscopic view, i . e . , one which would be f ig u r a tiv e ly v i s i b l e to the naked eye. In other words, th e g re a t number of book t i t l e s precluded any p o s s i b i l i t y of clo se d e ta ile d examina tio n , bu t i t did lend i t s e l f to a broad a n a ly s is w ith g en eral in d ic a tio n s of s u b je c t m a tte r c o n te n t. The su b je ct heading c l a s s i f i c a t i o n s were id e a l fo r th is purpose. The more s e le c tiv e group of t h i r t y - o n e books, on th e o th e r hand, could be analyzed in s p e c if ic d e t a i l and the term, a m icroscopic view, was used to d e scrib e the approach used in th a t a n a ly s is . I t should be s tre s s e d th a t both of these a n a l y t i c a l procedures have unique m e rit. W e do not depend e n t ir e ly on the microscope in re se a rch study today, nor do we depend e n t ir e ly on what can be seen w ith th e naked eye. However the two approaches can be made to augument one a n o th e r, and can be j u s t i f i e d on th a t b a s is . A ta b u la tio n sheet was designed which contained 105 s u b je c ts and to p ic s of th e type encountered in the a n a ly s is of th e b asic books. The su b je c t heading used in the p r e ceding a n a ly s is , education in th e United S ta te s , was n o t used in th is ta b u la tio n . This heading was so general th a t i t had no s ig n ific a n c e and i t could be d isreg ard ed in th e d e ta ile d a n a ly s is of th e top books without s a c r i f i c i n g any o b je c tiv e or system atic f a c to rs in the study. Levels of ed u catio n , was a ls o considered to be too g e n e ra l to be s i g n i f i c a n t . A se p a rate ta b u la tio n was made, however, to determ ine the com parative amounts of emphasis on h ig h e r, secondary, or elem entary education. With th e s e two excep tio n s , the ta b u la tio n form fo r th e top books used th e same su b je c t heading c l a s s i f i c a t i o n s as were employed fo r th e l i s t of basic books on education. A second ta b u la tio n sheet was designed using su b j e c t headings and to p ic s employed by Umberger in h is study of ed u c atio n al a r t i c l e s in magazines. A t h i r d ta b u la tio n sh eet was made up of the c a te g o rie s used by Bishop in h is a n a ly s is of th e content s tr e s s e d in school newspaper s t o r i e s . These ta b u la tio n forms are shown in Appendix C. I t was determined th a t p o in ts would be awarded fo r the various su b je c ts so th a t a q u a n tita tiv e record could 106 be made of the amount of emphasis the su b ject received in the book. A sc a le of one, th re e , or fiv e was se le c te d . One point was a llo c a te d to the subject i f i t was discussed in the book in such a way th a t c e rta in aspects of the sub j e c t were explained or c l a r i f i e d . Three points were allo ca ted to a su b ject i f i t was the su b ject of an e n tir e chapter in the book or i f i t was tr e a te d in th re e d if f e r e n t sections of the book in the manner described above. Five points were a llo c a te d to the su b ject i f i t was a c e n tr a l theme or main to p ic which was tr e a te d c o n s is te n tly throughout the book. On th is b a s is , the t o t a l number of points assigned each su b ject was taken as the measure of the amount of a tte n tio n devoted to th a t su b je ct in the top books. Each of the th ir ty - o n e books was read w ithout any attem pt to record any ta b u la tio n s . Then the book was re -re a d and ta b u la tio n s were made on th e top books form according to the system as o u tlin e d . A second review of th e book fo r the purpose of ta b u la tin g th e po in ts on the magazine form was followed by a th ir d review to record the p o in ts on th e form designed fo r newspaper a n a ly s is . This r e p e t itio n of the review of the book served to provide g re a te r accuracy in the ta b u la tio n , but more im portant, i t 107 provided a more d i r e c t comparison w ith th e o th e r media. I f th e ta b u la tio n of a l l of th e su b je c ts emphasized in th e top books had been completed on th e o r ig in a l form, th e comparison of the d ata w ith th e data from the o th e r media would have been lim ite d . Analyzing th e books by using a form designed fo r th e other media provided data which could be compared d i r e c t l y r a th e r than i n d i r e c t l y . This procedure was considered to meet th e r e q u ir e ments fo r a sound method of co n ten t a n a ly s is . I t was judged to be a technique which was a t once sy stem a tic , o b je c tiv e and q u a n t ita tiv e . The Findings The r e s u l t s of th is a n a ly s is a re p resen ted in Table X. The d ata p resen ted h ere summarize th e fin d in g s of t h i s se c tio n of th e study. Curriculum and method. The a n a ly s is rev ealed th a t curriculum and method rece iv ed 116 p o in ts on the b a s is of th e ta b u la tio n p rev io u sly d e sc rib ed . This comprised 15 per cen t of the t o t a l p o in ts a llo c a te d to a l l su b je cts and in d ic a te d th a t t h i s su b je c t re c e iv e d more a t t e n t i o n in th e top books than did any o th e r s u b je c t. The to p ic s w ith in t h i s su b je ct area which ranked h ig h e st were 108 TABLE X EDUCATIONAL SUBJECTS AND TOPICS EMPHASIZED IN 31 TOP BOOKS Rank Subj e c ts and Topics Topic t o t a l Subject Per ce n t t o t a l of t o t a l 1 Curriculum and Method 116 15 Curriculum 62 Teaching method 53 English 35 S ocial Science 25 Science 25 Reading 19 H istory 19 Mathematics 18 Economics 15 Music 13 C la ssic s 11 Art 10 Foreign Language 9 2 Purposes and Aims 100 13 Obj e c tiv e s 85 Community 33 Peace or War 25 I l l i t e r a c y 4 3 A dm inistration and Organiza - tion 94 12 Management 43 Finance 42 Education and S ta te 21 P riv a te Schools 16 Schoolhou s ing 14 Church and S ta te 11 4 Teachers 86 11 TASLE X (continued) 109 Rank Subjects and Topics Topic Subject Per cent to ta l t o t a l of t o t a l 5 Pupils Students Scholarships Guidance Alumni Tests Child Study 6 Special Problems R eligion Academic Freedom Communism I n te r - c u ltu r a l 7 S pecific School or System 8 Philosophy of Education 9 Education of Special Groups Women Adult Education Veterans G ifted Child Retarded Child Labor and Industry 10 H istory of Education 11 Psychology of Education 81 11 54 14 12 12 12 5 28 27 20 15 16 12 9 9 5 3 62 54 50 41 41 33 8 7 7 5 5 4 110 curriculum with 62 po in ts and method w ith 53 p o in ts . Many s u b je c ts taught in the schools re c e iv e d c o n sid e ra b le a t t e n tio n , English re ce iv in g 35 p o in ts ; s o c ia l scien c e, 25 p o in ts ; science, 24 p o in ts ; and read in g , 19 p o in ts ; and h is t o r y , 19 p o in ts . The o th e r su b je c ts which receiv ed a t te n t io n were m athem atics, economics, music, c l a s s i c s , a r t , and foreign language. Eleven d if f e r e n t su b je c ts taught in the school receiv ed varying degrees of a t t e n t i o n . Purposes and aim s. The s u b je c t, purposes and aims, was second in importance in the amount of emphasis receiv ed in the top books. The ta b u la tio n re v e a ls th a t 100 p o in ts , or 13 p er cent of the t o t a l , were awarded to to p ic s w ithin th is s u b je c t a re a . E ig h ty -fiv e of th e p o in ts were awarded to th e to p ic , o b je c tiv e s ; 25 p o in ts to the to p ic , community; w hile peace or war in education receiv ed 25 p o in ts . A dm inistration and o r g a n iz a tio n . The th ir d ranking su b je ct was a d m in istra tio n and o rg a n iz a tio n , 94 p o in ts , or 12 per cen t of th e t o t a l , being a llo c a te d to th is s u b je c t. Of t h i s t o t a l , th e topics of management and finance receiv ed 43 and 42 p o in ts , r e s p e c tiv e ly . The follow ing to p ic s were awarded points as in d ic a te d : education and s t a t e , 21 p o in ts; p riv a te schools, 16 p o in ts ; schoolhousing, I l l 14 p o in ts and ch urch and s t a t e , 11 p o in ts . T e a c h e rs . The s u b je c t, te a c h e r s , was a l lo c a te d 11 per c e n t of th e t o t a l o f 86 p o i n t s , and ranked f o u rth among th e eleven s u b je c ts a n a ly ze d . P u p il p e r s o n n e l. The s u b je c t, p u p ils , re c e iv e d 81 p o in ts in th e ta b u l a t i o n which was alm ost th e same as were given to th e s u b je c t, te a c h e r s , in th e to p 31 books. Eleven p e r cent o f th e t o t a l p o in ts were a l l o c a t e d to t h i s s u b je c t; 54 p o in ts were given to th e to p ic of s tu d e n ts , and 14 p o i n t s to th e to p ic o f s c h o la r s h ip s . Twelve p o in ts were awarded to each of th e fo llo w in g to p ic s : guidance, alum ni, and t e s t s . Child stu d y was a l l o c a t e d 5 p o in ts in the t a b u l a t i o n . S p e c ia l p ro b lem s. The s u b je c t, s p e c ia l problems, ranked s i x t h w ith r e s p e c t to th e amount o f a t t e n t i o n i t re c e iv e d . Eight p e r cen t o f th e em phasis, or a t o t a l of i 62 p o in ts , was awarded to to p ic s in t h i s s u b je c t c a te g o ry . The t o p i c s , r e l i g i o n and academic freedom, re c e iv e d alm ost equal amounts of a t t e n t i o n as r e f l e c t e d by th e 28 and 27 p o in ts w hich were a l l o c a t e d to them. Twenty p o in ts r e p r e sented th e emphasis on communism and 15 p o in ts were a l i o - 112 cated to i n t e r - c u l t u r a l problems. S p ecific school or system . Seven per cent of the t o t a l of 54 p o in ts were a llo c a te d to th e su b je c t of sp e c ific school or system, giv in g t h i s su b ject a rank of seventh in th e ta b u la t io n . This rep rese n ted th e number of r e f e r ences to s p e c if ic c o lle g e s or u n i v e r s i t i e s , school d i s t r i c t 's , p r iv a te schools, and to p ic s of th a t n a tu re . Philosophy of e d u c a tio n . F i f t y po in ts were a l l o c ated to philosophy in t h i s a n a ly s is of the to p books. This re p re se n te d 7 per cent of the t o t a l p o in ts and gave i t e ig h th p o s itio n in rank. Education of s p e c ia l g roups. Topics which were w ith in th e su b je c t categ o ry , education of s p e c ia l groups, to ta le d 41 p o in ts and made up 5 per ce n t of th e t o t a l p o in ts a l lo c a te d . The education of women was a llo c a te d 16 p o in ts and a d u lt education was awarded 12 p o in ts . The to p ic , th e education of v e te ra n s, was a llo c a te d 10 p o in ts ; th e to p ic , the g i f t e d c h ild , 9 p o in ts . The to p ic s , th e re ta rd e d c h ild and labor and in d u s try , were awarded 5 and 3 p o in ts , r e s p e c tiv e ly . 113 H isto ry of e d u c a tio n . Five per cen t of th e t o t a l of 41 p o in ts were a llo c a te d to th e s u b je c t, h is t o r y of education. This su b ject ranked te n th among eleven in the amount of a t te n t io n d ire c te d toward i t in the top books. Psychology of e d u c a tio n . Four per cent of the t o t a l p o in ts a llo c a te d could be assigned to the s u b je c t, psychology of education. This was a t o t a l of 33 po in ts and i t was th e lowest ranking su b je c t among those analyzed. Levels of e d u c a tio n . The s u b je c t, le v e ls of educa t i o n , was not included as a p a rt of the content emphasized because i t was considered to be too g en eral meaningful a n a ly s is . However, the p a r t i c u l a r le v e l of education which seemed to be re c e iv in g the most a t te n t io n was considered to be worthy of a t t e n t i o n . Each book was analyzed f o r i t s emphasis on th e le v e l of education s tr e s s e d . P oints were a llo c a te d on a sc ale of f iv e , th r e e , or one according to the amount of emphasis on the re s p e c tiv e le v e l of education. P oints were assigned to four su b -c a te g o rie s : h ig h e r educa tio n , secondary education, elem entary education, and gen e r a l , the l a t t e r term being used to in d ic a te th a t the m a te r ia l was a p p lic a b le equally to a l l th re e of le v e ls of e d u c a tio n . 114 E ighty-one p o in ts , or 45 p er ce n t of th e t o t a l , were a l lo c a te d to h ig h er education. Secondary education was awarded 33 p o in ts , or 18 per c e n t of th e t o t a l . E le m entary ed u catio n re c e iv e d a t t e n t i o n as in d ic a te d by 29 p o in ts , or 16 per cent of th e t o t a l . "G eneral” was awarded 39 p o in ts , or 21 per cen t o f the t o t a l emphasis. Content A n aly sis: Top Books Versus Books on the Basic L is t S i m i l a r i t i e s and d if f e r e n c e s of c o n te n t were noted when comparison was made between books l i s t e d in th e b a sic l i s t and those in th e top l i s t . The more d e t a il e d a n a ly s is of th e books which re c e iv e d nine or more review s re v ea le d s i m i l a r i t i e s and d if f e r e n c e s in em phasis. Examination of th e d ata c o n ta in e d in Table X and in Table I I re v e a ls th e fo llo w in g r e l a t i o n s h i p s : 1. The s u b je c t c l a s s i f i c a t i o n which re c e iv e d g r e a t e s t emphasis in both groups of books was cu rricu lu m and method. In th e basic l i s t of books i t rece iv ed 196 review s or 12 p er cent o f the t o t a l . In th e top books, cu rricu lu m and method was a l lo c a te d 116 p o in ts , or 15 p er cen t of th e t o t a l . The s u b je c t of te a c h e r s re c e iv e d s i m i l a r emphasis in t h e two l i s t s o f books. I t ranked f o u r t h in b o th l i s t s w ith 10 p er c e n t o f th e review s devoted to books o f t h a t c l a s s i f i c a t i o n in th e b a s ic l i s t and 11 p e r ce n t o f th e t o t a l p o in ts a l l o c a t e d to t h a t s u b je c t in t h e a n a l y s i s of th e l i s t o f top b o o k s . Three s u b je c ts (e d u c a tio n o f s p e c i a l g ro u p s, h i s t o r y o f e d u c a tio n , and psychology o f e d u c a tio n ) r e c e iv e d very l i t t l e em phasis in b o th l i s t s of books. These t h r e e s u b je c ts ranked in l a s t p o s i tio n in b o th s t u d i e s . The s u b j e c t , s p e c i a l problem s, ranked s i x t h in th e a n a l y s i s of b o th l i s t s of books. P hilosophy ranked in se v en th p o s i t i o n in th e b a s ic l i s t and e i g h th in th e l i s t of to p books. P u rp o ses, aims and o b je c ti v e s ranked second in th e amount of em phasis r e c e iv e d in th e to p books, bu t ranked n i n t h in th e l i s t o f b a s ic books. T h irte e n p er c e n t o f p o in ts were a l l o c a t e d to t h i s s u b je c t in t h e to p books, w h ile only 6 p er c e n t were devoted to i t in th e l i s t o f b a s ic books. 116 6. A dm inistration and o rg a n iz a tio n received 12 per cent of th e emphasis in the a n a ly s is of th e top books, which gave i t a ranked p o sitio n o f th ir d among th e s u b je c ts . This su b je c t received much le s s a t t e n t i o n in th e l i s t of b asic books, being mentioned in only 5 p er cent of 87 review s. 7. Eighty-one p o in ts, or 11 per ce n t of the t o t a l , were a llo c a te d to th e su b je c t of pupils in the a n a ly s is o f the top books. This placed th e su b je c t in the f i f t h ranked p o s itio n . The su b je c t ranked eig h th in th e a n a ly sis of the l i s t of b a s ic books, 124 review s, or 7 per cent of th e t o t a l being devoted to books in t h i s c l a s s i f i c a t i o n . 8. Ten per ce n t of the reviews were devoted to books c l a s s i f i e d as a s p e c if ic school or system in the a n a ly s is of the b asic l i s t of books. Only 7 per cent of th e points a llo c a te d in th e a n a ly s is of th e l i s t of top books were assigned to t h i s s u b je c t. The Conclusions These fin d in g s re p re s e n t the r e s u l t s of th e a n a ly s is of the v ario u s p a tte r n s of co n ten t which were found in th ir ty - o n e se lec ted top books. The follow ing 117 conclusions were based on th e fin d in g s . 1. The s u b je c t, curriculum and method, receiv ed more emphasis than any o th er su b je c t in th e top t h i r t y - one books. Readers of th e se books encountered a very s ig n i f ic a n t amount of inform ation about c u r riculum and method. 2. The to p ic s curriculum and method re c e iv e d about equal emphasis in th e books. I t was ev id en t th a t read e rs found much m a te ria l about what was being taught and how i t was being ta u g h t. 3. I t was concluded th a t rea d e rs of th e top books would fin d d e s c r ip tiv e m a te ria l about th e teaching of a wide v a r ie ty of su b je c ts w ith p a r t i c u l a r emphasis on th e teaching of E nglish. 4. Much of the co n ten t of th e se books was devoted to th e four s u b je c ts : purposes and aim s, adm inis t r a t i o n , te a c h e rs , and p u p ils . Readers of th e se books encountered much inform ation about a l l four of th e s u b je c ts . 5. The to p ic s of fin an c e and management were mentioned most o ften in th e su b je c t of a d m in is tra tio n . The to p ic , schoolhousing, rec e iv e d an i n s i g n i f i c a n t amount of a t t e n t i o n . 118 6. Within th e su b je c t area of s p e c ia l problems, most a t te n t io n was devoted to r e lig i o n and academic freedom w ith communism and i n t e r - c u l t u r a l problems rec e iv in g le s s a t t e n t i o n . 7. C onsiderable a t te n t io n was devoted to th e su b ject of a s p e c if ic school or system and to th e su b ject of philosophy, w ith about equal emphasis on the tw o. 8. No g re a t amount of emphasis was placed on the su b je c t of th e education of sp e c ia l groups but some re fe re n c e was made to th e education of women, a d u lts , and v e te ra n s. 9. H istory of education and psychology of education received le s s a tte n t io n than any o th er l i s t e d su b ject a re a . 10. Higher education received g r e a te r emphasis than did elem entary or secondary ed u catio n , a t a p ro po rtio n of four to th re e . Higher education received as much a tte n tio n as did a l l le v e ls , elem entary and secondary ed u catio n , combined. 11. S im ila rity in th e amount of treatm ent in the l i s t of b asic books and in th e l i s t of top books 119 was noted in th e case of th e follow ing su b je c ts : curriculum and method, te a c h e rs , s p e c ia l problems, philosophy, education of s p e c ia l groups, h is to ry of education, and psychology of ed u catio n . 12. In the top books g r e a te r a tte n tio n was devoted to purposes, aims and o b je c tiv e s , to a d m in is tra tio n and o rg a n iz a tio n , and to p u p ils than i t was in th e l i s t of basic books. In the l a t t e r l i s t , g r e a t e s t a t te n tio n seemed to be devoted to a s p e c if ic school or school system. I I I . COMPARISON OF FINDINGS WITH STUDIES OF OTHER MEDIA Content Emphasis: Top Books Versus Magazines A fte r each of th e top books had been re a d , i t was reviewed and ta b u la tio n s were made of subject headings and to p ic s used by Umberger in h is a n a ly s is of magazine co n te n t. This method enabled a d ir e c t comparison to be made of th e amounts and types of co n ten t s tr e s s e d in the two media. E ight headings were used and as each book was analyzed, f iv e , th r e e , one or zero points were ta b u la te d fo r each of th e eight h ea d in g s. This p o in t system was employed on th e same b a s is as was d escrib ed in th e previous a n a ly s is of th e top books. I t would have been th e o re tic a lly p o ssib le fo r a su b ject heading to re ce iv e 155 p o in ts i f a l l th ir ty - o n e books had had a c o n s is te n t emphasis on th a t p a r t i c u l a r s u b je c t. The t o t a l p o in ts awarded to each s u b je c t heading were computed and converted into percentage f ig u re s on th e basis o f the t o t a l points awarded. Table XI co n tain s th e se f ig u re s with th e rank of each su b je c t heading in d ic a tin g su b je c ts which receiv ed the g r e a t e s t and th e le a s t em phasis. The t a b l e also r e p o rts the r e s u l t s of Umberger1s an a ly sis of magazines with re s p e c t to th e same su b je c t headings. I t was noted t h a t the to p two s u b je c t headings rece iv ed the g r e a te s t amount of a t te n t io n in both media. The s u b je c t, curriculum , ranked f i r s t in th e top books, w ith 120 p o in ts , or 22 per cent of the t o t a l . The s u b je c t, method and o rg a n iz a tio n , receiv ed 108 p o in ts , or 20 per cent of the t o t a l and ranked second. In th e a n a ly s is of the e d u c a tio n a l content in magazines, th e p o s itio n s of these two su b je c ts were rev erse d , method and o rg an izatio n ranking f i r s t and curriculum ranking second. However, th e TA BLE XI SUBJECT M ATTER EMPHASIZED IN THE TOP BOOKS TABULATED BY SUBJECT HEADINGS USED IN UMBERGER'S ANALYSIS OF EDUCATIONAL ARTICLES IN POPULAR MAGAZINES Rank Top Books Total points Per cent of t o t a l Subject headings Rank Magazines* Total Per cent points of t o t a l 1 120 22 Curriculum 2 382 19 2 108 20 Method and Organization 1 383 19 3 91 17 Philosophy 4 252 12 4 76 14 Teachers 3 279 14 5 69 13 Pupils 5 222 11 6 39 7 Finance 7 178 9 7 19 4 Public Relations 6 185 9 8 12 2 Buildings 8 175 9 *Data concerning subject m atter content of magazines supplied by W illis H. Umberger, "What the Public Is Told about Schools in Lay Magazines" (unpublished doctoral d is s e r ta tio n , Yale U niversity, 1951). 121 122 scores of these two su b je c ts were almost id e n t i c a l (382 and 383), and each receiv ed 19 per cen t of the t o t a l p o in ts . The same r e la tio n s h i p was noted in th e a n a ly s is of th e top books, in which only two percentage p o in ts se p arated these two s u b je c ts . Another s i m ila r it y between th e two media occurred w ith re sp e c t to these two su b je c ts (curriculum , and method and o rg a n iz a tio n ). In magazines, curriculum and method ranked w ell above the next h ig h e st-ra n k in g su b je c t heading. The same r e la tio n s h ip appeared in th e a n a ly s is of the top books where th e se two su b je c ts were found to be th e only ones w ith 20 per cent or more of the t o t a l number of p o in ts . Philosophy. In th e a n a ly s is of top books, the s u b je c t heading, philosophy, included such to p ic s as aims and o b je c tiv e s , a t t i t u d e s , c i t i z e n s h i p , r e c r e a tio n , among o th e rs . Ninety-one p o in ts , or 17 per cen t of th e t o t a l , were a llo c a te d to th i s s u b je c t, which ranked t h i r d in th e a n a ly s is of the top books. In th e a n a ly s is of magazines, t h i s su b je c t ranked f o u rth , about 12 per cent of th e t o t a l p o in ts being a llo c a te d to the philosophy of education. A pparently, books devoted more a t te n t io n to the philosophy of education than did a r t i c l e s in magazines. 123 T ea c h ers. The s u b je c t heading, te a c h e rs , ranked fo u rth among s u b je c ts emphasized in th e top books, w ith 76 p o in ts and 14 per ce n t of th e t o t a l . In th e medium of magazines t h i s s u b je c t ranked t h i r d , th e 279 p o in ts a l lo c a te d to i t a ls o making up 14 per c e n t of th e t o t a l . P ercen tag e-w ise, i t appeared th a t th e emphasis on te a c h e rs was alm ost i d e n t i c a l in both media. P u p i l s . In t h i s a n a ly s is th e s u b je c t, p u p ils , was understood to in clu d e b e h a v io r, c h ild development, and g i f t e d or r e ta rd e d c h ild r e n . This s u b je c t ranked f i f t h in both media. In the a n a ly s is of th e top books, 69 p o in ts , or 13 per ce n t of th e t o t a l , were a l lo c a te d to th e su b je c t of p u p ils . In th e a n a ly s is of th e m agazines, 222 p o in ts , or 11 per c e n t of th e t o t a l , were a l lo c a te d to t h i s s u b je c t. A pparently, th e su b je c t o f p u p ils re c e iv e d about the same amount of a t t e n t i o n in books and in m agazines. F in a n c e . The s u b je c t, fin a n c e , ranked s ix th in the a n a ly s is of th e co n te n t o f top books. T h irty -n in e p o in ts were a l lo c a te d to th e s u b je c t, and t h i s c o n s titu t e d 7 per c e n t of th e t o t a l . Umberger found th a t 9 per cent of the emphasis in th e e d u c a tio n a l a r t i c l e s in magazines was 124 devoted to finance and th a t th is subject ranked seventh in th a t medium. Again i t was noted th at sim ila r a tte n tio n was being devoted to t h i s su b ject in the two media. Public r e l a t i o n s . The su b je c t, public r e l a t i o n s , included such to p ic s as e x h ib its , re p o rtin g to p a re n ts, school programs and o th e r s . I t was found th a t the to p books devoted 4 per cent of t h e i r a tte n tio n to th is su b je c t, as r e f le c te d in th e 19 p o in ts a llo c a te d in the a n a ly s is . The sxibject ranked seventh among th e 8 su b je c t headings. I t was noted th a t 9 per cent of th e po in ts in the magazine a n a ly sis were a llo c a te d to th is su b je ct, which ranked s ix th in importance. A rtic le s in magazines appeared to place g re a te r s t r e s s on public r e la tio n s than did th e top books. B u ild in g s. The su b je c t, school b u ild in g s, was taken to include not only inform ation about the b u ild in g s themselves but a ls o inform ation which to ld about t h e i r planning and c o n s tru c tio n . In both magazines and top books t h i s subject ranked eighth among eight in th e an a ly sis of educational co n ten t. Only 12 p o in ts, or 2 per ce n t of th e t o t a l , were a llo c a te d to t h i s su b je c t in the 125 a n a ly s is of the top books. In the a n a ly s is of the maga z in e s , Umberger a llo c a te d 175 p o in ts , or 9 per cent of the t o t a l , to th e s u b je c t. In s p ite of th e f a c t th a t th e su b je c t ranked lowest in emphasis in both media, i t was apparent th a t p ro p o rtio n a lly g re a te r a t te n t io n was being devoted to the su b je c t in magazines than in books. Conclusions Concerning Educational Subjects Emphasized in Top Books and in Magazines Based on th e fin d in g s concerning th e ed u catio n al su b je c ts being s tr e s s e d in the top books and in magazines (th e l a t t e r data being taken from th e fin d in g s of Umberger), th e follow ing conclusions were drawn. 1. A very c lo s e p a r a l l e l was observed w ith re s p e c t to the su b je ct m a tte r s tr e s s e d in th e top books on education and in the e d u c atio n al a r t i c l e s appearing in the popular magazines. Readers of popular magazines and read e rs of the top books read about the same su b ject m a tte r as i t p e rta in e d to the f i e l d of education. 2. Two s u b je c ts , curriculum and method, received the g r e a t e s t amount of a tte n tio n in both media. Read e rs of books and magazines found the g r e a te s t e d u c atio n al emphasis to be on these s u b je c ts . Those who read the top books and those who read th e magazines a r t i c l e s encountered a la rg e amount of inform ation on th e su b je c t of philosophy, but they found more s t r e s s on th e su b je ct in books than in magazines. Readers o f magazines and books encountered con s id e ra b le m a te r ia l about te a c h e rs and about p u p ils . Magazines and books appeared to place equal emphasis on these two su b je c ts w ith te a c h e rs re c e iv in g s l i g h t l y more a t te n t io n in both media. Some a t te n t io n was given to th e su b je ct of fin a n c e , r e g a rd le s s of whether the medium was to p books or magazines. Readers of books and magazines found some inform ation about finance i f they read the top books and the ed u catio n al a r t i c l e s in magazines. In the to p books, very l i t t l e a t te n t io n was devoted to th e two s u b je c ts , public r e l a t i o n s and b u ild in g s . The magazine a r t i c l e s devoted some a tte n t io n to both s u b je c ts . Readers of the magazines read more about p u b lic r e l a t i o n s and 127 b u ild in g s than did readers of the top books. 7. Readers o f the top books read somewhat more about th e su b je c t of philosophy than did those who read the educational a r t i c l e s in magazines. They read le s s about p u b lic r e la tio n s and b u ildings than did readers of magazine a r t i c l e s . Content Emphasis: Top Books Versus Newspapers Each of th e th irty -o n e top books was reviewed using a ta b u la tio n sheet designed on th e b a s is of the subject headings used by Bishop and F arley in t h e i r analyses of educational s t o r i e s in se le c te d newspapers (246;64). This afforded a d ir e c t comparison of the amounts and types of co n ten t s tre s s e d in the two media. Table X II summarizes the fin d in g s of t h i s ta b u la tio n and l i s t s th e findings of Bishop's a n a ly sis of school news fo r purposes of comparison. I t can be noted th at wide d iffe re n c e s ex isted between the two media in the sub j e c t m a tte r content s tre s s e d . Courses of study. The s u b je c t, courses of study, included m a te ria l about th e curriculum and about the various su b jects taught in the curriculum . In the a n a ly sis of top 128 TABLE X II COMPARATIVE ANALYSIS OF EDUCATIONAL SUBJECTS EMPHASIZED IN THE TOP BOOKS AND IN NEWSPAPERS Top Books Rank P o in ts Per ce n t Subj e c t Newspapers* Rank Per cen t 1 95 17 Courses of Study 7 3 2 86 16 Teachers 5 5 3 82 15 Value of Education 11 0.6 4 78 14 Methods 12 0.5 5 44 8 Board of Education and A d m in istra tio n 3 9 6 40 7 Pupil P rogress 4 7 7 38 7 Business Management and Finance 8 3 8 28 5 E x tr a c u r r ic u la r 1 55 9 26 5 D is c ip lin e 9 1 10 14 3 B uildings 6 4 11 6 1 H ealth 10 1 12 4 0 , 7 Parent Teachers A sso c ia tio n 2 10 13 4 0 . 7 A ttendance 13 0.3 Data concerning s u b je c t m a tte r co n te n t of newspapers su p p lied by Frank E. Bishop, "The S o cial I n t e r p r e t a t i o n of th e Public Schools" (unpublished d o c to ra l d i s s e r t a t i o n , U n iv e rsity of C a lif o rn ia a t Los A ngeles, 1949). 129 books, t h i s su b je c t ranked f i r s t , 17 per cen t or 95 of the t o t a l p o in ts being a llo c a te d to i t . On th e o th er hand, Bishop found th a t th i s su b je c t ranked seventh and th a t only 3 per cent of the school news, as measured in column inches, was devoted to t h i s su b je c t. I t was evident th a t th e top books contained much more inform ation about the curriculum and courses of study than did th e newspapers. T eachers. The s u b je c t, te a c h e rs , ranked second in the a n a ly s is of the top books according to th e newspaper s u b je c t headings. Sixteen per c e n t, or 86 p o in ts , were a llo c a te d to t h i s s u b je c t. I t was noted th a t in th e news papers t h i s su b je c t ranked f i f t h , only 5 per ce n t of the school news space being devoted to i t . A pparently, the top books s tre s s e d the su b je c t of teach ers much more stro n g ly than did th e newspapers. Value of e d u c a tio n . The su b je c t, value of educa tio n , included the aims and o b je c tiv e s of ed u catio n . In the a n a ly s is of the top books t h i s su b ject ranked th ir d w ith 82 p o in ts , or 15 per cent of the t o t a l . In th e news paper a n a ly s is t h i s su b je c t ranked elev en th , le s s than 1 p e r-c e n t of news space being devoted to i t . In b r i e f , 130 th e top books devoted much more a tte n t io n than did th e newspapers to th e value of e d u c a tio n , Methods. The top books emphasized th e su b je c t of methods to a f a r g r e a te r extent than the newspapers. Four teen per cent or 82 of the p o in ts in the a n a ly s is of th e top books, were a llo c a te d to the su b je ct of methods. In c o n t r a s t, in th e newspapers th is su b je c t ranked tw e lfth among t h ir te e n s u b je c ts , only 0.5 per cent o f ed u catio n al news space being devoted to i t . Board of education and a d m in is t r a tio n . There was a s i m ila r it y of emphasis in the two media w ith re sp e c t to the s u b je c t, board of education and a d m in is tra tio n . In th e a n a ly s is of th e top books t h i s su b ject ranked f i f t h , w ith 44 p o in ts , or 8 per cent of th e t o t a l . In B ishop's a n a ly s is of th e newspapers, i t ranked t h ir d , w ith 9 per cent of e d u c a tio n a l news space devoted to i t . Pupil p ro g re s s . Another s i m ila r it y was noted in the emphasis given to th e su b je c t, pupil p ro g re ss. In the a n a ly sis of the top books, 40 p o in ts , or 7 p e r cent of the t o t a l , were devoted to t h i s s u b je c t, which ranked s ix t h . The su b je c t ranked fo u rth in th e newspapers, 7 per ce n t of 131 th e space being devoted to i t . Business management and f in a n c e . The s u b je c t, business management and fin a n c e , ranked seventh in the a n a ly s is of the top books, w ith 7 per c e n t, or 38 p o in ts devoted to i t . Bishop found th a t in newspapers, th i s su b ject ranked e ig h th , 3 per cent of th e space being devoted to i t . A c lo s e p a r a l l e l in rank was observed, but percentage-w ise, books devoted a g r e a te r amount of a t te n t io n to the s u b je c t than did the newspapers. E x tr a c u r r ic u la r a c t i v i t i e s . The a n a ly s is of the top books revealed t h a t the s u b je c t, e x t r a c u r r ic u la r a c t i v i t i e s , ranked eig h th among t h ir te e n su b je c ts and was a llo c a te d 28 p o in ts , which was 5 per ce n t of th e t o t a l . Bishop found in h is a n a ly sis of school news th a t th is su b je c t ranked f i r s t , and th a t 55 per cen t of th e school news was devoted to i t . As might be expected, t h i s is th e su b je c t about which there was the g r e a t e s t c o n tra s t between treatm en ts given by book p u b lish e rs and by news papers . D is c ip lin e . The s u b je c t, d i s c i p l i n e , ranked n in th in both media. However, i t seemed to be re c e iv in g 132 p ro p o rtio n a lly g r e a te r a tte n tio n in th e top books than in newspapers, s in c e in the former 26 p o in ts , or 5 per cent of th e t o t a l , were a llo c a te d to i t ; in newspapers, on th e o th er hand, Bishop found th a t only 1 p er cent of school news was being devoted to d i s c i p l i n e . B u ild in g s . The su b ject of b u ild in g s included m ate r i a l about planning and c o n s tru c tio n of b u ild in g s as w ell as th e s tr u c tu r e s them selves. In the a n a ly s is of the top books, t h i s su b je c t ranked te n th , w ith 3 per c e n t, or 14 of the t o t a l p o in ts , a llo c a te d to i t . Bishop found th a t in newspapers t h i s su b je c t ranked s ix th , w ith 4 per cent of the space devoted to i t . Although the rank p o sitio n was d if f e r e n t in th e two media, a percentage a n a ly sis in d ic a te s a c lo se p a r a l l e l in the amount of a tte n tio n being devoted to school b u ild in g s in th e newspapers and in the to p books. H ealth . The s u b je c t, h e a lth , ranked eleventh in the top books and te n th in the newspapers. One per ce n t, or 6 p o in ts , was devoted to the su b je c t in th e books, and 1 per c e n t of school news space was devoted to i t . Appar en tly very l i t t l e a t te n t io n was given the s u b je c t of h e a lth in e i t h e r newspapers or books. 133 Parent te ach e r a s s o c i a t i o n . There was a wide discrepancy in th e amount of emphasis placed on the su b ject, Parent teach e r a s s o c ia tio n , in the two media. This su b je c t ranked tw e lfth among t h ir te e n ed u catio n al su b je c ts in top books, le s s than 1 per cent of the t o t a l p o in ts being devoted to i t . The su b je ct ranked second in newspapers, w ith 10 per cen t of the school news space devoted to i t . A ttendance. Ranking l a s t among school su b je cts t r e a te d in both media was th e su b je ct of atten d a n ce. Less than 1 per cent of the p o in ts a llo c a te d in the a n a ly s is of the top books went to t h i s su b je c t and le s s than 1 per cent of th e school news space in the newspapers was devoted to i t . Almost no a t te n tio n was given to the su b ject of attendance in e i t h e r medium. Conclusions R esulting from Content A nalysis of Top Books and Newspapers 1. Wide d isc re p a n c ie s e x iste d in th e amount of a t t e n tio n devoted to th e various su b je c ts in the top books and in school news a r t i c l e s appearing in newspapers. The s i m i l a r i t i e s th a t e x is te d p e r ta in ed to su b je c ts which did not rank high in e i th e r medium. The four su b je cts th a t received the g re a te s t amount of a tte n tio n in th e top books received com paratively l i t t l e a tte n tio n in the newspapers. Courses of study, te a c h e rs , value of education, and methods accounted fo r 62 per cent of the t o t a l po in ts a llo c a te d in the top books. These four su b jects accounted fo r only 9 per cent of the space devoted to school news in the newspapers. The American reading public found much inform ation about th e se educational su b je cts in th e top books but very l i t t l e in the newspapers. The two su b jects which received the g r e a te s t amount of a tte n tio n in the newspapers were p r a c t ic a lly ignored in the top books. E x tra c u rric u la r a c t i v i t i e s and the parent teach e r a s s o c ia tio n accounted fo r 65 per cent of the school news space in the newspapers but le s s than 6 per cent of the p o in ts a llo c a te d in the content a n a ly sis of th e top books. Readers of the top books learned very l i t t l e about th e se two su b je c ts , but readers of newspapers found a heavy proportion of emphasis on these two s u b je c ts . Considerable a tte n tio n was devoted to the su b ject of boards of education and ad m in istra tio n in both media. Readers of newspapers and th e top books fre q u en tly encountered inform ation about the ad m in istratio n of the schools. The su b je c t, p upil p ro g ress, received a comparable amount of emphasis in both media and readers found frequent mention of th e subject in th e top books and in the newspapers. Business management and finance was a su b ject which received some emphasis in both media but the top books placed g re a te r s tr e s s on t h i s subject than did the newspapers. The s u b je c ts , d is c ip lin e , b u ild in g s, h e a lth , and attendance received very l i t t l e emphasis in e ith e r the top books or th e newspapers. Readers did not fin d much inform ation about e ith e r su b ject as they read the newspapers and the top books. In b r i e f , su b je c ts which received th e most a t t e n tio n in the top books received very l i t t l e a t t e n tio n in the newspapers. Subjects which received the most a tte n tio n in the newspapers received very l i t t l e a tte n tio n in the top books. 136 IV. PUBLISHERS AND AUTHORS OF THE TOP BOOKS P ublishers An examination o f th e firm s which published the top books rev e a le d th a t eighteen d if f e r e n t p u b lis h e rs were re sp o n sib le f o r issuing th e l i s t o f th ir ty - o n e top books. Five of the books were published by Harper and B ro th ers, and four by L ittle,B row n and Company. Several p u b lish e rs each issued two books on th e top l i s t : Harvard U niversity P ress, A lfred A. Knopf, McGraw-Hill Book Company, Henry Regnery Company, Charles S cribners Sons, and Viking Press, Each of the o th e r p u b lish e rs was re sp o n sib le fo r one t i t l e on th e l i s t . I t was noted p re v io u sly in Table VII th a t 80 pub l i s h e r s were re sp o n sib le f o r the l i s t of 233 b asic books. The d ata shown in Table X III l i s t th e eighteen p u b lish ers re sp o n sib le f o r the top th ir ty - o n e books. I t is evident th a t a r e l a t i v e l y wide d i s t r i b u t i o n of p u b lis h e rs was re sp o n sib le f o r the most s i g n i f ic a n t books. Harper and B ro th ers, which published 23 per ce n t of th e books on the basic l i s t were re sp o n sib le for only 16 per cent of the books included in the to p group. No company came clo se 137 TABLE X III LIST OF PUBLISHERS AND AUTHORS OF THE TOP BOOKS P u b lish er T i t l e Authors Day D ial Doubleday Harcourt Harpers Harvard U n iv ersity Knopf L ippencott L i t t l e , Brown Heresy, Yes, Conspiracy, No Education f o r Modern Man The Year of th e Oath They Went to College Choosing th e Right College The C o n flict in Education Crowd C ulture Educating Our Daughters Why Johnny C a n 't Read Education in a Divided World General Education in a Free Society The Art of Teaching R e sto ratio n o f Learning The Memory o f C ertain Persons Independent Schoolmaster Quackery in th e Public Schools Teacher in America U n til Victory Hook Hook Stewart Haveman and West Turngren Hutchins B ell White Flesch Conant Conant Highet B estor Erskine Fuess Lynd Barzun Tharp MeGraw L e t 1s Talk Sense About Our Schools Woodring Snips and S n a ils Baker Macmillan This Happened in Pasadena Hulburd 138 TABLE X III (con tin u ed ) P ublisher T i t l e Authors Regnery Scribners God and Man a t Yale The Republic and the Person Education fo r Peace The Thread That Runs So True Buckley Chalmers Read S tu a rt Simon Schuster Two Lives M itch ell Viking Pioneers Progress The S p rin g fie ld Plan J ohn s on Wise U n iv ersity of I l l i n o i s Educational Wastelands B estor U n iv ersity of North C arolina The Negro and th e Schools Yale U n iv e rsity Drinking in College Ashmore S traus and Bacon 139 Harper and B rothers in regard to th e number of books pub lis h e d on th e b asic l i s t , but L i t t l e , Brown and Company was a c lo s e second on th e l i s t of top books, sin ce they were re sp o n sib le fo r 13 per cent of th e books on the l a t t e r l i s t . The W riters The inform ation contained in Table XIV in d ic a te s the p ro fe ssio n s and occupations of the w r i te r s of the top th ir ty - o n e books. Twenty of th e w r ite r s were ed u cato rs. Twelve persons o u tsid e th e f i e l d of education a ls o wrote books which made th e l i s t . Among the ed u cato rs, six were a d m in is tra to rs and fo u rteen were te a c h e rs . While a p p ro x i m ately 30 per cent of the top books were w ritte n by adm inis t r a t o r s , 25 per cent of the books on the b asic l i s t were w ritte n by a d m in is tra to rs . Only one te a c h e r was a p r o f e s sor of education. Among the twelve n o n -ed u cato rs, seven books were w ritte n by p ro fe ssio n a l w r i t e r s , th re e by j o u r n a l i s t s , one by an a d v e rtis in g ex ecu tiv e and one by a m in is te r. The Conclusions 1. The th ir ty - o n e top books o rig in a te d from a re la tiv e ly wider v a r ie ty of p u b lish e rs than did the 233 books TABLE XIV PROFESSIONS AND OCCUPATIONS OF WRITERS OF THE 31 TOP BOOKS Educators Number of books Non-Educators Number of books A dm inistrators College p resid e n ts 3 A dvertising Executive 1 Foundation Executive 1 J o u r n a lis ts 3 Elementary P rin c ip a l 1 M inister 1 High School P rin c ip a l 1 W riters 7 Total A dm inistrators 6 12 Teachers P rofessor of Economics 1 P rofessor of Education 1 P rofessor of English 3 P rofessor of H istory 4 Professor of Medicine 1 P rofessor of Philosophy • > Professor of Sociology 1 Elementary te ach e r 1 T otal teachers 14 Total Educators 20 Total Non-Educators 12 contained on th e basic l i s t . This in d ic a te d t h a t th e books which rece iv ed th e g r e a t e s t a t t e n t i o n from th e g e n e ra l public were p u b lish ed by a g r e a t many d if f e r e n t p u b lis h in g companies, i . e . , no s in g le p u b lis h e r was r e s p o n s ib le f o r th e education books which were being c a lle d to th e a t t e n t i o n of th e reading p u b lic in th e book review s in p e r i o d i c a ls o f g en eral c i r c u l a t i o n . Educators au th o re d the to p books a t a r a t i o of le s s than two t o one. This was a c o n sid era b ly lower r a t i o than the th r e e -to - o n e r a t i o noted in th e a n a ly s is o f th e b a s ic l i s t of 233 books. Although ed u c a to rs produced the m a jo rity of to p books, the c o n tr ib u tio n s of non-educators was s i g n i f i c a n t l y g r e a t e r than was noted fo r the l i s t of b a s ic books. P ro fesso rs of education were le s s i n f l u e n t i a l than might have been expected, sin c e only one of the fo u rte e n te a c h e rs who w rote books in t h i s group was a member of an education departm ent. A d m in istrato rs c o n trib u te d p r o p o rtio n a lly more to th e to p books th a n they did to th e la r g e r l i s t of b a s ic books. 142 V. CH APTER SU M M A R Y This ch a p ter o u tlin e d th e procedures follow ed in s e le c tin g th e top books, or the most s i g n i f i c a n t books on e d u c atio n , and th e method used in analy zin g t h e i r content. The fin d in g s of th e a n a ly s is of th e e d u c a tio n a l co n ten t of th e top books were p re se n te d and compared w ith th e fin d in g s of th e s im ila r a n a ly s is of th e b asic l i s t of books. The r e s u l t s o f th e ta b u la tio n which provided a d i r e c t comparison w ith the co n ten t emphasized in th e edu c a tio n a l a r t i c l e s appearing in the p o pular magazines were p re se n te d , to g e th e r w ith conclusions based on th e s e f i n d in g s. The fin d in g s which r e s u lte d from a comparison of th e co n te n t emphasis in th e top books and in th e school news in newspapers were p re se n te d , as were conclusions based on th e s e f in d in g s . A nalysis was made of th e p u b lis h e rs and au th o rs of th e top books. The p ro fe ssio n s and occupations of the w r i te r s of th e books were ta b u la te d and comparisons were made w ith th e r e s u l t s of s im ila r ta b u la tio n s of th e w r i te r s of books on th e b a s ic l i s t . CHAPTER V VARIATIONS IN TREATMENT OF SUBJECTS AND TOPICS A KALEIDOSCOPIC VIEW I . INTRODUCTION The prim ary p u rp o se of t h i s s tu d y , as was s t a t e d in th e f i r s t c h a p te r , was to d e te rm in e th e e d u c a tio n books w hich a re most s i g n i f i c a n t to th e g e n e r a l p u b lic and to a n a ly z e th e p a t t e r n s o f e d u c a tio n a l c o n te n t in t h e s e books. A g e n e ra l a n a l y s i s was made o f 233 books on e d u c a tio n and t h e schools which had appeared d u rin g th e eleven y e a r s from 1945 t o 1 9 5 6 --th e s e were r e f e r r e d to as th e l i s t of b a s i c books. A more d e t a i l e d a n a l y s i s was made o f th e books on t h i s l i s t which were o f g r e a t e s t s i g n i f i c a n c e in t h e eyes o f le a d in g book re v ie w e rs , ju d g in g from t h e number of review s ap p e a rin g in p e r i o d i c a l s o f g e n e ra l c i r c u l a t i o n . These two a n a ly s e s and th e com parison o f th e f i n d i n g s of two c o n te n t a n a ly s is s t u d i e s o f new spapers and m agazines com prised th e b a s ic s tu d y i t s e l f . During th e p ro g re s s o f t h i s r e s e a r c h , exam ples and i l l u s t r a t i o n s were n o te d which i n d i c a t e d th e v a r io u s ways 144 in which ed u c atio n al su b je c ts and to p ic s were t r e a t e d in th e books. As the study p rogressed, i t became apparent th a t many of th ese i l l u s t r a t i o n s should be included in th e re p o rt to give in s ig h t in to th e in fo rm atio n al impact of th e se le c te d books. The p rese n t ch a p te r co n tain s such i l l u s t r a t io n s . These i l l u s t r a t i o n s a re grouped by su b je c t m atter headings and are intended to show the ways in which au th o rs have p rese n ted m a te ria ls on many asp ec ts of ed u c atio n al t o p i c s . This p a rt of th e study may be described as a k a le id o scopic view of the problem, fo r ed u c atio n al to p ic s are described as they have appeared in th e l i t e r a t u r e of books "in a v a rie g a te d , changing p a t t e r n ." The p a tte rn e x iste d in the su b je c ts and the to p ic s themselves w hile th e changes and v a r ia tio n s e x is te d in th e manner in which various authors tr e a te d the t o p i c . The f i r s t se ctio n of the ch ap ter p re se n ts an account of books co n tain in g unfavorable c r iti c is m s of education and/or th e schools and attem pts to show the p ro p o rtio n , degree, and p a tte rn of c r iti c is m s so d ir e c te d . The second se c tio n of the c h a p ter views the b io g ra p h ic a l books about e d u c a to rs . This type of book made up a la rg e 145 p ro p o rtio n of th e t o t a l number of books included in the l i s t of b asic books, and in th e s e le c tiv e group of top books. I l l u s t r a t i o n s of the treatm ent of various to p ic s a re p re se n te d . The f i n a l se c tio n of the ch a p ter co n tain s examples of the manner in which su b je c ts and to p ic s were p resen ted in m iscellaneous books in th e study. I I . BOOKS CRITICAL OF TODAY'S EDUCATION As ta b u la tio n s were being made of the top books i t was noted th a t many of th e books contained elements of c r i t i c i s m about ed u c a tio n a l m a tte rs . The word c r i t i c i s m here im plies u n fav o rab le comment and i t is in t h i s sense th a t i t is used in t h i s c h a p te r. The degree of c r i t i c i s m v a rie d . Some books contained c r i t i c a l comments which could not be regarded as being c r i t i c a l of education. Some book§ however, had a c o n s is te n t theme of c r i t i c i s m running through them. I t was p o s s ib le to c l a s s i f y them as being of an e s s e n t i a l l y c r i t i c a l n a tu re and they were lab eled the " c r i t i c a l books." Among books in th e l i s t of th ir ty - o n e top books nine were found to be c r i t i c a l in n a tu re . Table XV l i s t s th e se c r i t i c a l books and in d ic a te s th e p ro fe ssio n of the authors as w ell as the p u b lis h e rs . Although only nine of th e top t h i r t y - o n e books were e s s e n t i a l l y c r i t i c a l , many of the o th e r twenty-two books contained elements of TA BLE X V LIST OF BOOKS ESSENTIALLY CRITICAL IN VIEWPOINT Author Publisher Vocation Book Bell Harpers M inister Crowd Culture Bestor U niversity of I l l i n o i s Press Professor of History Educational Wastelands Bestor Knopf Professor of History R estoration of Learning Buckley Regnery W riter God and Man at Yale Chalmers Regnery College President Republic and the Person Flesch Harpers J o u rn a lis t Why Johnny Can 11 Read Hutchins Harpers Foundation Executive C onflict in Education Lynd L ittle , Brown A dvertising Executive Quackery in the Public Schools White Harpers College President Educating Our Daughters 146 147 c r i t i c i s m , in varying degrees. The o v e r - a l l impression of th e l a t t e r twenty-two books, however, was not t h a t of c r i t i c i s m . For example, in Snips and Snails by Baker th ere was c o n s id e ra b le c r i t i c i s m of e ig h t to te n year o ld youngsters being se p arated from t h e i r p a re n ts in boarding sch o o l. Yet th e book could c e r t a in ly n o t be regarded as c r i t i c a l of th e p riv a te s c h o o ls . The Harvard Report c e r t a i n l y had many elements of c r i t i c i s m o f various aspects of education b u t could not be regarded as being p rim a rily c r i t i c a l in n a tu re . Stew art, in Year o f th e Oath, was c r i t i c a l of th e board of reg en ts but th e book was p rim a rily a r e p o r t of co n d itio n s which e x is te d during a controversy reg ard in g the o ath . Woodring in L e t’s T alk Sense about Our Schools made many c r i t i c a l comments about schools and edu c a tio n but he a ls o had as much o r more t o say about the p o s it iv e achievements of modern schools. Consequently the book was not c l a s s i f i e d as e s s e n t i a l l y c r i t i c a l . I t was concluded th a t books which were e s s e n t i a l l y c r i t i c a l of education were in th e m in o rity . In reg ard to the to p books, fewer than one t h i r d seemed to be p rim a rily c r i t i c a l in n a tu re . These c r i t i c a l books were w r itte n by four educators and four non-educators, one educator, Bestor, having authored two of th e b o o k s. All of the educators were engaged in p ro fe s s io n a l work in h ig h e r education. Two 148 were c o lle g e p re s id e n ts , one was a p ro fe sso r of h is t o r y , and one was a foundation ex ecutive. In the non-educator group a m in is te r , a p ro fe s s io n a l w r i te r , a j o u r n a l i s t , and an a d v e rtis in g ex ecu tiv e made up the group. One p u b lis h e r, Harper and B ro th ers, was re sp o n sib le f o r is s u in g four of th e nine t i t l e s . Too few books were involved to w arrant th e drawing of conclusions regarding r e la t i o n s h i p s between the p ro fe s s io n a l background of th e w r i t e r and th e tendency to be c r i t i c a l of th e schools. Such evidence as th e r e was would in d ic a te th a t c r i t i c i s m was coming both from w ith in and o u tsid e the p ro fe ssio n , sin c e equal numbers of educators and non-educators com p r is e d the l i s t of a u th o rs. A ll of th e ed u cato r-au th o rs were a c tiv e in the f i e l d of higher education. The one p ro fe s s o r of education whose book appeared in th e top books group was d e f i n i t e l y on middle ground, since h is book con ta in e d much th a t was in the n a tu re of d isap p ro v al and much by way of a p p ro v a l. The books v a rie d w ith re sp e c t to the o b je ct of c r i t i c i s m . In Crowd C ulture by B e ll, th e follow ing c r i t i cisms were expressed: 1. Schools a re too sta n d ard ize d . 2. Local c o n tro l is d isap p earin g . 3. R eligion is ignored. 4. Automatic promotion s t i f l e s achievement. / 5. There is l i t t l e d r i l l on fundam entals. 6. Schools d o n 't te a c h manners. 7. The g if te d are h eld back. 8. Schools a re c o n tro lle d by a d m in is tra to rs and education p ro fe s s o rs . 9. The c o l l e c t i v i s t philosophy of Dewey is too p re v a le n t. In both of B e s to r 's books, th e follow ing p o in ts were s tr e s s e d c r i t i c a l l y : 1. Teacher tr a in i n g requirem ents place too much s tr e s s on method and not enough on su b ject m a tte r, 2. The schools are too p ro g re ssiv e . 3. Standards of th e schools a re low. 4. Aims of education a re not v a lid , i . e . , p r a c t i c a l needs, l i f e adjustm ent, v o c a tio n a l, e t c . 5. Education is c o n tro lle d by th e " e d u c a t i o n i s t s .1 B uckley's book, God and Man a t Y ale, s tre s s e d two p o in ts of c r i t i c i s m of Yale U n iv e rsity . Buckley contended t h a t economics was n o t being taught in such a way as to advocate th e fre e e n te r p r is e system. He a lso f e l t th a t C h r i s t i a n i t y did not have a proper p la ce in th e curriculum He contended th a t Yale f a c u lty members should be expected to p rese n t th e basic ideas and b e l i e f s of the tr u s te e s and alum ni, which is a b e l i e f in C h r is t ia n i ty and th e fre e 150 e n te r p r is e system. In The Republic and the Person, Chalmers d i s approved of s o c ia l adjustm ent as the aim of education and contended th a t concern fo r the in d iv id u a l was being replaced by concern for so c iety . Why Johnny C an't Read contains F le s c h 's ca u stic a t ta c k on methods being used to teach reading. Flesch a ls o contended th a t the te a c h e r tr a in in g program was woefully inadequate, a f a c t which accounted for th e avoidance of th e phonetic approach in th e teaching of reading. In Hutchins' book, C o n flic t in E ducation, the shortcomings of the b asic aims of education came under c r i t i c i s m . The primary t a r g e ts of H utchins' a tta c k were aims of adjustm ent, immediate needs, s o c ia l reform, and "no d o c trin e a t a l l . " Quackery in the Public Schools by Lynd contained s e v e ra l c r itic is m s : 1. Pragmatic philosophy of education is wrong. 2. There is a lack of emphasis on achievement and on the b asic s u b je c ts . 3. Teacher tr a in i n g is poor, i . e . , too v o ca tio n a l. 4. Standards are low. 5. Educators a re poor w r i te r s . 6. T eacher's s a l a r i e s a re too low. The book, Educating Our D aughters, by Lynn White 151 c r i t i c i z e d th e cu rricu lu m f o r th e education of women in h ig h e r ed u c atio n . Many o th e r books which were no t p rim a rily c r i t i c a l in b a s ic view point co n tain ed some measure of c r i t i c i s m . Paul Woodring contended t h a t th e r e was too much emphasis on methods in te a c h e r t r a i n i n g programs. Barzun c r i t i c i z e d th e way read in g and a r ith m e tic were being ta u g h t, th e lack of fo re ig n language t r a i n i n g , th e S t. J o h n 's "Great Books" cu rricu lu m as a complete cu rricu lu m , th e ex cessiv e number of a d m in is tr a tiv e p erso n n e l, low te a c h e rs s a l a r i e s , and th e f a c t t h a t too many methods courses being re q u ire d in te a c h e r p r e p a ra tio n . S trau s and Bacon were c r i t i c a l of the way alco h o l education was handled in u n i v e r s i t i e s and high sch o o ls, contending t h a t i t was u n r e a l i s t i c and beclouded by th e i n t e l l e c t u a l and moral a t t i t u d e s of s o c ie ty about th e problem of d rin k in g . S everal items came under Hook's c r i t i c a l s c ru tin y , in Education f o r Modern Man. He was c r i t i c a l of what he termed H utchins' philosophy based on th e n a tu re of man which " i s , always has been, and always w i l l be th e same everyw here." He c r i t i c i z e d a tta c k s on education which re v e a l a la ck of un d erstan d in g of purposes of e d u c atio n . He contended t h a t most c o lle g e te a c h e rs have poor teach in g a b i l i t y because they la c k t r a i n i n g in method. He was a lso c r i t i c a l of the "G reat Books" curriculum . 152 Conclusions 1. I t was concluded th a t th ere was a wide v a rie ty in the c r iti c is m , much of i t being c o n tra d ic to ry , e s p e c ia lly as i t concerned the primary aims of ed u catio n . 2. There was a p attern of c r iti c is m of teach er t r a i n ing programs, the in d ic a tio n being th a t too much s tr e s s was being placed on req u ired methods courses. 3. Many c r i t i c s f e l t th a t the fundamental or b asic subjects were not being stre s s e d and th a t standards of achievement were not held s u f f i c i e n t l y high. 4. For every hig h ly c r i t i c a l book among those in the top books l i s t , th e re were two books which were n o t. This was p o ssib ly an in d ic a tio n th a t th e m ajority o f books being c a lle d to the a tte n tio n of the public by book reviewers were e s s e n ti a ll y not c r i t i c a l in approach. In th e m ajo rity of books th e tendency was to t r e a t su b je cts im p a rtia lly or to be n o n -c o n tro v e rsia l about them. I I I . BIOGRAPHICAL BOOKS Six of th e th irty -o n e books were biographies or autobiographies of e d u c a to rs. Snips and S nails was the autobiography of Louise Baker, an elementary school te a c h e r 153 a t a p r iv a te school. Independent Schoolmaster was the autobiography of Claude F uess, a headm aster a t a p r iv a te bo y s' sch o o l. The Memory of C ertain Persons was the auto* biography o f a c o lle g e E n g lish p ro fe s s o r, John E rskine. Two Lives was th e s to ry of th e l i f e of Lucy Sprague M itc h e ll, who was an a d m in is tra to r and founder of one of th e e a rly ex p erim en ta l elem entary sc h o o ls, and th e l i f e of h er husband, an economics p ro fe s s o r . Another a u to biography was th a t o f Je sse S tu a r t in The Thread That Runs So T ru e. He to ld of h is ex p erien ces in teach in g and in school a d m in is tra tio n in h is home s t a t e of Tennessee. U n til V ictory was th e sto ry o f the l i f e of Horace Mann and Mary Peabody, two persons famous in th e e a rly development of education in th e United S ta te s . In th e b a s ic l i s t of books t h i r t y - f o u r o f the 233 books were b io g ra p h ic a l in n a t u r e . This was perhaps a la r g e p ro p o rtio n of a l l books appearing in th e f i e l d of ed u c a tio n , biography a p p a re n tly re c e iv in g a la r g e p o rtio n of th e a t t e n t i o n given to ed u catio n books by book review ers. The l i f e o f an ed u cato r a ffo rd e d an e x c e lle n t v e h ic le fo r em phasizing many problems and to p ic s w ith in th e f i e l d of ed u c atio n . In the s t o r i e s o f t h e i r l i v e s , th e s e persons d id not d i s a s s o c i a t e them selves from th e work which was so im portant to them. Such to p ic s as fin a n c e , a d m in is tra t i o n , methods of te a c h in g , and th e h i s t o r y of education 154 were t r e a t e d in c o n s id e ra b le d e t a i l . Readers of th e s e books encountered many f a c e ts of education d isc u sse d in term s of th e b io g ra p h ic a l s u b j e c t 's f i r s t - h a n d ex p erien ce. Undoubtedly, many re a d e rs who would not choose to re a d an a r t i c l e about fin an ce or methods of te a c h in g , found them se lv e s read in g such to p ic s as an i n t e r e s t i n g p a rt o f a l i f e s to ry . T e a c h e rs. I t was noted t h a t the s u b je c t o f te a c h e rs re c e iv e d c o n s id e ra b le s t r e s s , th e d e d ic a tio n and s i n c e r i t y of te a c h e rs being t r e a t e d sy m p a th e tic a lly . Jesse S tu a r t complimented te a c h e rs in th e dark y e a rs of th e d e p re s sio n , c h a r a c te r iz e d by th e c lo sin g o f banks and the i n a b i l i t y of school d i s t r i c t s to pay t h e i r te a c h e rs : What I saw amazed me. I learned what the members of my p ro fe s s io n were made of . . . I h a d n 't known members of any p ro fe s s io n , up to t h a t tim e, who had worked w ith o u t pay. . . . But th e members of th e most underpaid p ro fe s s io n in th e U nited S ta te s did n o t whimper n o r ask to o many q u e s tio n s about t h e i r s a l a r i e s . They kept on w orking, h a rd er now, i t seemed to me, than ever b e fo re . They d i d n 't t r y to t i e up anything to g et t h e i r money from th e county. (206:201) In th e biography of Horace Mann th e follow ing ex c erp t p o rtra y e d the f e e lin g of one who devoted h i s l i f e t o education: 155 Other causes had k in d led h is enthusiasm before but never lik e t h i s . Once he had loved the law but now the law had become dust and ashes. "The i n t e r e s t s of a c l i e n t are sm all compared to th e in t e r e s t s of the next g en e ra tio n Horace Mann w rote. "Let the next g en e ra tio n be my c l i e n t . " (212:137) In Miss B aker's autobiography she to ld of g e ttin g up in the m iddle of the n ig h t a t th e c a l l of a ty p ic a l home-sick te n -y e a r -o ld boy a t th e boarding school. The n a r r a tiv e gave the reader in s ig h t in to the te a c h e r as a p e rso n : " I sure do (s n iff) have a -- a ( s n if f ) awful stomach ach e," he sobbed. " I know," I agreed s y m p a th e tic a lly . " I t ' s a shame, but I'm not giving you Milk of Magnesia because I th in k i t ' s m uscular. I watched you playing f o o tb a ll today and I swear I never in my l i f e saw a boy run so f a s t . Goodness! I was proud of you, but when you were charging w ith the b a l l , you tw iste d around so a d r o i t l y , I j u s t b et you s tr a in e d a muscle. Hot drinks a re good fo r th a t s o r t of th in g ." "Did you th in k I ran f a s t? " "Oh, I c e r t a in ly d id !" " I can run f a s t -- f a s t e r ( s n if f ) than th a t even." "R eally! Oh, h o n estly you amaze me, Bobby. I f e e l so lucky to have you fo r one of my stu d e n ts. I t makes me t e r r i b l y proud." To be amazed and proud of a homesick boy and to be t e r r i b l y lucky to have him fo r a stu d e n t 156 i s about th e b e s t l i n e a te a c h e r can s tr in g , ^ sentim ent was r e a l enough, but s y n th e tic compared to what he needed to h ea r -- th a t someone was pleased and proud and t e r r i b l y lucky to have him fo r h er own l i t t l e boy. (5:60) When J e s s e S tu a rt was ta lk in g to th e te a c h e rs of Greenwood County, Tennessee, he spoke about te a c h e rs to a l l th e re a d e rs of h is book: I to ld my te a c h e rs to walk pro u d ly , w ith t h e i r heads h ig h , and to thank God they had chosen th e teach in g p r o f e s s io n - - th e mother of a l l p ro fe s s io n s ; t h a t they were members working in th e fro n t l i n e of American democracy, th a t they were the ground ro o ts and n o t the brace ro o ts of American democ rac y . I b e lie v e d t h i s deep in my heart: and b r a in . That th e te a c h in g p ro fe s s io n was th e g r e a t e s t p ro fe ssio n of them a l l . (206:202) I t was ev id en t th a t th e s u b je c t o f te a c h e rs received c o n sid e ra b le a t t e n t i o n in th e s e books and th a t in them re ad e rs encountered much inform ation about te a c h e rs . A d m in is tra tio n . An example of th e tre a tm en t given th e s u b je c t, a d m in is tra tio n , was th e d isc u ssio n of the r e s p o n s i b i l i t y of boards of education in Pioneers P ro g r e s s : Robinson had hoped t h a t we might g et on w ithout a board of t r u s t e e s . The fu n ctio n of an ed u c atio n a l t r u s t e e , as Robinson saw i t , was to t h r u s t th ic k , b lu n t f in g e r s in to th e d e l ic a te te x tu re of i n t e l l e c t u a l p o lic y . We convinced Robinson t h a t we could no t get a c h a r t e r w ith o u t a board. But we agreed th a t th e board should concern i t s e l f only w ith fin a n c e s and p h y sic a l p la n t. (122:276) 157 S tu art commented fre q u e n tly on th e tr u s t e e system, o f te n times w ith b i tt e r n e s s : T rustees who c o u ld n 't w rite t h e i r names, who would not know t h e i r own names i f they had been p r in te d on road sig n s, to ld c o lle g e graduates w ith years of teaching experience how to teach school. Often th ese tr u s te e s v i s i t e d th e schools once a week and gave the te a c h e rs o rd e rs. (296:163) B u ild in g s . In Pioneers Progress th e d e s c rip tio n of th e b u ild in g s of the New School fo r S ocial Research gave an in d ic a tio n of the problems of planning and design w ith the a r c h i t e c t s , and a d e ta ile d d e s c rip tio n of th e problem of a c o u s tic s in b u ild in g an auditorium (122:324). S tu art to ld of a new co n so lid a te d school being b u i l t to re p la c e se v e ra l old b a r n - lik e s tr u c tu r e s : I b eliev ed th a t th e schoolhouse should be made a place of b eauty, p r e t t i e r and c le an e r than any of th e homes the p u p ils came from so they would th in k of i t as a p lace of beauty and would want to keep i t th a t way. (206:15) H istory of e d u c a tio n . The s u b je c t, h is to r y of edu c a tio n , came in f o r c o n sid erab le re fe re n c e in the book, U n til V ic to ry . The sto ry of Horace Mann's l i f e was, of course, e d u c atio n al h is to r y in i t s e l f , but the book was f i l l e d w ith such re fe re n c e s as: I t was J u ly 2, 1839, when Mann w rote in h is d ia ry : "Tomorrow we go to Lexington to launch 158 the f i r s t Normal School on t h i s sid e of the A tla n tic ." Students began to appear by twos and th r e e s , and on Ju ly 10, Mary Swift of Nantucket a r riv e d ; she was accepted as the seventh p u p il. (212:153) Students and p u p i l s . C onsiderable re fe re n c e was made to stu d en ts and p u p ils . Fuess gave the re a d e r an overview of the changing concept of p u p il c o n tro l or d i s c i p lin e as he to ld of a c tu a l cases w ith which he had worked as headmaster. In comparing th e hasty co rp o ral punishment of th e past w ith p rese n t p r a c tic e s , he s a id , "F o rtu n ate ly th e system has sin ce become f a r more i n t e l l i g e n t . Boys a re now stu d ied c a r e f u lly from every a n g le --p sy c h o lo g ic a lly and p h y s io lo g ic a lly , and th e re a re no o f f hand d ism issa ls" (77:93). He went on to i l l u s t r a t e the value of cum ulative re co rd s, vario u s t e s t s , h e a lth re c o rd s, e tc . Academic freedom . Considerable a t te n t io n was given to th e question of academic freedom, se v e ra l books devoting much of t h e i r content to th is su b je c t, and many oth ers giving in c id e n ta l mention of i t . Johnson's comments on academic freedom were re p re s e n ta tiv e : I lik e d the p lace [farm] and swapped my house fo r i t . The farm re p re se n te d a sh eet to windward i f ever a storm of academic p ersecu tio n should blow up. In the f i r s t decade of th e century th e re 159 was very l i t t l e p erse cu tio n of p ro fe sso rs on grounds of opinion, and most sc h o lars labored under the p le asa n t d elu sio n th a t the e v i l phase of h is to ry in which a p ro fe sso r might be f ir e d fo r teaching fre e trad:* or b im etallism was closed fo re v e r and t h a t academic l i b e r t y was now a s e t t l e d i n s t i t u t i o n . I was s k e p tic a l. My reading of American s o c ia l h is to ry has proved to me th a t p ersecu tio n fo r opinion l i e s deep in th e mores of America. I t may slumber f o r a time, but on th e f i r s t occasion i t leaps in to savage l i f e . (122:201) Many in sta n c e s re p o rte d in U n til V ictory re v e a l th a t Horace Mann was p ersecu ted , f i g u r a t i v e l y speaking, fo r h is personal views. In ad d itio n to the se v e ral books on th e basic l i s t which d e a lt in t h e i r e n t i r e t y w ith th e q u estio n of academic freedom, th e to p ic was a ls o tr e a te d in th e biographies in a c tu a l experiences of ed ucators. R acial p r e ju d ic e . I t was in t e r e s t i n g to read the comments of S tu a rt as he to ld of le c tu r e tr a v e l s around the country: In th e deep South, I v i s i t e d c o lle g e s , u n i v e r s i t i e s , high sch o o ls, graded schools, and r u r a l schools . Before one s i t s in f a r - o f f places and makes ra sh statem ents about the deep southern s t a t e s , o ffe rin g suggestions on how to solve t h e i r problems, one should go th e re to see w ith h is own eyes . He should go th e re to f e e l the tempo. The s it u a ti o n is t r a g i c . I f i t were not f o r the ra c e problem, I b e lie v e th a t sou th ern ers would be th e most l i b e r a l people in America. While i t is tr u e what we h e a r about th e education of the Negro being held to a minimum, we do not hear as 160 much about th e hundreds of thousands of w hite people h e ld to j u s t a l i t t l e hig h er minimum. The southern s t a t e s a re poor f in a n c ia ll y . They do n o t have th e co n cen trated w ealth of n o rth e rn , e a s te rn , and of many w estern s t a t e s . Their school b u ild in g s a re inadequate. Their te a c h e rs are poorly p a id . If th e South could have f in a n c ia l h e lp , i f b o th w hite and black could have oppor t u n i t i e s o f b e t t e r education, t h i s could be a s te p toward solving t h e i r problems. I b e lie v e t h i s is th e only way th e problems can be solved. The southern problems w i l l have to be solved by so u th e rn e rs or by people sym pathetic to the South. The South must be le d . The South cannot be d riv en . (206:260) The problem of p re ju d ic e comes up in Johnson's book, Pioneers P ro g re s s : The NUMERUS CLAUSUS . . . was most g la rin g ly in evidence in m edical c o lle g e s , which pretended th a t in th e best i n t e r e s t of medicine and of Jews them selves a l l but a f ra c tio n should be excluded. I did not b o th er myself much about th e numerus clau su s in s e le c t c o lle g e s . I f c o lle g e is j u s t a place where n ic e boys meet n ic e boys, w ith a view to h e lp in g each other get n ic e jo b s and meeting n ic e s i s t e r s who would make n ic e wives, t h a t is something out of my domain of i n t e r e s t . But medicine? One of th e se days I ' l l b u rs t a blood v e s s e l in my b ra in , e s p e c ia lly i f I keep encountering the numerus clau su s. . . . In my p a t h e t i c a l l y d e sp erate co n d itio n w i l l I ask, "Doctor, a r e you an E piscopalian or a M ethodist or a Jew?" (122:393) Johnson d escrib ed the method employed by m edical c o lle g e s to keep down th e number of Jewish stu d e n ts , in s p it e of th e f a c t th a t th e c o lle g e s form ally disavowed any in te n t 161 to d is c rim in a te . "Hypocrisy, i f you w i l l , but Brandeis used to say, 'hypocrisy is the dawn of v i r t u e " 1 (122:394). Aims and o b je c ti v e s . In S t u a r t 's biography the aims and o b je c tiv e s of education were t r e a t e d in such an in t e r e s t i n g manner th a t th e rea d e r could n o t help but gain a b e t t e r understanding of the goals and purposes of edu c a tio n : . . . te a c h e rs , who would teach p u p ils how to g et along w ith one an o th er. Teach them elementary p r in c ip le s of h e a lth . Help them fin d a vocation in l i f e and work toward th a t v o c a tio n . Not l e t th e t a l e n t of any p u p il born upon t h i s e a rth w ith a f a i r amount of i n te lli g e n c e be lo s t to the whole of humanity. Teach them to p r o te c t, and where p o s s ib le re b u ild n a tu r a l reso u rces th a t had been s e l f i s h l y destroyed by lu s t fo r the d i r t y d o lla r . Teach them to th in k about good, honest government of the people, by th e people, and fo r th e people. Teach them, thousands and thousands of them w ith good minds and c h a ra c te r, to be te a c h e rs . Pay them a liv in g wage and not th e d eath -co lo red wages they now rece iv ed . Teach those who went in to other p ro fe ssio n s to give support to the school system in t h e i r communities. And, above a l l , teach them t h i s : Whatever t a l e n t you have as a school te a c h e r, governor or shoe repairm an, do your job w ell and h o n estly and w ith f a ir n e s s to a l l people. And teach him who d i d n 't have any t a l e n t a t a l l th a t he could a t l e a s t be a good c i t i z e n . He could be an a s s e t to human so c ie ty in s te a d of a l i a b i l i t y . (206:197) E x tra c u rr ic u la r a c t i v i t i e s . Some re fe re n c e was made in th e top books to e x tr a c u r r ic u la r a c t i v i t i e s . Tharp 162 d escrib ed Horace Mann's experiences in debating while he was in c o lle g e (212:36). B aker's book included a d e s c r ip tio n of school dances w ith im p lic a tio n s of some of the problems of su p erv isio n (5:157). Teaching m ethods. There was much re fe re n c e to methods of teach in g . B aker's d e s c r ip tio n of teaching read in g by th e k in e s th e tic method is an example of the manner in which s e v e ra l w r ite r s p resen ted a te c h n ic a l to p ic in an i n t e r e s t i n g and in fo rm ativ e manner. Bobby was a n o n -read er. There a re a v a rie ty of reaso n s, I suppose, fo r a c h i l d 's being unable to read . Bobby w a sn 't dumb, and w ith a f r a n tic eagerness he put h is mind to th in g s . He picked up a t h i r d grade read er as i f i t were a bomb about to d e to n a te . He looked a t th e p r in t and h is eyes became glazed w ith f r i g h t , and h is hand shook when he wet h is f in g e r to tu rn the pages. Teaching Bobby was no c in ch fo r an amateur. I read everything I could put my hands on re g a rd ing reading d i s a b i l i t i e s . Dr. F e m a ld of th e U n iv e rsity of C a lifo rn ia suggested th e k in e s th e tic approach to r e a d in g --th e tr a c in g w ith th e fin g e rs of words, w r itte n in la rg e s c r i p t on p o s te r - s iz e paper. M iraculously, so i t seemed to me, t h i s worked w ith Bobby. Forced to f e e l the l e t t e r s w ith h is f in g e r s , he f i n a l l y became f rie n d ly enough w ith words to look a t them w ith h is e y e s . I found m yself giving Bobby two in d iv id u a l tu to r in g hours out of my p recio u s time each day, but i t was worth i t . His jo y when he was able slowly but a c c u ra te ly to read a sentence in c la s s was matched only by my r e jo ic in g and th a t of h is c lassm ates. (5:67) 163 The to p ic of le c tu r in g came up fre q u e n tly in Horace Mann's biography which d escrib ed one of h is law p ro fe sso rs in t h i s way: Old Judge Reeve had le c tu re d extemporaneously - - ta lk in g a t le n g th when a p o in t seemed i n t e r e s tin g , breaking o ff to answer q u e stio n s. Judge Gould spoke from a w ritte n m anuscript; th e re would be no in te r r u p ti o n s , and he expected h is stu d e n ts to ta k e down every word he sa id . (212:45) Johnson a ls o r e f e r r e d to th e to p ic of le c tu rin g as a te ach in g method: At th a t tim e the E astern c o lle g e s were ridden by a garden v a r ie ty of psychology, degenerated from William James, which d is tin g u is h e d between th e " a c tiv e " and the "p assiv e" in experience, as a s u b s t i t u t e f o r the old d i s t i n c t i o n between v i r t u e and v ic e . L iste n in g to a le c tu r e was p a s siv e ; s i t t i n g in a room w ith t h i r t y persons being quizzed by an i n s t r u c t o r was " a c tiv e ." P sy ch o lo g ists of th i s school inveighed c o n s ta n tly a g a in s t th e " le c tu r e method," o b liv io u s of the f a c t th a t l i s t e n i n g to a l e c t u r e r lik e William James was about as " a c tiv e " an experience as th e nervous system w i l l stand. (122:210) The method of teach in g a rith m e tic m eaningfully was im plied as S tu art to ld about h is experiences in teaching stu d e n ts in a one"room country school. He re p o rte d how he took h is stu d e n ts out in to th e community measuring f i e l d s and f ig u rin g wagon loads of co a l or bushels of corn. "My p u p ils were seeing th e p r a c t i c a l appliance of 164 simple le a rn in g to everyday problems” (206:52). He re v e a le d the source of th e t i t l e of h is book, The Thread That Runs So T ru e , when he described play as a method of te a c h in g . The th read th a t runs so tr u e through ed u catio n , he discovered, was p la y . He could not be w ith a l l of the c h ild re n c o n s ta n tly , so he invented games they could play w hile they le a rn e d . They cut up numbers from calen d ars and words from newspapers to make fla s h c a rd s . The p u p ils played--and learn ed (206:39). An in s ig h t in to teach in g methods can be gained from a reading of Tharp’s biography of Horace Mann. One s e c tio n re p o rte d h is v i s i t to Europe: German schools met w ith Mann1s approval everywhere he went. He p a r t i c u l a r l y admired th e teach e rs f o r the enthusiasm they showed in t h e i r w o rk --fo r the l i v e l y , c h e e rfu l classroom s they m aintained. "The teach e r does not s i t , n e i th e r does he sta n d a lo o f from h is p u p ils in su lle n d ig n ity , but he mingles w ith them, passing r a p id ly from one sid e of th e c la s s to an o th e r, b reath in g l i f e in to th e le s s a c tiv e , a ssu rin g the tim id and d i s t r i b u t i n g encouragement and endearments to a l l . This mode, of co u rse, p r e v a ils where the c h ild re n a re younger but I have seen a te a c h e r clap h is hands fo r jo y when a boy of twelve has made a b rig h t a n s w e r (212:197) S tu a rt to ld of h is experience in teaching rem edial E nglish c la s s e s in an i n d u s t r i a l c i t y in Ohio. In th is n a r r a tiv e he to ld about t h e i r aims, a c t i v i t i e s , and e x p e ri- 165 encesI "They must c o n t r o l th e language, r e g a r d le s s of th e w r i t t e n and spoken e r r o r s th e y made. The language must n o t c o n t r o l them. They must n o t have f e a r s . They must enjoy E n g lish " (206:271). He d e s c rib e d th e o r a l work in c l a s s c e n te re d around c u r r e n t e v e n ts . A c t i v i t i e s in c lu d ed memory work and l i t e r a t u r e , and se n ten c e s from th e d a i l y newspapers were diagrammed. "We ta lk e d about a se n ten c e as i f i t were a house and p a r ts o f speech were th e m a t e r i a l s used to b u ild t h a t house" (2 06:275). S tu a r t d e s c rib e d a c t i v i t i e s in w r i t t e n work and a tte m p ts a t sh o rt s t o r i e s , p o e try , and, even, th e n o v e l. About Shakespeare he sa id : . . . though he had been s le e p in g p e a c e fu lly in th e church a t S t r a t f o r d on Avon a few hundred y e a r s , he had d riv en th e m a jo r i ty of my p u p ils from t h e i r r e g u l a r E n g lish c l a s s e s in Dartmouth High S c h o o l. Why should th e m ental s t r e n g t h of th e average h ig h school p u p il be p i t t e d a g a in s t th e genius of th e E n g lish language? . . . Why should th e g h o st of t h i s g r e a t genius h au n t th e youth in th e h ig h school of a s t e e l - m i l l c i t y , who were t r y i n g to g e t a speaking and w r i tin g knowledge o f th e mother tongue? (206:271) So s k i l l f u l l y were th e e x p e rie n c e s n a r r a te d t h a t th e re a d e r could n o t h elp g a in in g a c l e a r com prehension of s u c c e s s f u l methods of te a c h in g E n g lish . Conclusions 1. The b io g ra p h ic a l books included in th e l i s t of top books emphasized a v a r ie ty of to p ic s and c a t e g o r i e s . The manner in which they were p r e sented was extrem ely e f f e c t iv e sin c e th e a c tu a l experiences of th e person involved were being n a r r a t e d . 2. The re a d e r of th e s e books would gain r e a l u n d er standing of te a c h e rs , p u p ils , a d m in is tra tiv e p ro b lems, p o lic y , teach in g methods and some of the more te c h n ic a l ed u c atio n al s u b je c ts . 3. The American book-reading p u b lic was given an o p p o rtu n ity to gain in s ig h t in to schools and education through reading the b io g rap h ies of e d u c a to r s . IV. MISCELLANEOUS ILLUSTRATIONS OF TREATMENT OF TOPICS The v a rie d treatm en t of to p ic s noted in th e b i o g ra p h ic a l books was a ls o ty p ic a l of o th e r t i t l e s among th e top books. 167 Teaching method. Frequent mention was made of the methods of teach in g . G ilb e rt Highet in th e Art of Teaching expressed th e same theme about method of teaching as th a t expressed by S tu a rt in The Thread That Runs So T rue. There are two powerful i n s t i n c t s which e x i s t in a l l human b ein g s, and which can be used in te a c h in g . These are gregariousness and the love of p la y . If you can get a c la s s of 30 youngsters to f e e l they a re a l l p u llin g to g e th e r, and i f you can give them some reason to enjoy i t , they w i l l do nine tim es b e t t e r work than t h i r t y i n d i v id u a ls working under compulsion. A f a i l u r e in le arn in g should never be punished by blows. Learning is d i f f i c u l t enough. To add f e a r to i t simply makes i t more d i f f i c u l t . Fear does n o t encourage, i t d riv es on b lin d ly . I t blocks th e movement of th e mind. (206:162) C o n flic t in Education by Hutchins contained se v e ra l re fe re n c e s to ed u catio n al methods, of which the follow ing was t y p ic a l : The g re a t t r u t h th a t P lato p re se n ted , some what ro m a n tic a lly , in th e dialogue c a lle d th e Meno, as th e d o c trin e of rem iniscence, i s th a t i n t e l l e c t u a l progress does not tak e p la ce when th e te a c h e r is laying down the law and th e p u p il i s memorizing i t , but when te ach er and p u p il a re working to g e th e r to b rin g th e p u p il to the r a t i o n a l answer to the qu estio n b efo re him. (117:96) Highet gave advice about th e use of sarcasm as a method of teaching: 168 No, humor must not be used t o ty ra n n iz e a c l a s s . I t seldom is so used. Usually irony and sarcasm a re used, because they imply i n t e l l e c t u a l domination; bu t not humor. The r e a l purpose of humor in te ach in g is deeper and more worthy. Some te a c h e rs speak of humor as a u s e fu l instrum ent w ith which to c o n tro l th e i r c l a s s e s . This is a dangerous n o tio n . Those who harbor i t often make th e m istake of u sin g humor as the 19th Century schoolm asters used th e cane, to t e r r i f y the r e f r a c to r y and spur th e slow. (102: 60) Lynd gave an e x c e lle n t example of method of teach-1 ing based on p sy ch o lo g ical p r in c ip le s : He [P e s ta lo z z i] sought to involve th e c h ild in an i n s t i n c t i v e r a th e r than an i n t e l l e c t u a l r e la tio n s h i p w ith a le a rn in g problem. He b eliev e d th a t th e p ro g ress of knowledge was from p h y sic a l observation to consciousness and then to v e rb a l forms. A u su a l i l l u s t r a t i o n of h is method is h is procedure w ith geography. By the t r a d i t i o n a l method, c h ild re n accumulated geographical f a c ts from textbooks, encyclopedias, and a t l a s e s . P e s ta lo z z i took them out fo r p erso n al in sp e c tio n s of the town and th e c o u n try sid e , encouraged r e f le c tio n on t h e i r o b s e rv a tio n s , and sought to strengthen t h e i r im pressions w ith fu rth e r sense experience in making of r e l i e f maps. (145:175) The method of teach in g a rith m e tic was discu ssed in E ducational Wastelands by B estor: I t may be n ecessary f o r a c h i ld to s t a r t a rith m e tic by adding four apples and th re e apples to get seven a p p les. But th e aim, soon a t ta i n e d , i s to enable him to th in k of fo u r and th r e e and seven a p a rt from p a r t i c u l a r o b je c ts . I t is th e r e a f t e r an im pertinence to ask him to study a rith m e tic by w a itin g on customers in a model 169 grocery s t o r e , fo r he alre ad y possesses the a b i l i t y to perform th e elementary processes in h i s mind, and he needs to go forward to more complex and a b s tr a c t o p e ra tio n s. (11:50) B arzun's re fe re n c e to th e teaching of a rith m e tic in Teacher in America s tr e s s e d th e need of making arithm etic m eaningful and complained of memorizing th e whole m u l t i p lic a t io n ta b le and never knowing th a t th e answers could be obtained by adding (7:22). Educational Wastelands r e f e r re d to th e use of a u d io -v is u a l a id s as a teaching method: A udio-visual a id s (to u s e the e d u c ato rs' jargon) a re su b je c t to the same law of d im in ish ing r e tu r n s . P ic tu re s have t h e i r p la c e in even th e most m ature forms of le a rn in g . But in g e n e ra l th e human mind advances from p ic tu re s to words and to a b s tr a c t symbols. Once i t has made the advance, many kinds of v is u a l aids become tim e- w asting, round-about burdensome methods of con veying inform ation th a t can be got more q u ic k ly , a c c u ra te ly , and s y s te m a tic a lly by means of th e p rin te d word. (11:51) In h is book, Pioneers P ro g re s s , Johnson mentioned film s as he v is u a liz e d t h e i r p o t e n t i a l use in a d u lt e d u c a tio n : Most Americans a re visual-m inded. Why not search through the se v e ral hundred thousand film s . . and p ie c e to g e th e r films of American geography, a g r ic u ltu r e , in d u s try , anthropology, sociology, hygiene, c h ild c a r e , and th e lik e ? Supplemented with a p p ro p ria te l i t e r a t u r e , such film s could o ffe r r e a l i s t i c a d u lt education to th e m illio n s . (122:287) 170 F in a n c e . The c a teg o ry o f fin a n c e came up f r e q u e n tly , o fte n in books where i t was q u ite un ex p ected . Crowd C u ltu re c o n ta in e d a re fe r e n c e to a b a s ic problem in school fin a n c e : They [ l o c a l com munities] have not th e money. They have l i t t l e t o ta x fo r sc h o o l purposes except r e a l and p e rs o n a l p r o p e r ty . Such ta x e s a r e not s u f f i c i e n t . The l a r g e r p a r t o f modern w e a lth does not c o n s i s t in r e a l p ro p e rty . Much o f our p o s s e s s io n s , to o , is c o r p o r a te ly h e ld ; and th e g r e a t e r p a r t of in d u s tr y is an y th in g b u t l o c a l . (9:56) In th e Negro and th e Schools th e re i s a com plete s e c tio n on th e f i n a n c i a l reso u rc e s o f th e South and th e S o u th 's e f f o r t s t o meet t h e problem in terms o f money expended. B e sto r, in R e s to ra tio n o f L e a rn in g , c i t e d low t e a c h e r 's s a l a r i e s as one of th e b a s i c reaso n s f o r th e te a c h e r s h o rta g e . M No one w ith t h e w e lfa re of th e n a tio n a t h e a r t , " he s a id , "can f a i l to su p p o rt every move to b rin g th e s c a le of rem uneration i n t o some rem o tely re a s o n a b le acco rd w ith th e p r o f e s s io n a l p o s it io n t h a t te a c h e rs a r e supposed t o occupy in the community. This w i l l in v o lv e in c re a se d f i n a n c i a l su p p o rt fo r th e sc h o o ls" (12: 202 ) . Lynd, to o , s t r e s s e d t h i s p o in t: "The long- 171 s u f f e rin g te a c h e rs a r e g e n e ra lly e n t i t l e d to b e t t e r pay" (145:94). He co n tin u ed , "We s h a l l have more im pressive te a c h e rs when they a r e more im p re ssiv e ly p aid ; t h a t is th e r e s p o n s i b i l i t y o f school b o ard s, p a r e n ts , and a l l in t e r e s t e d c i t i z e n s " (145:264). The p o in t was a lso s tr e s s e d by H utchins in C o n flic t in E d u c a tio n : "With th a t am iable s p i r i t of c o n tr a d ic tio n c h a r a c t e r i s t i c of th e Anglo-Saxon r a c e ," he w ro te, "Americans, who a re devoted t o e d u c atio n , r e f u s e to pay l i v i n g wages to t h e i r school te a c h e rs " (117:4G). F in a n c ia l support f o r education was mentioned by Lynd: The p aren t who is opposed to th e New Education has th e r ig h t and duty to use every avenue of p r o te s t open to him, w ith one ex c ep tio n . I b e lie v e he has no r ig h t t o invoke f i n a n c i a l sa n c tio n s by opposing th e re q u e s ts of th e schools f o r adequate support on a p p r o p r ia tio n s , bond e l e c t i o n s , and th e l i k e . The need of th e schools f o r m a te r ia l support a t the p re se n t moment o v e r-rid e s o th e r c o n s id e r a tio n s , even th a t of quackery. (145:277) A d m in is tra tio n . In th e book, This Happened in Pasadena, th e r e was a passage which gave an e x c e lle n t summary of th e r e s p o n s i b i l i t i e s of board members: I t i s a t t h i s ta b le t h a t most of th e B oard’s a c t i v i t i e s and a l l of i t s o f f i c i a l b u sin e ss a re c a r r ie d o n . I t i s hard work, and many of th e 172 m eetings a re r o u tin e and d u l l . Members must plod through len g th y r e p o r ts on b u ild in g con s t r u c t i o n , on fin a n c e s , on purchases and e x p e n d itu re s. They must pass on every employer when he i s h ir e d , f i r e d , or sim ply s h i f t e d from one job to a n o th e r. They must decide on new school s i t e s , and condemn them in tim e to p r o te c t th e p u b lic pocketbook. They must pass on th e th r e e budgets f o r th e th r e e D i s t r i c t s in Pasadena . . . th ey must l i s t e n to any Pasadena c i t i z e n , composed or i r a t e , whenever he comes to argue or a g re e , complain or p r a is e . (116:36) Aims and o b i e c t i v e s . In th e a rea o f school o b je c t i v e s and purposes many w r i t e r s s tr e s s e d th e huge ta s k which u n iv e r s a l f r e e p u b lic ed u catio n p la c e s upon th e n a tio n . Hutchins remarked: "America has up to now u n d er taken to educate a la r g e r p ro p o rtio n of i t s youth than any o th e r country in th e W est." He continued: "In England today 32 p er cent of th e c h ild re n of fo u rte e n or under a re in sch o o l. In th e U nited S ta te s th e p ro p o rtio n is 76 per c e n t" (117:39). P re s id e n t Conant w rote: There is an in h e re n t d i f f i c u l t y in our d e s ir e on th e one hand to g iv e a g e n e ra l education on a dem ocratic b a s is fo r a l l American youth, and on th e o th e r, to g iv e th e b e s t s p e c ia liz e d p r o f e s s io n a l t r a i n i n g f o r a c e r t a i n s e le c te d few. (37:65) And H utchins concluded: America was th e f i r s t co u n try to t r y to educate a whole p o p u la tio n , and, as o th e r c o u n trie s take up t h i s program, as they seem 173 sure to do, they a r e l i k e l y to encounter some of th e same problems w ith which America is now w re s tlin g . (117:2) B estor was concerned about th e o b je c tiv e s of th e school and f e l t th a t th e "school makes i t s e l f r id ic u lo u s whenever i t u n d erta k es to d e a l d i r e c t l y w ith ' r e a l - l i f e ' problem s, in s te a d of i n d i r e c t l y through the development of g e n e ra liz e d i n t e l l e c t u a l powers" (11:63). Barzun devoted c o n s id e ra b le a t t e n t i o n t o the outcomes of edu catio n : You must reco g n ize t h a t p r a c t i c a l li m i t s e x is t in te a c h i n g . You know by i n s t i n c t t h a t i t is im p o ssib le to te ach democracy or c i t i z e n sh ip , or a happy m arried l i f e . I do not say th a t th ese v i r t u e s and b e n e f i ts a re not somehow con n ected w ith good te a c h in g . They a r e , but they occur as by p ro d u c ts. They come, n o t from a co u rse, b u t from a te a c h e r; not from a cu rricu lu m , but from a human s o u l. I t i s indeed p o s s ib le so to arran g e school and c o lle g e work th a t more play is given to good human in flu e n c e s than in o ther c o n ceiv a b le arrangem ents. (7:10) Not a l l of th e re fe re n c e s to purposes o f education shed li g h t on th e s u b je c t. The poet Read, in Education f o r Peace, attem pted to d e fin e th e purposes of education Lynd a t t h a t p o in t contended t h a t educators could not w r i te c l e a r l y and t h a t t h e i r jarg o n was not understood o u ts id e th e p ro fe s s io n : Education i s in essence an a r t i f i c a l expedient or experim ent i n i t i a t e d by environment o s te n s ib ly 174 to promote r e a l i t y ad ap tatio n , but unconsciously to in flu en ce th e mechanism of displacem ent in c e rta in d ir e c tio n s . This seems to mean th a t edu c a tio n is a t p rese n t a crude process of i n h i b i tio n w ith in c a lc u la b le consequences. (180:33) Hutchins declared th a t the purpose of education was " to improve men" and th a t th e aim of an educational system was th e same in every age and in every so ciety where such a system can e x is t: i t is to improve man as man” (117:68). B estor believed th a t the schools e x is te d to "teach some th in g and th a t th is something is the power to t h i n k .” He continued: "The d is c ip lin e d mind is what education a t every lev el should s t r i v e to produce" (11:59). P u p ils . The problem of range of a b i l i t y and achievement in p u p ils was expressed by Bestor in R esto ra t io n of L earning: The range w ith in each grade is s t a r t l i n g . . . . The higher the grade, the wider t h i s range becomes. In the s ix th grade, for example, th e extremes are no le ss than 6-4 years a p a rt. . . . This same range of a b i l i t y appears when the measuring device is not an in te llig e n c e t e s t but an ach iev e ment t e s t . (12:287) There was co n sid erab le d iscu ssio n about the g if te d c h ild in th ese books. B ell remarked: In th e g rip of a notion of "e q u a lity " co n tra ry to demonstrated psychological f a c t , we endanger our way of l i f e . The idea is to t r e a t a l l p u p ils 175 as though they were e q u a lly i n t e l l i g e n t . The standard of achievement is se t t o f i t th e average, which is f a i r to m iddling low. (9:69) B estor reviewed two approaches in h an d lin g the problem as homogeneous grouping and heterogenous grouping, w ith in d iv id u a liz e d in s tr u c tio n (12:289). Conant l i s t e d th re e c r i t e r i a f o r use in measuring th e e ffe c tiv e n e s s of th e secondary school program in term s of the g i f t e d c h ild : 1. The i n t e l l e c t u a l i n t e r e s t s o f the boy must be keenly stim u la te d during th e e n t ir e fo u r y e a rs . This may be c l a s s i c s , c u r r e n t ev en ts, or science. 2. In c u lc a tio n of th e b e l i e f t h a t "book le a rn in g " i s re le v a n t to problems of today. 3. In c u lc a tin g good work h a b its . . . th e a b i l i t y to do a hard i n t e l l e c t u a l jo b . (38:141-143) S p ecial problem s. Hook devoted c o n sid e ra b le a t t e n tio n to communism in h is book Heresy, Yes, C onspiracy, No. His co n ten tio n was th a t academic freedom was n o t an iss u e when conspiracy was involved, and he described th e Com munist P a rty as a co n sp iracy . Lynd touched on communism m entioning th a t "Dewey has no tru ck w ith Communism. His philosophy is so d e f i n i t e l y h o s t i l e t o the Marxian o rth o doxy of Lenin and S ta lin t h a t the e f f o r t s of an o ccasio n al re a c tio n a ry pamphleteer to lin k him w ith Communism are th e work of m alice or ignorance" (111:201). 176 The is s u e of academic freedom ran through th e book God and Man a t Yale in which Buckley contended: The f a c u lty of Yale is m orally and c o n s t i t u t i o n a l l y re sp o n sib le to the t r u s te e s of Yale, who are in tu rn re s p o n s ib le to th e Alumni and thus duty bound to tra n s m it to t h e i r stu d e n ts th e wisdom, in s ig h t, and value judgments which in the t r u s t e e s ' opinion w ill enable the American c i tiz e n to make th e optimum adjustm ent to the community and to th e w orld. (23:xiv) B estor had l i t t l e fe a r of th e th r e a t of communism in th e ranks of teachers and f e l t t h a t academic freedom was not involved in te ach in g c o n tro v e rs ia l s u b je c ts : " I t is tim e fo r us to stop worrying about how lo y a l our te a ch e rs a re , and s t a r t worrying about how much they know" (11:188). Hook sa id of academic freedom: Academic freedom i s a s p e c if ic kind o f f r e e dom. I t is the freedom of p r o fe s s io n a lly q u a lif ie d persons t o in q u ire , d isc o v e r, p u b lis h and teach th e t r u t h as they see i t in th e f i e l d of t h e i r competence, without any c o n tro l or a u th o rity except th e c o n tro l or a u th o rity of the r a t i o n a l methods by which t r u t h Is e s ta b lis h e d . . . . Like every other freedom, academic freedom . . . is not a b s o lu te . I t must be judged by i t s con sequences on a whole c l u s t e r o f other freedoms. (112:154) The o ath requirem ent a t th e U n iv e rsity of C a l i f o r n ia was mentioned in s e v e ra l books as i t a f f e c te d academic freedom. Hutchins included th i s re fe re n c e : 177 A y ear or so ago I ta lk e d w ith a d is tin g u is h e d doctor from Los Angeles about th e attem pt of th e Board of Regents of th e U n iv e rsity of C a lifo rn ia to e x to r t an i l l e g a l and u n c o n s titu tio n a l oath of lo y a lty from the f a c u lty of th a t g re a t i n s t i tu t i o n . "Yes, b u t," he sa id , " i f we are going to h i r e th e se people to look a f t e r our c h ild re n we a re e n t i t l e d to know what t h e i r opinions a r e ." I th in k i t is c l e a r th a t th e c o lla p s e of l i b e r a l education in th e United S ta te s is r e l a t e d as cause or e f f e c t or both to th e notion th a t p ro fe s s o rs a re people who a re h ire d to look a f t e r c h ild re n . (117:95) One of B e l l 's primary c r i t i c i s m was th a t r e lig i o n was not being tau g h t in th e s c h o o ls . Lynd a ls o commented on the s p e c ia l problem of r e lig i o n in education: I do not agree w ith those who denounce th e p u b lic schools as " g o d le ss," merely because they are n o n - re lig io u s . I do not see how they can be otherw ise in a n atio n where r e lig i o n is so v a rio u sly regarded, and by some d isre g a rd e d . . . . They should m aintain an a t t i t u d e of re s p e c t fo r a l l f a i t h s , but any attem pt p o s it iv e l y to teach r e lig i o n would produce something so d ilu te d , fo r in terd en o m in atio n a l harmony, as to be in s ip id and m eaningless. ( I r e f e r , of co u rse, to th e sub s t a n t i a l teach in g of r e lig i o n ; some d e s c r ip tiv e teach in g is an e s s e n t i a l fo r c u l t u r a l form ation as h is t o r y or l i t e r a t u r e . ) (145:7) Hook saw a th r e a t to th e schools in those who i n s i s t on b rin g in g r e lig io n in to th e curriculum . He b e lie v e d t h a t , i f r e lig i o n were stu d ie d c r i t i c a l l y , i t would be th e l a s t th in g th e se people would want and i t would cause tremendous d i s t r e s s (111:129). 178 The C onclusions 1. The co n ten t of top books on e d u c a tio n a l s u b je c ts co n tain ed a wide v a r i e t y of in fo rm atio n about schools and e d u c atio n . R egardless of the c l a s s i f i c a t i o n th e se books d e a l t w ith many phases of ed u catio n , w hether th e su b je c ts were tr e a te d d i r e c t l y or only in c i d e n t a l l y in th e books. 2. A wide d i v e r s i t y of tre a tm e n t and view point co n c e rn in g such im portant m a tte rs as teach in g method, fin a n c e , a d m in is tra tio n , aims and o b je c t i v e s , p u p ils , academic freedom, and r e lig i o n c h a ra c te riz e d th e top books. 3. A p a tte r n of c o n s is te n c y was n o te d in the e d u c atio n al to p ic s which appeared and re -ap p ea re d in th e top b o o k s. V. CHAPTER SUM M ARY This c h a p te r co n tain ed an i l l u s t r a t i v e account of th e a n a ly s is made of th e top books. P a tte rn s of c r i t i c i s m were observed and i l l u s t r a t e d . The o ccupations of th e w r i t e r s of th e s e books were a ls o exam ined. Examples of th e tre a tm e n t of v a rio u s e d u c a tio n a l s u b je c ts included 179 in the b io g ra p h ic a l books were given fo r i l l u s t r a t i v e purposes. The f i n a l se c tio n of the c h a p te r contained sim ila r examples of the tre a tm en t of e d u c a tio n a l su b je c ts and to p ic s , in i l l u s t r a t i o n of the wide v a r i e t y of su b je c ts covered, and the various ways in which th e w rite rs p r e sented th e s e m a te ria ls in t h e i r books. 180 CHAPTER VI SUM M ARY, CONCLUSIONS AN D RECOMMENDATIONS In th is c h a p te r the r e s u l t s of t h i s study are summarized A restatem en t o f the problem and of the procedures followed in c a rry in g out th e purposes of th e in v e s tig a tio n is g i v e n . The fin d in g s are summarized b r i e f l y , and conclusions based on th e se fin d in g s are p rese n ted . Recommendations and suggestions f o r f u r th e r study conclude th e ch ap ter. I. SU M M A RY The Problem The purpose of th i s study was to examine the medium of books as a channel of communications in f u r n i s h ing the g e n e ra l p u b lic w ith inform ation about education and the sch o o ls. S p e c i f ic a ll y , the study aimed (1) t o determ ine which books about education were brought to th e a t te n t io n of the p u b lic in book reviews appearing in p e r io d ic a ls of g e n e ra l c ir c u la ti o n ; (2) to determ ine th e p a tte r n s of co n ten t which e x is te d in th e se books; (3) to 181 compare th e s e p a tte r n s of co n te n t w ith those re p o rte d in s tu d ie s of th e co n te n t a n a ly s is of o th e r communications media; (4) to examine the sources of th e m a te r ia l by no tin g th e p u b lis h e rs and th e authors of th e books. Procedure In order to s e le c t th e books on education which were deemed to be most s ig n i f ic a n t in th e eyes of th e gen e r a l p u b lic , i t was decided to count th e number of reviews of education books appearing in p e r io d ic a ls of g en eral c i r c u l a t i o n . Six newspapers, s ix magazines, and six b o o k se lle r and l i b r a r y magazines were s e le c te d w ith th e requirem ent th a t th e reviews of each be summarized and indexed in th e Book Review D ig e s t. A ll education books published during th e elev en -y ear period from 1945 through 1955 which were reviewed in two or more of th e s e le c te d p e r io d ic a ls were c l a s s i f i e d as s i g n i f i c a n t . Those books which re c e iv e d nine or more reviews in th e se p e r io d ic a ls were deemed to be very s i g n i f ic a n t and were c a lle d th e top books. The basic l i s t of books was made up of those which receiv ed two or more reviews; 233 books were contained in t h i s l i s t . These books were su b je cted to a co n ten t 182 a n a ly s is in which th e su b je c t heading c l a s s i f i c a t i o n s of the v ario u s books were ta b u la te d . The book c l a s s i f i c a t i o n s made by th e L ibrary of Congress and by th e p u b lis h e rs of th e Cumulative Book Index were u t i l i z e d f o r t h i s purpose. Each su b je c t was given a weighted score in p ro p o rtio n to th e number of reviews th e book had rec e iv e d . This re fle c te d th e amount of a t te n t io n given to books of th e various c l a s s i f i c a t i o n s and in d ic a te d the degree of emphasis being placed on th e various ed u c atio n al s u b je c ts . R esu lts of t h i s ta b u la tio n were grouped and stu d ied to analyze th e p a tte rn s of c o n te n t. The fin d in g s were compared w ith s im ila r c o n ten t a n a ly s is s tu d ie s of the media of magazines and newspapers which had been made during th e same years covered in th e p re se n t study. Pub l i s h e r s and authors of th e s e books were a lso assigned weighted scores on th e b a s is of th e number of reviews receiv ed by t h e i r books. This in d ic a te d the p ro p o rtio n a te in flu en c e of th e p u b lis h e r and th e author and provided a means of examining the sources of inform ation which was being fu rn ish e d to the p u b lic through th e medium of books. Books which rece iv ed nine or more reviews were analyzed in g r e a te r d e t a i l than were th e books included 183 im the l i s t of 233 b asic books. S im ilar su b je ct headings were employed and each book was read and analyzed. A system of p o in ts was devised to g iv e each su b je ct or to p ic a score of one, th re e , or f iv e , depending on the amount of emphasis given th a t to p ic in th e book. This method p ro vided a means of determ ining q u a n t i t a t i v e l y th e amount of emphasis given to a m u ltitu d e of ed u c atio n al su b je c ts covered in th e books but which were not emphasized s u f f i c i e n t l y to be l i s t e d as a form al lib r a r y c l a s s i f i c a t i o n of the book. The p a tte rn s of co n ten t as rev ea led by th is a n a ly sis were noted. In order to compare th e co n te n t of th e top books w ith th a t of magazines and newspapers, i t was decided to employ th e ta b u la tio n sheet used by o th er stu d e n ts in t h e i r an aly ses of the co n ten t of magazines and newspapers. Each book was read and th e degree of emphasis on su b je c t headings used by Umberger in h is study of magazines was recorded. This provided a d i r e c t comparison between books and magazines. Each book was then read and th e degree of emphasis on v ario u s su b je ct headings used by Bishop in h is study of newspapers was r e c o rd e d . This provided a d ir e c t comparison w ith th a t medium. Data concerning 184 p u b lish ers and authors of th e very s ig n if ic a n t books were analyzed in order to provide fo r an examination of the sources of th e m a te ria l contained in th e very s ig n i f ic a n t books. During the course of the study, p a tte rn s of c r i t i cism were noted. These were examined riot in th e lig h t of th e v a l i d i t y of the c r i t i c i s m but r a th e r as to th e to p ic and the degree of th e c r iti c is m . I l l u s t r a t i o n s and examples from the various books were included t o give in s ig h t in to the manner in which authors covered a wide v a rie ty of educational su b je cts in t h e i r books. I I . SU M M A RY OF THE FINDINGS The Basic L is t of Books There were 233 education books which were reviewed in two or more of eighteen p e rio d ic a ls of g en eral c i r c u l a tio n during th e period from 1945 through 1955. These books were considered to be among th e most s ig n ific a n t books on education to be published during these y ears. A ll were subjected to a content a n a ly sis study. The f o l lowing fin d in g s re s u lte d from th is a n a ly sis: 1. The c l a s s i f i c a t i o n , le v e ls of education, included more books which were review ed than any o th e r c l a s s i f i c a t i o n w ith 218 p o in ts , or 13 p e r - c e n t of th e t o t a l . Within t h i s s u b je c t c l a s s i f i c a t i o n 196 reviews were concerned w ith books c l a s s i f i e d as h ig h e r e d u c atio n , while only 16 review s were about books c l a s s i f i e d as elem entary e d u c a tio n . Six review s were concerned w ith books in th e secondary educa tio n c l a s s i f i c a t i o n . Books in th e U nited S ta te s education c l a s s i f i c a tio n re c e iv e d th e second h ig h e st number of review s, w ith a t o t a l of 201, or 12 per cen t of th e t o t a l . C urriculum and method was th e c l a s s i f i c a t i o n of a la rg e number of books which re c e iv e d a t o t a l of 196 rev iew s, or 12 per c e n t of the t o t a l . Among books w ith in th e curriculum c l a s s i f i c a t i o n , th e g r e a t e s t amount o f a t t e n tio n was given to th e to p ic of re a d in g , w ith 24 rev iew s; next in order were th e to p ic s h u m a n itie s, s c ie n c e , s o c ia l s tu d ie s , and l i t e r a t u r e . C o n sid erab le a t t e n t i o n was d ir e c te d toward th e th r e e su b je c t c l a s s i f i c a t i o n s - - t e a c h e r s , 186 s p e c if ic school, and s p e c ia l problem s--the books in each c l a s s i f i c a t i o n re c e iv in g a p p ro x i m ately 10 per cent of th e t o t a l number of re v ie w s. 5. E ight per cen t of the reviews concerned books about the philosophy of education. Most of th e se books, or 7 per c e n t of th o se reviewed d e a lt w ith th e su b ject a rea of p u p il perso n n el, 6 p er cent of th e reviews were concerned w ith books c l a s s i f i e d under purposes, aims and o b je c tiv e s . Books on a d m in is tra tio n and organ iz a tio n rece iv ed 5 per ce n t of th e reviews; books on th e education of sp e c ia l groups rece iv ed 4 p er cent of th e review s. Books on the h is t o r y of education drew only 2 per ce n t of th e t o t a l number of review s, w h ile those on ed u catio n al psychology drew 8 review s, or 0.5 per cen t of th e t o t a l . Comparison of Content: L is t of Books Versus Magazines The p a tte r n s of co n te n t found in th e l i s t of basic books were compared w ith th e p a tte rn s of content 187 found in ed u catio n al a r t i c l e s in magazines. The follow ing fin d in g s r e s u lte d from th e comparison: 1. Higher education was th e concern of 72 per cent o f the magazine a r t i c l e s analyzed by Walton. In th e basic l i s t of books th e re were 218 reviews of books c l a s s i f i e d as le v e ls of education 90 per cen t of which were about h ig h e r e d u c a tio n . 2. Books which were c l a s s i f i e d in th e area of curriculum and method receiv ed 12 per cent of th e t o t a l number of rev ie w s, w hile Umberger's study of magazines showed th a t curriculum and method each rece iv ed 19 p er cent of the t o t a l emphasis in th e magazine a r t i c l e s . The sub j e c t o f curriculum and method rece iv ed a high degree of emphasis in b o th magazines and new spapers. 3. The su b je c t of teach ers receiv ed about equal emphasis in both media, ranking t h i r d among e ig h t su b je c ts in magazines and fo u rth among t h i r t e e n in th e l i s t of b asic books. 4. The su b je c t of philosophy rece iv ed c o n sid e rab le emphasis in bo th media ranking fo u rth among 188 eig h t in magazines and seventh among t h ir te e n in th e l i s t of b asic books. This was a ls o tru e of th e su b je c t of p u p ils which ranked eighth among t h ir te e n in th e l i s t of b a sic books and f i f t h among e ig h t in magazines. 5. The s u b je c t of a d m in istra tio n re c e iv e d l i t t l e emphasis in books; only 5 per cen t of th e reviews were concerned w ith books in t h i s c l a s s i f i c a t i o n . In th e magazine a n a ly s is th e a d m in is tra tio n su b je c ts of fin an c e and b u i l d ings ranked seventh and e ig h th among e ig h t s u b je c ts . However, each of th e s e s u b je c ts received 9 per cent of th e t o t a l p o in ts a l l o cated. Comparison of Content: L is t of Books Versus Newspapers The p a tte rn s of co n ten t found in th e b a s ic l i s t of books was compared w ith th e p a tte r n s of co n te n t found in th e school news re p o rte d in new spapers, as re v ea le d by B ishop's study. The follow ing fin d in g s r e s u lte d from th e com parison: 1. The s u b je c t curriculum and method receiv ed a high degree of emphasis in books included in th e l i s t of b a sic books, w ith 196 reviews or 12 per c e n t of th e t o t a l number of book review s. In newspapers, however, t h i s su b je ct ranked tw e lfth among th ir te e n ed u catio n al s u b je c ts . Only 0.5 per cent of th e school news space was devoted to curriculum news. The su b je c t e x t r a c u r r ic u la r a c t i v i t i e s receiv ed the g r e a t e s t amount of a t te n t io n in the news papers, 55 p er cen t of the t o t a l space devoted to school news being c l a s s i f i e d in th a t c a t e gory. Only 12 reviews were devoted to books in t h i s c l a s s i f i c a t i o n . This was le s s than 1 per cent of th e t o t a l number of reviews accorded th e l i s t of b asic books. The su b je c t of te a c h e rs ranked fo u rth in the a n a ly sis of the books; i t ranked f i f t h in the newspapers. Ten per cent of th e t o t a l number of book reviews were devoted to books of th i s c l a s s i f i c a t i o n w hile 5 per cen t of th e space in school news s t o r i e s was devoted to te a c h e rs . Philosophy and purposes, aims and o b je c tiv es rece iv ed c o n s id e ra b le emphasis in th e l i s t of 190 b a sic books; 14 per ce n t of th e reviews devoted to books f e l l w ith in th e se c l a s s i f i c a tio n s . In the newspapers comparable items rec e iv e d only 0.6 p e r cent of th e space devoted to school news. 5. The su b je c t of p u p ils receiv ed g r e a te r emphasis in th e newspapers th an in th e books l i s t e d . Books on t h i s s u b je c t receiv ed 7 per cen t of th e t o t a l reviews. Comparable su b je c ts in th e newspapers received over 9 per cent of the t o t a l space devoted to school news. 6. The su b je c t of a d m in is tra tio n received much g r e a t e r emphasis in th e newspapers than in books, 9 per cent of the school news being devoted to th is s u b je c t; i t ranked t h i r d among s u b je c ts tre a te d in newspapers. In th e books th e su b je c t ranked te n th , only 5 per cen t of th e reviews being devoted to books in t h i s c l a s s i f i c a t i o n . M iscellaneous Findings in the L is t of Basic Books A ta b u la tio n o f the c l a s s i f i c a t i o n s of books 191 reviewed each y e a r revealed the follow ing: 1. A c o n s is te n t amount of a tte n tio n was devoted to th e areas of curriculum and method, te a c h e rs , p u p ils , purposes, aims and objectives, and a d m in is tra tio n . 2. Various amounts of a tte n tio n were given to th e su b je c ts of philosophy, s p e c ia l problems and th e education of s p e c ia l groups. 3. From 1945 through 1955 th e re was a trend toward an ever in c re asin g number of education books which were being reviewed in p e r io d ic a ls of g e n e ra l c i r c u la ti o n . 4. There were 168 educators who w rote books which rece iv ed a t o t a l of 892 reviews, books by f i f t y non-educators received 340 review s. Each book by a non-educator received an average of 6 .8 review s, w hile each book by an educator rece iv ed an average of 5.3 review s. 5. Umberger found th a t as authors o f a r t i c l e s on education which appeared in p o pular magazines, non-educators outnumbered educators by th r e e to one. However, the present study found th a t 192 educators outnumbered non-educators a t a r a t i o of th re e to one as au th o rs of th e s i g n i f ic a n t education books. 6. Among educators w ritin g th e s ig n i f ic a n t education books, 83 p er cent were engaged in p o s itio n s in th e f i e l d of h ig h e r education. 7. Eighty p u b lis h e rs were re p re se n te d in the t o t a l of 233 books but only eleven of th ese p u b lis h e rs published a t l e a s t f iv e of the books on the b asic l i s t . 8. Harper and B rothers published 53 of the books, or 23 per cent of the t o t a l ; Columbia U niver s i t y Press accounted f o r tw elve books. Mac m illan published eleven and McGraw-Hill seven books. 9. Twenty c o lle g e and u n iv e r s ity p re sse s published 51 of th e 233 books on th e b a s ic l i s t . S ixty re g u la r tr a d e p u b lis h e rs issued 182 books on th e b a sic l i s t . The books of th e c o lle g e and u n iv e r s ity p ress p u b lis h e rs rece iv ed an average of 4 reviews each, w hile those of re g u la r p u b lis h e rs rece iv ed an average of 5.3 reviews each. 193 The L is t of Very S ig n ific a n t Books I t was found th a t th ir ty - o n e of the education books received nine or more reviews in th e eighteen s e le c te d p e rio d ic a ls which re g u la rly published book reviews. These books were deemed to be very s ig n if ic a n t since they were reviewed in h a l f or more of th e p e rio d ic a ls and had been brought to the a tte n tio n of a la rg e segment of th e Ameri can book-reading p u b lic . These books were analyzed and the follow ing fin d in g s were noted: 1. Curriculum and method received the g r e a te s t amount of a tte n tio n in the l i s t of top books, 116 p o in ts being a llo c a te d to t h i s s u b je c t. This was 15 per cent of the t o t a l p o in ts a l l o c a ted . In comparison, 196 p o in ts , or 12 per cent of a l l review s, were a llo c a te d to books on th e basic l i s t which f e l l w ith in th is su b je ct c l a s s i f i c a t i o n . 2. Purposes and aims of education received 13 per cen t of the t o t a l p oints a llo c a te d in the a n a ly s is of th e co n ten t of top books. In c o n tr a s t books on th e l i s t of 233 b asic books received 94 review s, or 6 per cent of reviews of books in th is su b je c t c l a s s i f i c a t i o n . A dm in istratio n and o rg an iz atio n receiv ed 12 p e r cent of the t o t a l p o in ts a llo c a te d in the a n a ly s is of th e co n ten t of top books. This su b je c t ranked much lower in the a n a ly s is of th e co n ten t of th e 233 b asic books, only 5 p e r cent of the reviews being given to books in th i s c l a s s i f i c a t i o n . The su b je c t of te a c h e rs was a llo c a te d 86 p o in ts , or 11 per cent of th e t o t a l in th e a n a ly s is of the top books. In t h i s su b je c t c l a s s i f i c a t i o n , books l i s t e d among th e 233 b a s ic books receiv ed 176 review s, which was 10 per ce n t of th e t o t a l . Eighty-one p o in ts , or 11 per cent of th e t o t a l , were a l l o t t e d to th e su b je c t of p u p ils in th e study of the th ir ty - o n e top books. Of th e 233 b a s ic books reviewed, 7 p er cen t were c l a s s i f i e d in t h i s s u b je c t. The s u b je c t, s p e c ia l problems, ranked s ix th in the analyses of both l i s t s of books. The s p e c if ic school or system rece iv ed le s s s t r e s s in th e th ir ty - o n e top books than in 195 th e 233 b asic books. Top books d ea lin g w ith t h i s su b je c t re c e iv e d 54 p o in ts , or 7 per ce n t of th e t o t a l . In the l i s t of b asic books, t h i s su b je ct ranked in f i f t h p o s itio n , 10 per cent of the reviews being devoted to books in t h i s c l a s s i f i c a t i o n . 8. Philosophy of education rece iv ed comparable emphasis in both l i s t s of books. In th e l i s t of top books, 50 po in ts were a llo c a te d to t h i s s u b je c t, or 7 per ce n t of the t o t a l . Eight per ce n t of the reviews of books in the b a sic l i s t were concerned w ith th e p h ilo s ophy of education. 9. Education of s p e c ia l groups, h is to r y of educa tio n , and psychology of ed u catio n , were the lowest ranking su b jects in th e analyses of both l i s t s of books. A g r e a te r percentage of the t o t a l p o in ts was a llo c a te d to books d e a l ing w ith th e se su b jects in th ir ty - o n e top books. 10. Higher education received more s t r e s s than did o th e r le v e ls of education in th e top 196 books: 81 points were assigned to books on higher education, 33 points to books on second ary education, and 29 to books on elementary education. The an a ly sis of th e basic l i s t of books in d icated th a t 196 books on h ig h er education were reviewed, as were 16 on e l e mentary education, and 6 on secondary educa tio n . Comparison of the Content Emphasis in Top Books and In Magazines When the th ir ty - o n e books on the l i s t of top books were read and th e ir content analyzed according to th e c a t e g o rie s employed by Umberger in h is an a ly sis of education a r t i c l e s in th e popular magazines, the follow ing fin d in g s were noted: 1. Curriculum and method received the g r e a te s t emphasis in both media, w ith a t o t a l of 42 per cent of the points a llo c a te d to top books and 38 per cent of th e p oints a llo c a te d to a r t i c l e s in magazines. 2. The su b je ct of philosophy was in the th ir d h ig h est p o sitio n in the a n a ly s is of the top books and in f o u rth p o s itio n in th e a n a ly s is of m agazines. The s u b je c t of te a c h e rs re v e rse d th e s e two p o s it io n s ; i t was in f o u rth p o s itio n in th e top books, and t h i r d in th e m agazines. The su b je c t of p u p ils was in f i f t h p o s itio n in bo th media; 13 per cent of p o in ts were a l l o c a te d to t h i s su b je c t in th e top books, and 11 per c e n t of p o in ts in th e m agazines. W ritings on fin a n c e and on p u b lic r e l a t i o n s were in s i x t h and seventh p o s it io n s , re s p e c t i v e l y , in th e a n a ly s is of th e e d u c a tio n a l co n ten t of top books. The p o s itio n s of th e s e two s u b je c ts were re v e rse d in th e a n a ly s is of m agazines. Thus comparable emphasis was given to th e se two s u b je c ts in both media. In both media th e s u b je c t of school b u ild in g s was the l e a s t emphasized of a l l e d u c a tio n a l s u b je c ts l i s t e d . Only 2 per ce n t of the p o in ts a l l o c a t e d to th e top books p e rta in e d to t h i s s u b je c t, w hile 9 p er cent of th e p o in ts a llo c a te d to th e magazine a r t i c l e s were assigned to t h i s s u b je c t. 198 Comparison of th e Content Emphasis in Top Books and in Newspapers The follow ing fin d in g s r e s u lt e d from an a n a ly s is of th e co n ten t of th e top books according to the c a te g o rie s employed by Bishop in h is a n a ly sis of school news appearing in the newspapers: 1. There was some s im i l a r i t y between top books and newspapers in the amount of a tte n tio n given to the s u b je c t, board of education and a d m in is tra tio n ; th is su b je c t rece iv ed 8 per cen t of the p o in ts a l lo c a te d to top books and 9 per cent of the space devoted to school news ite m s. 2. The s u b je c t, p u p il p ro g re ss, rece iv ed 7 per cen t of the p o in ts a llo c a te d to both media. 3. The s u b je c t, business management and fin a n c e , ranked seventh among th o se d iscu ssed in the top books and eig h th among those covered in school news s t o r i e s . 4. In n in th p o s itio n in th e a n a ly s is of both top books and newspapers was th e su b je ct of d i s c i p l i n e . The su b je c t of h e a lth receiv ed 1 per cent of the p o in ts a llo c a te d to both media; attendance was in th e l a s t p o s itio n in both ta b u la tio n s . The g r e a t e s t d iffe re n c e in emphasis between the two media occurred in th e a re a of e x t r a c u r r i c u l a r a c t i v i t i e s , which ranked f i r s t in news s t o r i e s (with 55 p er cent of the t o t a l space) and e ig h th in top books (w ith 5 per cent of th e t o t a l ) . In f i r s t p o s itio n in the top books a n a ly sis were books d ea lin g w ith curriculum m a tte rs; 17 per ce n t of th e p o in ts were a llo c a te d to books in t h i s c l a s s i f i c a t i o n . Only 3 per cent of th e space of th e school news s t o r i e s f e l l w ithin t h i s c l a s s i f i c a t i o n , which placed i t in seventh p o s itio n in t h a t medium. Teachers as a su b je c t ranked second in th e a n a ly sis of th e top books, w ith 16 per c e n t of the t o t a l p o in ts . This su b je c t ranked f i f t h in th e newspaper a n a ly s is , w ith only 5 per cen t of th e school news space. The s u b je c t, value of education, which was a llo c a te d 15 per cent of th e t o t a l p o in ts in 200 th e a n a ly s is of th e top books, receiv ed an i n s i g n if i c a n t amount of a t te n t io n in the newspapers, i . e . , only 0.6 per cent of the space devoted to school news s t o r i e s . 10. In fo u rth p o s itio n in the a n a ly s is of the top books was the su b je ct of methods, with 14 per cen t of th e t o t a l p o in ts . In the newspaper a n a ly s is th is s u b je c t ranked tw e lfth , w ith a n e g lig ib le 0.5 per cent of th e space of school news s t o r i e s . 11. The su b je c t of b u ild in g s rece iv ed l i t t l e a t te n t io n in the to p books, t h i s su b je c t ranking te n th . I t ranked s ix th in th e a n a ly s is of the co n ten t of school news item s. 12. The s u b je c t, P arent-T eachers A sso ciatio n , receiv ed an i n s i g n if i c a n t amount of a t te n t io n in th e top books, or 0.7 p e r cent of the t o t a l p o in ts . I t ranked second in the a n a ly sis of th e newspapers, w ith 10 p er cent of the space devoted to school news. 201 P u b lish ers and Authors 1. It was found t h a t eighteen d i f f e r e n t p u b lish e rs issued th e th ir ty - o n e books on the l i s t of top books. This was compared to e ig h ty pub l i s h e r s re sp o n sib le for th e 233 books on the basic l i s t . 2. Whereas Harper and B rothers published 23 per cent o f the books on the b a s ic l i s t , they were re sp o n sib le fo r only 16 per c e n t of the books in the to p group. 3. No p u b lish in g company came clo se to c o n t r ib u tin g as many b a s ic books as did H arper and B ro th e rs, L i t t l e , Brown and Company published 13 p er cent of th e books on the l i s t of top books. 4. Educators as au th o rs were re s p o n s ib le fo r the th ir ty - o n e to p books a t a r a t i o of about two to one. T h eir r a t i o was th ree to one in the a n a ly s is of authors of the b a sic l i s t of books. 5. A dm inistrators were re sp o n sib le f o r 30 per cent of the top books and f o r 25 p er cent of the books on th e basic l i s t . 202 6. Only one p ro fe sso r of education c o n trib u te d a book to th e top l i s t . Books of C ritic is m , A utobiography, and M iscellaneous Subjects 1. Nine of th e th ir ty - o n e books in the to p books were ad v ersely c r i t i c a l in n a tu re , the o th e r twenty-two books being c l a s s i f i e d as no t a d v e rse ly c r i t i c a l . 2. Four educators and fo u r non-educators were a u th o rs of th e ad v e rsely c r i t i c a l books, one educator being the author of two of th e books. A ll of th e se educators were engaged in work in h igher ed u catio n . 3. Adverse c r i t i c i s m covered a wide v a r ie ty of is s u e s , among which th e aims o f education and the inadequacy of te ach e r tr a in in g programs re ce iv e d th e g r e a t e s t emphasis. Other common c r i t i c i s m were th a t fundamental or basic s u b je c ts were not being s tr e s s e d and th a t stan d ard s of achievement were no t s u f f i c i e n t l y h ig h . 4. B io g rap h ical books formed a la rg e segment of th e most s i g n i f i c a n t books on education. The c o n ten t a n a ly s is o f these books revealed an e x c e p tio n a lly wide v a rie ty in su b je c ts t r e a t e d . Books about the l i v e s of educators served as e x c e lle n t v e h ic le s fo r the d issem ination of ideas about a m u ltitu d e of ed u c atio n al su b je c ts and to p ic s . 5. A nalysis of m iscellaneous books revealed a wide v a r ie ty of trea tm en t and su b je c t m a tte r, re g a rd le s s of th e co n ten t c l a s s i f i c a t i o n of th e book. I I I . CONCLUSIONS The follow ing conclusions were developed from th e fin d in g s of t h i s in v e s tig a tio n . 1. A la rg e number o f books on education were d ire c te d to the a t te n t io n of th e reading p u b lic by book review ers in p e rio d ic a ls of g e n e ra l c i r c u l a t i o n . These books rep resen ted a v a s t range of s u b je c ts and to p ic s in d ic a tin g t h a t they were a p o te n tia l source of a wide v a r ie ty of inform ation about education and th e sc h o o ls. The number of th ese books which were being brought to th e a t te n t io n of th e public was c o n s is te n tly in c re a sin g . An extrem ely high p ro p o rtio n of th ese books were concerned p rim a rily w ith h ig h e r education i t was deemed s i g n i f ic a n t th a t th e m a jo rity of th e ed u c ato r-au th o rs were engaged in p o s itio n s in higher education. Those who read education books d ir e c te d to t h e i r a t te n t io n by book review ers in p e r i o d i c a ls of g en eral c i r c u la ti o n read p rim a rily about curriculum and method, although con s id e ra b le emphasis is given to s p e c ific schools; such sp e c ia l problems as communism and academic freedom, purposes and alms of education, a d m in is tra tio n , te a c h e rs , and p u p i l s . Those who depend upon books and magazines fo r t h e i r sources of inform ation about th e schools fin d a s i m i l a r i t y of su b je ct m a tte r in both media. Those who read about education in th e se two media read most about i t s follow ing a s p e c ts: h ig h er ed u catio n , curriculum , method, philosophy, and p u p ils . Those who depend upon books about education fo r t h e i r source of inform ation about the schools read about s u b je c ts and to p ic s th a t a re d if f e r e n t from s u b je c ts re p o rte d in the newspapers. Those who read books would need to tu rn to the newspaper fo r inform ation on e x t r a c u r r ic u la r a c t i v i t i e s w hile rea d e rs of newspapers would need to tu rn to books or magazines fo r t h e i r inform ation about c u r riculum and method. Educators and n o n -educators tend to agree on th e importance of c e r t a i n ed u catio n al to p ic s , sin ce books w ritte n by educators tr e a te d to p ic s s im ila r to magazine a r t i c l e s w ritte n p rim a rily by n o n -e d u c a to rs . Those who depend on books as t h e i r source of inform ation about th e schools were hearing p rim a rily from educators but not from 206 " e d u c a tio n is ts " i . e . , school a d m in is tra to rs and p ro fe sso rs of ed u catio n . Thus, in essence, re a d e rs of th e s e books were examining the views of te a c h e rs r a t h e r than of a d m in is tra to rs and p ro fe s s o rs in departments o th e r than e d u c a tio n . 9. Those who read the s i g n i f i c a n t books on educa tio n which were c a lle d to t h e i r a tte n tio n by th e g en eral book review ers read books from a wide v a r ie ty of p u b lis h e rs in clu d in g the c o lle g e and u n iv e r s ity p re s s . No one p u b lis h e r or group of p u b lis h e rs enjoyed a monopoly in education books which were c a lle d to the a t t e n tio n of th e public by book rev ie w e rs. Pro p o r tio n a l ly , books which rece iv ed a s i g n f i - c a n tly la rg e number of reviews were issued by a g r e a te r number of p u b lish in g companies than were books which rece iv ed fewer review s. 10. Among books which re c e iv e d th e g r e a t e s t amount of a t t e n t i o n , those which were adversely c r i t i c a l were in the m in o rity . The authors were from w ith in and o u tsid e th e e d u c atio n al 207 p ro fe ssio n and th e re seemed to be no s i g n i f i cance in the r e l a t i o n s h i p of p a r t i c u l a r pub l is h e r s to th e ad v ersely c r i t i c a l books. 11. Those who read books which were c r i t i c a l of education found a wide v a r ie ty o f c r i t i c i s m and an in c o n siste n cy of treatm en t of such to p ic s as the inadequacy of te a c h e r tr a in i n g , lack of s tr e s s on the fundam entals, and low standards of achievem ent. 12. Those who read the books about education which were c a lle d to th e i r a tte n tio n in the book reviews of p e rio d ic a ls o f g en eral c i r c u l a t i o n , read many biographies o f educators which served as an e x c e lle n t v eh icle fo r the d issem ination of id e as about e d u c a tio n a l s u b je c ts and to p ic s . IV. RECOMMENDATIONS During th e course of the in v e s tig a tio n i t was noted t h a t the s ig n i f ic a n t books on education contained a w ealth of inform ation which helped t o inform the g en eral public about t h e i r sch o o ls. Several recommendations were developed from th e s e ob serv atio n s: I t is recommended th a t th e N ational School Public R elatio n s A sso c iatio n p u b lish p e r i o d i c a lly an annotated b ib lio g rap h y of s i g n i f i c a n t books on education based upon the number of book reviews appearing in p e r io d ic a ls of gen e ra l c i r c u l a t i o n . Such a se rv ic e i s now provided fo r educators in regard to e d u c atio n al a r t i c l e s appearing in n o n -ed u ca tio n a l magazines. This b ib lio g ra p h y would serve to d i r e c t th e a t te n t io n of educators to books which a re being c a lle d to th e a t t e n t i o n of th e p u b lic . Since books and magazines include much emphasis on curriculum and method, and sin c e newspapers do n o t, i t is recommended th a t news s t o r i e s be re le a s e d which c a l l a t te n t io n to th e s e books and magazines. I t is recommended th a t educators c a l l a t te n t io n to th e many p o s it iv e education books of a non- c o n tro v e rs ia l n a tu re and devote le s s tim e to r e f u ta ti o n of th e ad v ersely c r i t i c a l books, e s p e c ia lly sin ce the l a t t e r are in th e minority. I f th e p ublic read s enough books th ey w i l l fin d th a t o th e r books w i l l r e f u te and c o n tr a d i c t the ad v ersely c r i t i c a l books. Since b io g ra p h ic a l books of educators are a ric h source of inform ation about th e schools and about education, i t i s recommended th a t a t te n t io n be c a lle d to th e se books in speeches, newspaper a r t i c l e s , t e l e v i s i o n , and book d is p l a y s . Since d i f f e r e n t media of communication s t r e s s d if f e r e n t su b je ct m a tte r, i t is recommended th a t a t t e n t i o n be c a lle d to t h i s f a c t by p u b lic iz in g in each medium th e o u tstan d in g c o n trib u tio n s of o th e r media. For example, books on education can be reviewed in rad io d is c u s s io n s , a t P arent-T eacher A ssociation m eetings, in newspaper a r t i c l e s , and e l s e where . I t is recommended t h a t ou tstan d in g e d u c atio n al books which are of g e n e ra l appeal be brought to the a t te n t io n of th e public by having d isp la y s a t Parent-T eacher A sso ciatio n meetings, in the p u b lic l i b r a r i e s , in d isp la y windows of cooperating m erchants, in school re ce p tio n o f f ic e s , and elsew here. Since books a re being w r itte n p rim a rily by educators in th e f i e l d of h ig h e r education, and consequently s tr e s s th a t le v e l of educa tio n , i t is recommended th a t high school and elem entary educators make an e f f o r t to con t r i b u t e more e x te n siv e ly to t h i s very im portant communications medium. I t is recommended th a t educators be made aware of th e f a c t th a t books by p ro fe s s io n a l w r ite r s tend to re c e iv e more a t te n t io n than do books by ed u cato rs; and th a t they encourage ou tstan d in g w r ite r s to come in to the schools and observe a t f ir s t- h a n d some of th e p o s itiv e asp ects of education as p o ssib le su b je cts fo r books and a r t i c l e s . I t is recommended th a t c o lle g e and u n iv e r s ity press p u b lish e rs continue t h e i r e f f o r t s to b rin g t h e i r books to th e a t te n t io n of the p u b lic , and t h a t the g re a t amount of a t te n t io n rece iv ed by some of t h e i r books be considered an in d ic a tio n of the p o t e n t i a l impact th e se 211 books may c r e a te . V. NEED FOR FURTHER STUDY I t was in d ic a te d in the f i r s t c h a p te r th a t th e re was a need fo r f u r th e r a n a ly ti c a l study of th e co n ten t of v ario u s communications media now being used to supply th e p u b lic w ith inform ation about th e sch o o ls. A c o n tin uous supply of such inform ation i s necessary i f th e public is to gain s u f f i c i e n t knowledge to work out the d e s tin y of t h e i r schools on a lo c a l, s t a t e , and n a tio n a l le v e l. Because of the urgency f o r supplying such inform ation, f u r t h e r content a n a ly s is stu d ie s a re j u s t i f i e d as a neces s i t y . The follow ing recommendations are in d ic a tiv e of the type of s tu d ie s which would be u se fu l: 1. P erio d ic follow -up stu d ie s should be made of th e th re e media which have been d iscu ssed in t h i s study: newspapers, magazines, and books. These stu d ie s should determ ine the changes in emphasis th a t have taken p la c e since previous s tu d ie s were made. 2. C o n te n t-an a ly sis s tu d ie s of t e l e v i s i o n , the s ta g e , motion p ic tu r e s , and books of f i c t i o n would provide in s ig h t in to th e various stereo ty p es which might appear in these media, for i t is w ell recognized th a t the manner in which educational su b je cts a re presented in these media stro n g ly in flu en ces the a t t i t u d e s and opinions of the American p u b lic . The p a tte rn s of c r iti c is m which e x is t in com munications media is an e x c e lle n t su b je ct fo r in v e s tig a tio n and would make a v aluable con tr ib u tio n in the f i e l d of public r e l a t i o n s . Such a study devoted to one phase of c r i t i cism, i . e . , th e p a tte rn s of p ra is e in any one medium, could w ell make a s ig n if ic a n t con tr ib u tio n in many f i e l d s of rese arch . 213 B I B L I O G R A P H Y 214 BIBLIOGRAPHY A. BOOKS 1. A llen , H o llis P. F e d e ra l Government and E ducation. New York: McGraw-Hill Book Company, I n c ., 1950. 333 pp. 2. A llen , Mary Louise. Education o r I n d o c tr in a tio n . C aldw ell, Idaho: Caxton P r i n t e r s , 1955. 211 pp. 3. Ashmore, Harry S. The Negro and the S ch o o ls. Chapel H i l l , North C aro lin a: U n iv e rsity of North C arolina P re s s , 1954. 4. A ydelotte, Frank. The American Rhodes S c h o la rs h ip s . 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New York: Appleton-Century and C ro fts , I n c ., 1950. 299 pp. C lark, Glenn. A Man 1s Reach. New York: Harper and B ro th ers, 1949. 314 pp. Cohen, M orris. A Dreamer1s Journey. Boston: Beacon Press, 1949. Cohn, A lfred E. Minerva * s Progres s . New York: H arcourt, Brace and Company, I n c ., 1946. 101 pp. C ollege Campus in A ctio n . New York: Columbia U n iv e rsity P re ss, 1946. 175 pp. C ollege Reading and R e lig io n . New Haven: Yale U n iv e rsity P re ss, 1948. 345 pp. Conant, James B ry a n t. Education and L ib e r ty . Cambridge: Harvard U n iv ersity P re ss, 1953. ________ . Education in a Divided W orld. Cambridge: Harvard U n iv ersity P re ss, 1948. 249 pp. 217 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. Conrad, E a rl. The Public School S can d a l. New York: John Day Company, I n c ., 1951. 270 pp. C ooperative Study in G eneral E d u catio n . Washington: American Council on E ducation, 1947. 240 pp. C o rn e liu s, R oberta D. H isto ry of Randolph Macon Womans C o lle g e . Chapel H i l l , North C aro lin a: U n iv e rs ity o f North C a ro lin a P re ss, 1951. 428 pp. Counts, George S. E ducation and American C i v i l i z a t io n . New York: Teachers C ollege P re ss, 1952. 491 pp. Cowling, Donald, and C a rte r Davidson. C olleges f o r Freedom. New York: Harper and B ro th e rs, 1948. Cuninggim, Merrimon. The College Seeks R e lig io n . New Haven: Yale U n iv e rs ity P re ss, 1947. 319 pp. Dale, Edgar. A udio-V isual Methods in E d u c a tio n . New York: Dryden P ress I n c ., 1947. 546 pp. D avenport, W illiam W . P a c i f ic E ra . Honolulu: U n iv e rs ity of Hawaii P re s s , 1948. 286 pp. Day, R ichard W. A New England S choolm aster. B r i s t o l , C onnecticut: H ild re th P re ss, 1950. D etjen , Mary E liz a b e th , and Ervin W. D etjen . Your Plans fo r th e F u tu re . New York: McGraw-Hill Book Company, In c ., 1947. 294 pp. D eutsch, Monroe E. The C ollege from W ith in . B erkeley: U n iv e rsity o f C a lif o rn ia P re ss, 1952. 233 pp. Dewey, John. Problems o f Man. New York: P h ilo so p h i c a l L ib ra ry , 1946. 424 pp. D iek h o ff, John S. Democracy1s C o lle g e . New York: H arper and B ro th e rs, 1950. 208 pp. 218 52. Dodd, B e lla . School o f D a rk n ess. New York: Kenedy P re s s , 1954. 264 pp. 53. Donahue, Wilma. E ducation fo r L a te r M a tu r ity . New York: W h itesid e, 1955. 338 pp. 54. DuBois, R achel. Build T ogether A m ericans. New York: H inds, Hayden, and E ld red g e, I n c . , 1945. 270 p p . 55. D uff, A nnis. Long F l i g h t . New York: V iking P re s s , 1955. 269 pp. 56. Dunkel, Harold B. G en eral E ducation in t h e H u m an ities. W ashington: American C o u n cil on E d u catio n , 1947. 321 pp. 57. Dunn, E sth e r C. P u rs u it o f U n d e rsta n d in g . New York: The Macmillan Company, 1945. 229 pp. 58. Dunn, Jo a n . R e tre a t from L e a rn in g . New York: McKay, 1955. 224 pp. 59. 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New York: Columbia U n iv e rs ity P re ss, 1955. 329 pp. MacKinney, L oren. A S ta te U n iv e rs ity Surveys th e H u m an ities. Chapel H i l l , N orth C a ro lin a : U n iv e rs ity of North C a ro lin a P re s s , 1945. 262 pp. Madden, Ward E. R e lig io u s Values in E d u c a tio n . New York: H arper and B ro th e rs , 1951. 203 pp. M a rsh a ll, Max S. Two S id es to a T e a c h e r's D esk. New York: The M acmillan Company, 1951. 284 pp. Mead, M arg aret. The School in American C u l tu r e . Cambridge: Harvard U n iv e rs ity P re ss, 1951. 48 pp. Me la n d , B ernard E. H igher E ducation and th e Human S p i r i t . C hicago: U n iv e rs ity o f Chicago P re s s , 1953. 204 pp. Melby, E rn e st 0. Freedom and P u b lic E d u c a tio n . New York: F re d e ric k A. P ra e g e r, I n c ., 1953. 314 pp. 226 156. 157. 158. 159. 160. 161. 162. 163. 164. 165. 166. 167. 168. M ille r , Joseph H ., and John S. A lle n . V eterans C h allen g e th e C o lle g e s . New York: Kings Crown P re s s , 1947. 150 pp. M ille r , R ichard I . The T ru th about Big Time F o o t b a l l . New York: W illiam E. Sloan A sso c i a t e s , I n c ., 1953. 262 pp. M i l l e t t , Fred B. R e b irth of L ib e ra l E d u c a tio n . New York: H a rc o u rt, Brace and Company, I n c ., 1945. 179 pp. M itc h e ll, Lucy Sprague. Our C h ild ren and Our Schools. New York: Simon and S c h u ste r, I n c ., 1950. ________ . Two L iv e s . New York: Simon and S c h u ste r, I n c ., 1953. 575 pp. Monroe, W alter S. E ncyclopedia o f E d u c a tio n a l R e se a rc h . New York: The M acmillan Company, 1952. M u eller, G ustav. E ducation L im ite d . Norman, Oklahoma: U n iv e rs ity o f Oklahoma P re s s , 1949. 141 pp. Mulac, M argaret E ., and Marion S. Holmes. School Game Book. New York: H arper and B ro th e rs , 1950. 131 pp. Murray, A lb e rt V. E ducation In to R e lig io n . New York: Harper and B ro th e rs , 1954. 230 pp. N elson, Jo sep h . Backwoods T e a c h e r. P h ila d e lp h ia : J . B. L ip p in c o tt, I n c ., 1949. 288 pp. N e s b itt, M arion. P u b lic School f o r Tomorrow. New York: H arper and B ro th e rs , 1953. 164 pp. N i b l e t t , W illiam Ray. E ducation th e Lost D im ension. New York: W illiam E. Sloan A s s o c ia te s , I n c ., 1955. 150 pp. O 'D aly, E liz a b e th C. Dear P a r e n ts . New York: Oceana P u b lic a tio n s , 1953. 121 pp. 227 169. 170. 171. 172. 173. 174. 175. 176. 177. 178. 179. 180. 181. O’N e i l l , J . M. R e lig io n and E ducation under th e C o n s titu t io n . New York: Harper and B ro th e rs , 1949. 350 pp. Pashko, S ta n le y . How to Make th e V a r s i t y . New York: G reenberg P u b lis h e rs , 1946. 324 pp. P a tte e , F red L. Penn S ta te Yankee. P h ila d e lp h ia : P ennsylvania S ta te C o lleg e P re ss, 1954. 384 pp. P earso n , G erald H. P sy ch o a n aly sis and th e E ducation o f th e C h ild . New York: W. W . N orton and Company, 1954. 357 pp. P e s ta lo z z i, Johann H. E ducation of Man. New York: P h ilo s o p h ic a l L ib ra ry , 1951. 93 pp. P e te rs o n , H ouston. G reat T e a c h e rs . New Brunsw ick, New J e rs e y : R utgers U n iv e rs ity P re s s , 1946. 351 pp. P ie rs o n , George W. Yale C o lle g e . New Haven: Yale U n iv e rs ity P re s s , 1952. 773 pp. Pow ell, John W . E ducation f o r M a tu rity . New York: Herm itage House I n c ., 1949. 242 pp. P r a t t , C a ro lin e . I Learn From C h ild re n . New York: Simon and S c h u s te r, I n c ., 1948. 204 pp. Rasey, M arie I . I t Takes Tim e. New York: H arper and B ro th e rs , 1953. 204 pp. ________ . This Is T each in g . New York: H arper and B ro th e rs , 1950. 217 pp. Read, H e rb e rt. E ducation f o r P eace. New York: C h arles S c rib n e rs Sons, 1949. 166 pp. ________ . E ducation Through A r t . New York: Pantheon Books, I n c ., 1949. 320 pp. 182. R e fle c tio n s on Our Age. New York: Columbia U ni v e r s i t y P re s s , 1949. 347 pp. 228 183. 184. 185. 186. 187. 188. 189. 190. 191. 192. 193. 194. R ile y , J . M., and B. F. Ryan. The S tu d en t Looks a t His T e a c h e rs . New Brunswick, New J e rs e y : R utgers U n iv e rs ity P re s s , 1950. 166 pp. Rudy, Solomon W. The C o lleg e o f th e C ity of New Y ork. New York: New York C ity C o lleg e P re s s , 1949. 492 pp. Rugg, H arold 0. F oundations f o r American E d u c a tio n . C leveland: World Book P u b lish in g Company, 1947. 826 pp. ________ . T eacher of T e a c h e rs. New York: H arper and B ro th e rs , 1952. 308 pp. R u s s e ll, James E. F e d e ra l A c t i v i t i e s in H igher E d u c a tio n . New York: Kings Crown P re s s , 1951. 257 pp. ________ . N a tio n a l P o lic ie s f o r E d u catio n . H e a lth , and S o c ia l S e r v ic e s . New York: Doubleday and Company, I n c ., 1955. 551 pp. R u s s e ll, W illiam F. How to Judge a S c h o o l. New York: H arper and B ro th e rs , 1954. S ag en d o rf, K en t. M ichigan: The S tory of th e U n iv e r s ity . New York: E. P. Dutton and Company, 1948. 384 pp. S an fo rd , C h a rles W . Schools and th e N a tio n a l S e c u r ity . New York: McGraw-Hill Book Company, I n c ., 1951. Schneideman, Rose. D em ocratic E ducation in P r a c t i c e . New York: H arper and B ro th e rs , 1946. 534 pp. S c o tt, C. W in fie ld , and Clyde H i l l . P u b lic Educa tio n Under C r i t i c i s m . New York: P r e n tic e - H a ll, I n c ., 1954. Sexson, John H ., and J . W . H arbeson. New American C o lle g e . New York: H arper and B ro th e rs , 1946. 312 pp. 229 195. 196. 197. 198. 199. 2 0 0 . 2 0 1. 2 0 2 . 203. 204. 205. 206. 207. S if f o r d , C alvin S. C o lle g e and You. Bloom ington, I l l i n o i s : McKnight and McKnight, 1952. I l l pp. S i g e r i s t , Henry E. The U n iv e rs ity a t th e C ro s s ro a d s . New York: A b elard - Schuman, I n c . , 1946. 162 pp. Sm ith, H uston. Purposes o f H igher E d u c a tio n . New York: H arper and B ro th e rs , 1955. 218 pp. Sm ith, Marion Funk. Teaching th e Slow L earn in g C h ild . New York: H arper and B ro th e rs 3 ) 1954. 175 pp. Sm ith, M ortim er. And Madly T each. New York: Henry Regnery P u b lis h e rs , 1949. 107 pp. ________ . The D im inished Mind. New York: Henry Regnery P u b lis h e rs , 1954. 150 pp. Sm ith, Seymour A. The American C ollege C h a p la in c y . New York: A s s o c ia tio n P re ss, 1955. 180 pp. Sm ith, W illiam Anton. A ncient E d u c a tio n . New York: P h ilo s o p h ic a l L ib ra ry , 1955. 309 pp. S navely, Guy E. The Church and th e Four Year C o lle g e . New York: Harper and B ro th e rs, 1955. 216 pp. S te w a rt, George R. The Year of th e O ath. New York: Doubleday and Company, I n c ., 1950. 156 pp. S tra u s , R obert, and Seldon Bacon. D rinking in C o lle g e . New Haven: Yale U n iv e rs ity P re s s , 1953. S tu a r t, J e s s e . The Thread th a t Runs So T ru e . New York: C harles S c rib n e rs Sons, 1949. 293 pp. S u lliv a n , R ich ard . N otre Dame. New York: Henry H olt and Company, I n c . , 1951. 230 208. 209. 2 1 0 . 2 1 1 . 2 1 2 . 213. 214. 215. 216. 217. 218. 219. 2 2 0 . T a y lo r, H arold. E ssays in T e a c h in g . New York: H arp er and B r o th e rs , 1950. 239 pp. ________ . On E d ucation and Freedom . New York: Abelard-Schum an I n c . , 1954. 320 pp. Tead, Ordway. C o lleg e T eaching and C o lleg e L e a rn in g . New Haven: Y ale U n iv e r s ity P re s s , 1949. 56 pp. Tenenbaum, Samuel. W illiam Heard K i l p a t r i c k . T r a i l b l a z e r in E d u c a tio n . New York: H arper and B ro th e rs , 1951. 309 pp. T harp, L ouise H a ll. U n til V ic to r y . B oston: L i t t l e , Brown and Company, 1953. T hayer, V ivian T. The A tta c k on th e American S e c u la r S c h o o l. B oston: Beacon P re s s , 1951. 257 pp. ________ . R e lig io n and P u b lic E d u c a tio n . New York: H arper and B ro th e rs , 1952. 149 pp. T urngren, A n n e tte . Choosing th e R ight C o lle g e . New York: H arper and B ro th e rs , 1952. 149 pp. U lic h , R o b e rt. C r i s i s and Hope in American E d u c a tio n . B oston: Beacon P re s s , 1951. 235 pp. UNESCO: Fundam ental E d u c a tio n . New York: The M acm illan Company, 1948. 325 pp. Van Dusen, Henry P. God in E d u c a tio n . New York: C h a rle s S c rib n e rs Sons, 1951. 228 pp. Wagner, C h a rles A. H arvard: Four C e n tu rie s of Freedom . New York: E. P. D utton and Company, I n c . , 1950. 326 pp. W a lla ce, F r a n c is . The N otre Dame S to r y . New York: R in e h a rt and Company, I n c ., 1949. 275 pp. 231 221. 222. 223. 224. 225. 226. 227. 228. 229. 230. 231. W a llin , John. E ducation o f M entally Handicapped C h ild re n . New York: H arper and B ro th e rs, 1955. 485 pp. W alsh, Chad. Campus Gods on T r i a l . New York: The Macmillan Company, 1953. 138 pp. W ashburne, C a rle to n . What Is P ro g re ss iv e E d u catio n ? New York: John Day Company, I n c ., 1952. 155 pp. ________ . Worlds Good. New York: John Day Company, I n c ., 1955. 301 pp. Weber, J u l i a . My Country School D ia ry . New York: H arper and B ro th e rs , 1946. 270 pp. W hicker, George F r i s b i e . P o e try and C i v i l i z a t i o n . I th a c a , New York: C o rn e ll U n iv e rs ity P re s s , 1955. 142 pp. W hite, Lynn J r . E ducating Our D a u g h te rs. New York: H arper and B ro th e rs , 1950. W hitehead, A lfre d N orth. E ssays in S cience and P h ilo so p h y . New York: P h ilo s o p h ic a l L ib ra ry , 1947. 348 p p . W illia m s, Robin M ., and M argaret Ryan. Schools In T r a n s i t i o n . Chapel H i l l , N orth C a ro lin a : U n iv e rs ity of N orth C a ro lin a P re s s , 1954. 272 pp. W ise, James W , The S p r in g f ie ld P la n . New York: V iking P re s s , 1945. 136 pp. W itty , P au l. The G ifte d C h ild . B oston: D. C. Heath and Company, 1951. 338 pp. 232. Woodburne, Lloyd S. F a c u lty P erso n n el P o lic ie s in H igher E d u c a tio n . New York: H arper and B ro th e rs , 1950. 201 pp. 232 233. Woodring, P a u l. L e t 's Talk Sense about Our S c h o o ls. New York: McGraw-Hill Book Company, I n c ., 1953. 234. Woody, Thomas. L ib e ra l E d u catio n f o r F ree Men. P h ila d e lp h ia : U n iv e rs ity o f P ennsylvania P re s s , 1951. 296 pp. 235. Wynne, John P. G eneral E ducation in Theory and P r a c t i c e . New York: Bookman A s s o c ia te s , I n c ., 1952. 251 pp. 236. Yauch, W ilbur. How Good Is Your S ch o o l. New York: H arper and B ro th e rs , 1951. 213 pp. B. EDUCATIONAL BULLETINS 237. F o s te r , C h arles R ., J r . E d i t o r i a l Treatm ent o f E ducation in th e American P r e s s . H arvard B u lle tin s in E d u catio n , No. 21. Cambridge: Harvard U n iv e rs ity P re s s , 1938. 238. Van T i l , W illiam , and Evelyn Luecking. What P o pular Magazines Say About E d u catio n , 1946-48. U ni v e r s i t y o f I l l i n o i s B u l le t in , 4 7 :9 . Urbana, I l l i n o i s : U n iv e rs ity of I l l i n o i s P re s s , September 1949. C. PERIODICAL ARTICLES 239. B ie m ille r , C a rl. "Bank of Knowledge," H o lid a y , F ebruary 1948. 240. B u tle r , E liz a b e th . "An A n aly sis of P u b lish ed C ritic is m s and S ugg estio n s R e lated t o Teacher T ra in in g ," J o u rn a l o f E d u ca tio n al R e se a rc h , 43:146-149, O ctober 1949. 241. Jam es, M ertice M., and Dorothy Brown. Book Review D ig est ( a l l an n u al volum es), 1945 th ro u g h 1956. 233 242. 243. 244. 245. 246. 247. 248. 249. 250. " P u b lis h e rs O utput and News of th e Week," P u b lis h e rs Weekly, 169:223-234, Ja n u ary 1956. P u b lis h e rs W eekly» Annual Trade S t a t i s t i c s I s s u e s , Volumes 164 through 169, Jan u ary 1950 th rough 1956. W alton, John. "E ducation in th e G eneral M agazines," School and S o c ie ty , 72:1877, December 1950. W erner, W illiam G. " E d u c a tio n 's P u b lic R e la tio n s ," P hi D elta Kappan, 2 9 :1 2 8 , November 1947. D. UNPUBLISHED MATERIALS B ishop, Frank E. "The S o c ia l I n t e r p r e t a t i o n o f th e P u b lic S c h o o ls." U npublished d o c to ra l d i s s e r t a t i o n , The U n iv e rs ity of C a lif o r n ia a t Los A n g eles, 1949. P ark, W. J . "School P u b lic i ty in Weekly Newspapers o f Oklahoma." U npublished M a s te r's t h e s i s , U n iv e rs ity o f Oklahoma, 1942. Thomas, W . J . "A Study o f th e I n t e r e s t s o f Readers of P ublic School Newspaper P u b l i c i t y ." U npublished d o c to ra l d i s s e r t a t i o n , U n iv e rs ity o f P itts b u r g , 1944. Umberger, W i llis H a s k e ll. "What th e P u b lic Is Told about Schools in Lay M ag azin es." Unpub lis h e d d o c to ra l d i s s e r t a t i o n , Yale U n iv e r s ity , 1951. E. LETTERS Hubbard, Frank W., D ir e c to r R esearch D iv is io n , N a tio n a l E ducation A s s o c ia tio n of th e U nited S t a t e s , 1201 S ix te e n th S t r e e t , W ashington 6, D. C ., p e rs o n a l l e t t e r dated J u ly 13, 1955. 234 AP P E ND I XES 235 APPENDIX A NUM BER OF REVIEWS OF 233 BASIC BOOKS CONTAINED IN EIGHTEEN PERIODICALS OF GENERAL CIRCULATION APPENDIX A NUMBER OF REVIEWS OF 233 BASIC BOOKS CONTAINED IN EIGHTEEN PERIODICALS OF GENERAL CIRCULATION Periodicals in which book reviews appeared Basic books reviewed Tt c 3 CO o 43 • M , £ > W B 3-w J3 O U U o a a n _! I__ ( 0 C D a i is 0 4 c S O o M H fC H O C D C D , i j ( J H *r4 0 4 0 O O-rC > 4 P * B SCO 0 > c f l JS s s « u & 3 4 J a C D O • H S 4-4 -r4 0 0 4-1 C B c a *r4 C O *r4 W OW C V '-c X ! W » — 4 O 1 « c f l C D g o o o o • 1 - 4 a o •rC 4 J C f l S 5 & C D •H C D >U Q J3 i-4 P04J - O C f l 3 > ,W 0 4 C O C D C D " d 4 J C A W - - t h. 3>J 5 = 4 - 1 a) c f l 4-i S 3 COO I l_ a 4-1 C O •H i - 4 J < S o o n -M w c f l J O 3 I Q 3 W ♦ rl X 4 c f l >. F 5 7* W M C D > 4 J C D W t - 4 C f l > > , 3 <D u crai C O W O C O o •r4 • O J PPQ 1 1 , 6* « w A G ■ h a 1 0 - 4 a 4 J o C D 0 - 4 <0 r-4 •H 3 £*« Total 1. Allen, Federal Government and Education 2. Allen, Education or Indoctrination x 3. American Association for Gifted Children, The Gifted Child 4. American Commission on Education, Cooperative Study in General Education 5. American Commission on Education, Helping Teachers Understand Children 6. American Commission on Education, Improvement of Teacher Education 7. American Commission on Education, Intergroup Relations in Teaching x x x x 3 x x x x x 6 x x 2 x x x 3 x X 2 x x 2 x x x 4 8. Ashmore, The Negro and the 7. American Commission on Education, Intergroup Relations in Teaching x x x x 8. Ashmore, The Negro and the Schools x x x x x x x 9. Aydelotte, The American Rhodes Scholarships x x x x x 10. Baker, Ships and Snails x x x x x x 11. Barbesh, Universities and Unions x x 12. Barzun, Teacher in America x x x x 13. Bell, Crisis in Education x x 14. Bell, Crowd Culture x x x x 15. Bestor, Educational Wastelands x x x x 16. Bestor, Restoration of Learning x x x x x x 17. Bolger, Classical Heritage x 18. Brameld, Ends and Means in Education 19. Brameld, Minority Problems in Public Schools x x 20. Brown, Stubborn Fool x x 21. Brown, Harvard Yard in the Golden Age x x 22. Brown, They See Themselves x 23. Brownell, The College and the Community x x x 24. Bryson, Drive Toward Reason x x x x X X X X 11 X X 7 X X X X X X 12 X X 4 X X X X X X X 11 X X X X 6 X X X X X X 10 X X X X X 9 X X X X 10 X 2 X X X 3 X X 4 X 3 X X X X 6 X X 3 X X X X X 8 X X X X 8 236 APPENDIX A (continued) NUMBER OF REVIEWS OF 233 BASIC BOOKS CONTAINED IN EIGHTEEN PERIODICALS OF GENERAL CIRCULATION Periodicals in which book reviews appeared Basic books reviewed f 0 ) ► > > > u 3 1 4 a T D 3 3; 0 J t ^ H 3 a ) rH c a C J a) 1 4 3 3 < 9 •w C f l C J M 1 4 3 • H C C O 3 •.4 c a 3 coo) 3 U 3 o u 0) i4 3 3 X ) a ) n > 4 3 3 14 3 3 O JC C X OH *4 H O C J 3 ! > S C J C J X 3 C A H X J O 3 •H cj n o u c a c 44 J3 -H & C L 3 l4 C O u 3 c a 3 coo C J •H .0X1 0 1 4 O C O 3 cj 3 3 0 ) •3 i-l • « 4 c a c rjis 3 r-4 3 tC c a 0 fH-rl ► 4 3 a C O O o cfl 1 4 H 3 3 O O r4 O X J ■ H 5 c c * p 4 3 •H Q • r H 3 44 a > X u • O O 3 •|HH 1 4 s 3 H f lu )4flfl 3 § cj s C J O B o o 1 4 X C O C O caco ,3 X .2 0 ) 3 Q. JC o 3 Q ) 3 • H o 0 • r H • H • -|4 C J U E 5 C O C O C J o 55 55 C O H w C O s Total 25. Bryson, Goals for American Education 26. Bryson, Learning and World Peace 27. Buckley, God and Man at Yale 28. Buttrick, Faith and Education 29. Butts, American Tradition in Religion and Education 30. Butts, Cultural History of Education 31. Cantor, Dynamics of Learning 32. Caudill, Toward Better School Design 33. Chalmers, Republic and the Person i 34. Chatto, Story of the Springfield Plan 35. Chicago, University College, Ideas and Practices of General Education x x x x x x x x x x x X X X X X X X X X X X X X X 5 2 12 5 6 2 2 2 10 8 x 32. Caudill, Toward Better School Design 33. Chalmers, Republic and the Person x x 34. Chatto, Story of the Springfield Plan 35. Chicago, University College, Ideas and Practices of General Education 36. Childs, Education and Morals 37. Clark, A Man's Reach 38. Cohen, A Dreamer's Journey x 39. Cohn, Minerva's Progress x 40. College Campus in Action x 41. College Reading and Religion 42. Conant, Education and Liberty x x 43. Conant, Education in a Divided World x x x 44. Conrad, The Public School Scandal x x x 45. Cornelius, History of Randolph Macon College x 46. Counts, Education and American Civilization x 47. Cowling, Colleges for Freedom 48. Cunninggim, The College Seeks Religion 49. Dale, Audio-visual Methods in Educatior, 50. Davenport, Pacific Era x x 51. Day, New England Schoolmaster 52. Detjen and Detjen, Your Plans for the Future 237 5 8 2 6 2 5 8 2 6 6 5 3 3 APPENDIX A (continued) NUMBER OF REVIEWS OF 233 BASIC BOOKS CONTAINED IN EIGHTEEN PERIODICALS OF GENERAL CIRCULATION Periodicals in which book reviews appeared Basic books reviewed 3 ca j j 4 J o a So cai 1-4 ca C D TJ C O o H * r 4 r H 1 — 4 O n<D c m a i ooa)-r-4C a C 8 OJ<! C-H T tr l O O 3 i - 4 -U H 3 d C O C * 4 - 4 , 3 i - 4 000 4 - J - H O t O O MO 60 3 « C D - I - 1 c o B i - 4 >• ( d d a a t o O M 1 - 4 O t - i X 3 1 - 1 C D — I H hg ■ 0) u a X) 5 > s < y i — 4 cti •H C O u d C 3 co 0) 3 5B XS u o s h s d o t - i w s d a) Q J c D O l , X! Z 2: c o c o o C D a. iS s z I 9 C J 4 J C U C O ai d 0 > > > 4 J C O -i-4 ■ u 1-3 d 3 < 4 -4 3° c o 1_ ■ u ca o O m o o m d i — 4 ( 0 t o d a r - 4 a X i d d c u • H 3 Q > 1 - 4 i- 3 O 4 J > S l ~ 5 d d n 3 c O o O i — 4 X ! l - i * o O 3 U w Ocom ca m • H • • 1 - 4 hJ 3 s Deutsch, The College from Within Dewey, Problems of Men Diekhoff, Democracy's College Dodd, School of Darkness Donahue, Education for Later Maturity DuBois, Build Together Americans Duff, Longer Flight Dunke1, General Education in the Humanities Dunn, Pursuit of Understanding Dunn, Retreat from Learning Earnest, Academic Procession Edwards and Richey, School in the American Social Order Eisenhart, The Educational Process x x X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 63. Earnest, Academic Procession X X X X X 5 64. Edwards and Richey, School in the American Social Order X X X 3 65. Eisenhart, The Educational Process X X X 3 66. Erskine, Memory of Certain Persons X X X X X X X X X X 10 67. Erskine, My Life as a Teacher X X X X X X X 7 68. Finch, Carey Thomas of Bryn Mawr X X X X X 5 69. Fine, Admission to American Colleges X X X X X X 6 70. Fine, American College Counselor and Guide X X 2 71. Fine, Democratic Education X X X X X X X X 8 * CM Fine, Our Children Are Cheated X X X X X X X X 8 73. Flaum, Activity High School X X X 3 74. Flesch, Why Johnny Can't Read X X X X X X X X X X X 11 75. Flexner, Daniel Coit Gilman X X X X 4 76. Foerster, Humanities and the Common Man X X 2 77. Forten, Journal X X X X 4 78. Frank and Frank, How to Help Your Child in School X X X X X X X X 8 79. Freedman, Walt Whitman Looks at the Schools X X 2 80. Fuess. Independent Schoolmaster X X X X X X X X X X X 11 81. Fuess and Basford, Unseen Harvests X X X X X X 6 82. Gaehelein, Christian Education in a Democracy X X X 3 238 2 9 8 6 6 2 4 4 8 3 2 2 3 APPENDIX A (continued) NUMBER OF REVIEWS OF 233 BASIC BOOKS CONTAINED IN EIGHTEEN PERIODICALS OF GENERAL CIRCULATION Basic books reviewed Periodicals in which book reviews appeared >» t o *u a p ca a) P o 9 00.9 t f l - H O H •H H J S C P Q J O 9 > ' r 1 Vl SH ( U z !_ c o c u B V t 9 O 9 a a c u M 1 f i i VI 9 (X M XS -A C U i-l pep vi aJ vi CL J 9 CO u A S M o C U < 0 Z ca C O IU g 9 o 1 - 1 VI co z CW o 5 c u ■H o > c u •A C D Vl r-l 9 3 X ) VI 9 > \t0 CV co Vi C U X ) C D C A VIJJ 9 'A S VIJ C U C O Z CO B •r( E h 4 J w • H rH AS o o AS o o m t o V i XI CO >> 9 rA V i V i 9 C U •-) O 4J 9 ► o n 9-H C O 5 -AVI c i*. 9 C U C O 0) C O C O V I C^-A 9rH s 9 C f l > O.A A S A S M *0 ) 09 o vi ,o co c c S com O -A -A * -A p q u * * o rs _L. I I JL JL General Education in School and College General Education in a Free Society Gesell, The Child from Five to Ten Gildersleeve, Many a Good Crusade Ginzberg and Bray, The Uneducated Good, History of Western Education Gray, The University of Minnesota Griswold, Essays on Education Hackett, Wellesly Haig, High Schools for Tomorrow Hall, Small College Talks Back Hammond, Remembrance of Amherst Harris, How Shall We Pay for Education x X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 92. Haig, High Schools for Tomorrow 93. Hall, Small College Talks Back 94. Hammond, Remembrance of Amherst 95. Harris, How Shall We Pay for Education 96. Harris, Market for College Graduates 97. Hart, Education in the Humane Community 98. Haveman and West, They Went to College x 99. Hay, Blind Spot in American Public Education 100. Heely, Why the Private School 101. Hester, Teaching Every Child to Read 102. Hevner, Educating Women 103. Higher Education for American Democracy x 104. Highet, The Art of Teaching x x 105. Hildreth, Educating Gifted Children 106. Hodnett, Industry College Relations x 107. Hofstadter and DeWitt, Development and Scope of Higher Education in the United States 108. Hofstadter and Metzger, Development of Academic Freedom x 109. Hollinshead, Who Should Go to College 110. Hollis, Toward Improving Ph. D. Programs 239 3 9 11 4 3 2 2 10 10 7 12 6 7 APPENDIX A (continued) NUMBER OF REVIEWS OF 233 BASIC BOOKS CONTAINED IN EIGHTEEN PERIODICALS OF GENERAL CIRCULATION Periodicals in which book reviews appeared Basic books reviewed 0 J o 5 s 3 ■ 3 0 ( 0 < u rH m u TJ •H 3 Si o a 3 o M 6 a 3 a) 3 C O < D -H to a) ■a 3 cj C O 55 EH ♦H tH •H U c u 3 tH *-H X t H M 3 a C O O M • < H O 1 h •H - ■ H Pi 3 -a -u 3 P s to a tO M a ) a ) oi u u 3 -H J 4 J I - ) 0 ) ( 0 Z CO < D 6 T i E H _L_ •rH H - ? w •rl r - < o 2 § J o o m n 3 M rH 3 3 Pi M C rH S h 3 v < ® a-H t0 0 3 HU f>i 3 . to a) u ova C rH n) o O rH M *OU3 ja c a m com rJ n 2 6 I I i__ Hood, Archibald Henderson Hook, Education for Modern Man Hook, Heresy, Yes, Conspiracy, No Hook, John Dewey Hopkins, University of Kentucky Hornberger, Scientific Thought in the American Colleges Hughes and Lancelot, Education, America's Magic Hulburd, This Happened in Pasadena Hutchins, The Conflict in Education Hutchins, University of Utopia Johnson, Pioneers Progress Johnson, Campus vs Classroom Johnson, American Education and Religion X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X x x x x x x x x x X X 119. 1 2 0. 121. 1 2 2. 123. 124. 125. 126. 127. 128. 129. 130. 131. 132. 133. 134. 135. 136. Hutchins, The Conflict in Education x Hutchins, University of Utopia x Johnson, Pioneers Progress x Johnson, Campus vs Classroom Johnson, American Education and Religion x Johnson, Explorations in General Education x Kallen, Education of Free Men x Kandell, Impact of War Upon American Education Keezer, The Light That Flickers Reiser, College Names x Keller, Principles of Vocational Education x Keller, Teacher:: Anne Sullivan Macy x Kelley and Rasey, Education and Nature of Man Kennedy, Education at Amherst Kerrison, Workers Education at the University Kinney and Dresden, Better Learning Through Current Materials Kirk, Academic Freedom x x Knight, Fifty Years of American Education X X X X X X X X X x x x x x X X X X X X X X X X X X X X X X X X X X X X X x x x x 10 x x 7 x x x x x x 12 x x x x 6 x x 7 X X 3 x x 5 x x 3 x x 3 2 x 2 x x x x 8 X X 3 x x 3 x x 3 x x 3 X 8 x x 2 240 8 3 2 2 5 4 3 LI 2 7 3 6 2 APPENDIX A (continued) NUMBER OF REVIEWS OF 233 BASIC BOOKS CONTAINED IN EIGHTEEN PERIODICALS OF GENERAL CIRCULATION Periodicals in which book reviews appeared a ) o B C U O CO c d H a * 3 3 m < a 8 • H H 3 O O C c o a i -o c d ■HH h o o o o » * h Basic books reviewed >» c d XI a 3 CO C U B H 0 ) _ . P < d O ASP A! B -H *h» — i OPi-»4J HP H « B « - i ,n 0 0 JQ 4 J -H 0 > P O H O 0 0 3 4J n j -H C O P >H-H >h b » » • p O. c o O H -H O H ,P -H C U -H •H H H g s CO HOS H M M C O ( U P ru M a < 0 o a c o o Z CO o o o •H m o & c u e o 4 J n z > (U 01 H r-t as a M 4 - 1 3 >>P O O H c u * o v H P H S A H H C U iH 3 C U t-I t-3 O 4J > p ►o H < 0 B iH P M -W 4-1 3 0) O H ©AS pH c d O O > H H "OOP m com co m •H " -r4 •J & S _L_ _X~ Komarovsky, Women in the Modern World Koos, Integrating High School and College Lane, Talks to Parents and Teachers Levenson, Teaching Through Radio Lewis, Abolition of Man Lovejoy, Guide to American Colleges Lowy, Adult Education and Group Work Lynd, Quackery in the Public Schools McAllister, Inside the Campus McGehee, Please Excuse Johnny McGrath, Education the Wellspring of Democracy Maclver, Academic Freedom in Our Time x x X X X X X X X X X X X X X X X MacKinney, A State University Surveys the Humanities x X 147. McGrath, Education the Wellspring of Democracy 148. Maclver, Academic Freedom in Our Time 149. MacKinney, A State University Surveys the Humanities 150. Madden, Religious Values in Education 151. Marshall, Two Sides to a Teacher's Desk 152. Mead, School in American Culture 153. Meland, Higher Education and the Human Spirit 154. Melby, Freedom and Public Education 155. Miller and Allen, Veterans Challenge the Colleges 156. Miller, The Truth About Big Time Football 157. Millett, Rebirth of Liberal Education 158. Mitchell, Our Children and Our Schools 159. Mitchell, Two Lives 160. Mueller, Education Limited 161. Mulac, School Game Book 162. Murray, Education into Religion 163. Nelson, Backwoods Teacher 164. Nesbitt, Public School for Tomorrow x x X 3 241 APPENDIX A (continued) NUMBER OF REVIEWS OF 233 BASIC BOOKS CONTAINED IN EIGHTEEN PERIODICALS OF GENERAL CIRCULATION Periodicals in which book reviews appeared Basic books reviewed tW < D O o P a T3 3 & p td Q > r— 4 C O 4J a) cd p cd cti a) o c: •H C H 3 43 ■o a P e o d a> U > tu P p d C O 0) a u . 3 m > h p c a . C O o os p p i— I a d cd o O P u u o P -P O J *H g * •-1 3-P (t> J2 P • o O 3 H u S S H & d u u O S u § 4J £ P h j a o o p a C O C Q to C Q J3 jd a> 01 C U CL rfl o cd < u O S •H o o •p " r4 » •P O o z z CO C O o o z: z C O fa C Q g X X S f i ' __ 1 1 I .1 1- 1 f , , i . r t _ . I-... I Total 165. Niblett, Education the Lost Dimension 166. O'Daly, Dear Parents x 167. O'Neill, Religion and Education Under the Constitution x 168. Pashko, How to Make the Varsity x 169. Pattee, Penn State Yankee 170. Pearson, Psychoanalysis and the Education of the Child 171. Pestalozzi, Education of Man 172. Peterson, Great Teachers x 173. Pierson, Yale College 174. Powell, Education for Maturity 175. Pratt, I Learn from Children x 176. Rasey, It Takes Time 177. Rasey, This is Teaching 178. Read, Education for Peace x X X X X X X X X X X X X X X X X X X X X X X x x x X X X X X 5 3 6 2 3 3 4 6 4 3 7 5 2 9 175. 176. 177. 178. 179. 180. 181. 182. 183. 184. 185. 186. 187. 188. 189. 190. 191. 192. Pratt, I Learn from Children x Rasey, It Takes Time Rasey, This is Teaching Read, Education for Peace Read, Education Through Art Reflections on Our Age Riley, Ruan and Lifshitz, Student Looks at His Teacher Rudy, College of the City of New York Rugg, Foundations for American Education Rugg, Teacher of Teachers Russell, Federal Activities in Higher Education Russell, National Policies for Educat ion Russell, How to Judge a School Sagendorf, Michigan. Story of the University Sanford, Schools and the National Security Schneideman, Democratic Education in Practice x Scott and Hill, Public Education Under Criticism Sexson and Harbeson, New American * College x x x x x x 7 x x x x x 5 x x 2 x x x x x x x x x 9 x x 2 xx 2 xx x 3 x x x 3 x x 2 x x x x 4 x x 2 xx 2 x x x x x 5 x x x x 4 x x 2 x x x 4 xx x 3 xx x x 4 242 APPENDIX A (continued) NUMBER OF REVIEWS OF 233 BASIC BOOKS CONTAINED IN EIGHTEEN PERIODICALS OF GENERAL CIRCULATION Periodicals in which book reviews appeared Basic books reviewed S' 3 0 1 - U g> o a S o c cj • h w a) x j cj c j H t I H H U a> o o a) -h e c e -h -h i-h « O 3 -HJJ 03 O d -H M 4 3 0 - 0 0 4 1 o O O 6 0 3 U co-h ui a > i >< pt, o c t x to H i ? T ' . S ^ ^ ^ 4 3 -w a> - o • r j H o s S C U O f t J O Z ^ J f O Q. 43 > Q ) rH td •H cd T> O U a C O 0) p r s CO 0) f l u o Z CO CO id CJ & e o o o m o & 5 rH cd < y cd >> u *H d h a j O > Q > a •H O M 3 01 *H h4 ■H OS 3 o jj > a -O ■ U Jj O C *H a >>ca 4 J cd o£ *H J J d cu M C O 3 p C Q 0) o Q J T 3 0) *rJ C d C O d iH *H P C S 4 J rH B p tC o O r H J J 3 - H Q > u • o O 3 C tf £ J J >-3 0 o O u rO c o w ki pq Z V cd o o •H • Z CO H » !=> Z Total 193. Sifford, College and You 194. Sigerist, University at the Crossroads 195. Smith, Purposes of Higher Education 196. Smith, Teaching the Slow Learning Child 197. Smith, And Madly Teach 198. Smith, The Diminished Mind 199. Smith, American College Chaplaincy 200. Smith, Ancient Education 2C1. Snavely, The Church and the Four Year College 202. Stewart, The Year of the Oath 203. Straus and Bacon, Drinking in College 204. Stuart, The Thread That Runs so True x X X X xxx X X X X X X X X x x x X X X X X X X xxx xxx X X X X X X X X X X X X X X X X X X X X X X X 5 4 5 4 7 2 3 3 10 11 12 2C1. Snavely, The Church and the Four Year College 202. Stewart, The Year of the Oath 203. Straus and Bacon, Drinking in College x 204. Stuart, The Thread That Runs so True ^ 205. Sullivan, Notre Dame x 206. Taylor, Essays in Teaching 207. Taylor, On Education and Freedom 208. Tead, College Teaching and College Learning 209. Tenenbaum, ! v lliam Heard Kilpatrick 210. Tharp, Uncil Victory x 211. Thayer, Attack on the American Secular School 212. Thayer, Religion and Public Education x 213. Turngren, Choosing the Right College 214. Ulich, Crisis and Hope in American Education 215. UNESCO, Fundamental Education 216. VanDusen, God in Education 217. Wagner, Harvard, Four Centuries of Freedom 218. Wallace, The Notre Dame Story 219. Wallin, Education of Mentally Handicapped Children x x X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X XX X X X X X X X X X X X X X X X X x x x 3 x x x 10 x x x 11 x x x x 12 x x x 8 x x 4 x x x x 8 x 5 x x x x 6 X X X X 11 x x 4 x x x 7 x x x x 9 x x x 5 x x 3 x x x 7 x x 3 x x 4 x x 2 243 7 4 7 5 3 .2 5 6 9 3 APPENDIX A (continued) NUMBER OF REVIEWS OF 233 BASIC BOOKS CONTAINED IN EIGHTEEN PERIODICALS OF GENERAL CIRCULATION Periodicals in which book reviews appeared Basic books reviewed G o 14 44 O B* c ■o p r-H G >» G t— 1 C O 4J G c a 14 G cd a) O G •rl C H S J T3 U B o G o o > C D 14 G -H G C O o •h C O a) TJ c fl O ai n p G -H r J _ P W H • r l r l r-l O r— 1 i — 1 a s p 0 44 > G CO (V t i u G a C i 0) c G 43 44 (4 G 6 - H g cd o j a a Jst G -H -rH r-l cfl ai P >»cd 44 g as 'H 44 O P •H44 u p U cd G 4-1 43 -H a a G 14 C O G i r p C O G 6043 4Ji-4 043 0 O OOP 44 G G C D •o C D •H co c y js i G r4 Cd-H C O G &4-H fH l-i G a C O O o o£ 14 44 H § p G o O H o u 1 - 1 43 •rl dl *H g •H P -rl G 4 c5 J U S 14 • o O 0 U S > G O i-i o3 1 4 g 44 S 44 r-3 B O O u 43 co ca co pa 43 43 a) Q ) cd ex. 43 o C fl < u G O O -r4 •i4 ■ -rl o CJ IS 55 CO CO O o z £3 CO H PQ m O S i-J 3 s Walsh, Campus Gods on Trial Washburne, What is Progressive Education Washburne, Worlds Good Weber, My Country School Diary Whicher, Poetry and Civilization White, Educating Our Daughters Whitehead, Essays in Science and Philosophy Williams and Ryan, Schools in Transition Wise, The Springfield Plan Woodburne, Faculty Personnel Policies in Higher Education x ’X x X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 227. 228. 229. 230. 231. 232. 233. Williams and Ryan, Schools in Transition Wise, The Springfield Plan Woodburne, Faculty Personnel Policies in Higher Education Woodring, Let's Talk Sense About Our Schools Woody, Liberal Education for Free Men Wynne, General Education in Theory and Practice Yauch, How Good is Your School x x X X X X X X X X X X X X X X X X X X X X X 6 9 X X XXX X 9 2 3 8 Total of periodicals: Newspapers: Chicago Sunday Tribune Christian Science Monitor New York Herald Tribune New York Times San Francisco Chronicle Springfield Republican Magazines: Christian Century Commonweal Nation New Republic Saturday Review of Literature Time Group total 396 301 Periodical total 50 34 52 121 65 75 44 26 36 35 126 34 Library and Bookseller Periodicals: Booklist Bookmark Kirkus Library Journal U.S. Quarterly Book Review Wisconsin Library Bulletin 467 132 32 105 100 61 37 Total 1,165 1,165 ro ■P- - P - APPENDIX B LIST OF THE EIGHTY PUBLISHERS OF 233 TITLES ON THE LIST OF BASIC BOOKS APPENDIX B 246 LIST O F B O O K S A R R A NG ED BY PUBLISHERS* Abelard-Schuman, I n c . •JUJU Harold Taylor, On Education and Freedom, 1954 (8 ). Henry E. S ig e r is t, The U n iv e rsity a t th e C rossroads, 1946 (5). Abingdon-Cokesbury George A. B u ttric k , F a ith and E ducation, 1952 (5 ). Alabama U n iv ersity Press E arl J . McGrath, Education th e W ellspring of Democracy, 1951 (3). American Council on Education Interg ro u p R e la tio n s , 1949 (4). Improvement of Teacher E ducation, 1946 (2) . Helping Teachers Understand C h ild re n , 1945 (2)„ Cooperative Study in General E ducation, 1947 (3 ). Dunkel, Harold B., G eneral Education in th e Humanities , 1947 (2). E arnest V. H o llis , Toward Improving PhD. Programs. 1945 (2). A p p leto n -C en tu ry -C ro fts, Inc. John L. C hilds, Education and M orals, 1950 (3). A sso c iatio n Press Seymour Smith, The American C ollege C haplaincy, 1955 ( 2). Barnes and Noble In c . C larence I. Chatto and A lice L. H a llig a n , Story of the S p rin g fie ld P la n , 1945 (8) . JL Each book received a t le a s t two reviews in eig h teen s e le c te d p e rio d ic a ls of g e n e ra l c i r c u l a t i o n . Numbers in p a re n th e s is in d ic a te the number of book reviews which appeared in the eig h teen p e r i o d i c a l s . 247 Beacon Press Robert F. B u tts , The American T ra d itio n in R eligion and E ducation, 1950 (6). Morris Cohen, A Dreamer’s Jo u rn ey , 1949 (6). Vivian T. Thayer, The A ttack on th e American S ecular School, 1951 (4). Robert U lich , C r is is and Hope in American E d u catio n , 1951 (5). Beechhurst Press Inc. Samuel S. Hood, A rchibald Henderson: The New C ric h to n , 1949 (3). Bobbs M erril Company, Inc. E rnest P. E arn est, Academic P ro c e ssio n , 1953 (5). Bookman A sso c ia te s, Inc. A lb ert K eiser, College Names, 1952 (2). John P. Wynne, General Education in Theory and P r a c t i c e , 1952 (3). C a lif o rn ia (U niversity) Press Monroe E. Deutsch, The College From W ithin, 1952 (5). Cambridge Press Robert Bolgar, C la s s ic a l H eritage and I ts B e n e fic ia rie s , 1954 (2) . Caxton P r in te r s Ltd. Mary Louise A llen , Education or I n d o c tr in a t io n , 1955 (6). E s t e l l e Brown, Stubborn F o o l, 1953 (3). Chicago (U n iv ersity ) Press Robert M. H utchins, U n iv e rsity of U topia, 1954 (7 ). Idea and P ra c tic e of General E ducation, 1950 (4). Bernard E. Meland, Higher Education and th e Human S p i r i t , 1953 (4). 248 Columbia U n iv e rsity Press C ollege Campus in A c tio n , 1946 (3 ). George S. Counts, Education and American C i v i l i z a t i o n , 1952 (4). Ginzberg and Bray, The Uneducated, 1953 (6 ). W illiam G. Hammond, Remembrance o f Amhurst, 1946 (2 ). H o fs ta d te r and Hardy, Development and Scope o f Higher Education in th e U .S. , 1955 ( 5 ). H o fs ta d te r and Metzger, The Development of Academic Freedom in th e U.S. , 1955 (5 ). Byron S. H ollingshead, Who Should Go To C o lle g e , 1953 (3). R. Maclver, Academic Freedom in Our Time, 1955 (6). R e fle c tio n s on Our Age, UNESCO L e c tu re s, 1949 (2). C ornell U n iv e rsity Press George F. Whicker, Poetry and C i v i l i z a t i o n , 1955 (3 ). Thomas Y. Crowell Company Benjamin F ine, Democratic E d u c a tio n , 1945 (8) . John Day Company, Inc. E a rl Conrad, The Public School S c a n d a l, 1951 (8). Sidney Hook, H eresy, Yes, C onspiracy, No., 1953 (11). C a rleto n Washburne, What Is P ro g ressiv e E d u c a tio n , 1952 (4 ). C a rleto n Washburne, Worlds Good, 1953 (7). D ial Press Inc. Sidney Hook, Education f o r Modern Man, 1945 (9 ). Sidney Hook, John Dewey, 1950 (4). F. W. Dodge C orporation W illiam W . C a u d ill, Toward B e tte r School D esig n , 1954 (2). Doubleday and Company I n c . Helen K e lle r, Teacher: Anne S u lliv a n Macy, 1955 (8) . James R u s s e ll, N atio n al P o lic ie s f o r E d u c a tio n , 1955 (2). George B. S tew art, The Year of th e O ath, 1950 (10). 249 Dryden Press I n c . Edgar Dale, Audio V isual Methods in Teaching, 1947 (3). C h a rlo tte L. Forten, J o u rn a l, 1953 (4). E. P. Dutton and Company, Inc. A lice P. H ackett, W e lle sly , 1949 (8). Kent Sagendorph, M ichigan, 1948 (4). Charles A. Wagner, Harvard, 1950 (3). F a rra r, Straus and Young Inc. Horace K allen, Education of Free Men, 1949 (5). William B. Levenson, Teaching Through Radio, 1945 (2). F o ster and Stewart N athaniel F. Cantor, Dynamics of L earning, 1946 (2). Greenberg Publishers Stanley Pashko, How to Make the V a rs ity , 1946 (2). H arcourt, Brace and Company, Inc. A lfred E. Cohn, M inerva1s P ro g re ss, 1946 (7). Abraham F lexner, D aniel Coit Gilman, 1946 (4). Haveman and West, They Went to C o lleg e, 1952 (13). Fred B. M i l l e t t , R eb irth of L ib e ral Education, 1945 (7). Harper and B rothers Jack Barbash, U n iv ersity and Unions in Workers E ducation, 1955 (4). Bernard I . B e ll, Crowd C u ltu re , 1952 (10). Theodore Brameld, Ends and Means in E ducation, 1950 (3). Theodore Brameld, M inority Problems in the Public Schools, 1945 (4 ). Spencer Brown, They See Themselves, 1945 (3). Baker Brownell, The College and the Community, 1952 (8). Bryson, Lyman and o th e rs , Goals fo r American E ducation, 1950 (5). Bryson, Lyman, Drive Toward Reason, 1954 (8). Bryson, Lyman and o th e rs , Learning and World Peace, 1947 (2). Glenn C lark, A Man1s Reach, 1949 (2). Cowling and Davidson, Colleges fo r Freedom, 1948 (4). 250 John S. D iekhoff, Democracy's C ollege, 1950 (2). E dith Finch, Carey Thomas of Bryn Mawr, 1947 (5) . C. F in e, Admission to American C olleges, 1946 (6 ). Lawrence S. Flaum, A c tiv ity High School, 1953 (3 ). Rudolf F lesc h , Why Johnny C an 't Read, 1955 (11). Arnold G e se ll, The C h ild from Five to T en , 1946 (8) . George C. Haig, High Schools fo r Tomorrow, 1946 (3) . Seymour E . H a r r i s , How Shall We Fay fo r E d u ca tio n , 1948 (3) . Joseph K. H art, Education in th e Humane Community, 1951 (2) . A llan V. Heely, Why t h e P riv a te School, 1951 (5). Kathleen B. H ester, Teaching Every Child to Read, 1954 (2) . Higher Education fo r American Democracy, 1948 (4) . G ertrude H ild re th , Educating G ifted C h ild re n , 1952 (3). Robert H utchins, The C o n flic t in E d u catio n , 1953 (10). F. E. Johnson, American Education and R e lig io n , 1952 (7 ). Roy I. Johnson, E xplorations in General E d u ca tio n , 1947 (3 ). Dexter M . Keezer, The Light That F l i c k e r s , 1947 (3) . K elley and Rasey, Education and the N ature of Man, 1942 (3 ). G ail Kennedy, Education a t Amherst, 1955 (3). Leonard V. Koos, In te g r a tin g High School and C o lle g e , 1946 (3 ). Ward E. Madden, R elig io u s Values in E d u c a tio n , 1951 (4 ). Mulac and Holmes, School Game Book, 1950 (4). A lb ert V. Murray, Education in to R e lig io n , 1954 (2) . Marion N e s b itt, Public School fo r Tomorrow, 1953 (5) . J . M. O 'N e ill, R eligion and Education u n d er the C o n s titu tio n , 1949 (6). Marie I. Rasey, It Takes Time, 1953. Marie I. Rasey, This Is Teaching, 1950. Harold 0. Rugg, Teacher of T eachers, 1952 (4). W illiam F. R u ssell, How to Judge a S ch o o l, 1954 (5) . Rose Schneideman, Democratic Education in P r a c t i c e , 1946 (4 ). Sexson and Harbeson, New American C o lle g e , 1946 (4) . Huston Smith, Purposes of Higher E d u ca tio n , 1955 (4). Marion F. Smith, Teaching th e Slow Learning C h ild , 1954 (5) . 251 Guy Suavely, The Church and the Four Year C o lle g e , 1955 (3). Harold T aylor, Essays in T eaching, 1950 (4 ). Samuel Tenenbaum, W illiam Heard K ilp a tr ic k , T ra ilb la z e r in E d u ca tio n , 1951 (5). Annette Turngren, Choosing the Right C o lle g e ,1952 (9). John W allin, Education of M entally Handicapped C hildren, 1955 (2). J u l i a Weber, M y Country School D ia ry , 1946 (5). Lynn White, J r . , Educating Our D aughters, 1950 (12). Lloyd S. Woodburne, F acu lty Personnel P o lic ie s in Higher E ducation, 1950 (3 ). Wilbur Yauch, How Good Is Your School, 1951 (8). Hawaii (U niversity) Press William W. Davenport, Pacific Era, 1948 (2). Harvard U n iv e rsity Press James Bryant Conant, Education and L ib e r ty , 1953 (8). James Bryant Conant, Education in a Divided World, 1948 (9). General Education in a Free Society (Harvard Report), 1945 (9). General Education in School and C o lleg e, 1952 (2 ). Seymour E. H a rris , Market fo r C ollege G rad u ates, 1949 (4). Margaret Mead, The School in American C u ltu re , 1951 (3). Hermitage House Inc. Homer Lane, Talks to Parents and Teachers, 1949 (2). J . W. Powell, Education f o r M a tu rity , 1949 (3). H ild re th Press Richard W. Day, A New England S choolm aster, 1950 (3). Hinds, Hayden, and Eldredge, Inc. Rachel DuBois, Build Together Americans, 1945 (5 ). Henry Holt and Company, Inc. Benjamin F ine, Our C hildren Are Cheated, 1947 (8). Richard S u lliv a n , Notre Dame, 1951 (8). Edwards and Richey, The School in the American S o cia l Order, 1947 (3). 252 I l l i n o i s (U n iv ersity ) Press A rthur E. B esto r, Educational W astelands, 1953 (9). Iowa S tate College Press Hughes and L ancelot, Education: A m erica's Magic, 1946 (2). Kenedy B ella Dodd, School of D arkness, 1954 (6). Kentucky (U niversity) Press James F. Hopkins, The U n iv e rsity of Kentucky, 1951 (3). Kings Crown Press Florence Freedman, Walt Whitman Looks a t the Schools, 1951 (2). M ille r and A llen , Veterans Challenge the C o lleg e s, 1947 (2). James E. R u s se ll, Federal A c t i v i t i e s in Higher E d u catio n , 1951 (2). A lfre d A. Knopf Inc. G ilb e rt Highet, The Art of Teaching, 1950 (9). A rthur B esto r, R e sto ratio n of L earn in g , 1955 (10). L i t t l e , Brown and Company Jacques Barzun, Teacher in America, 1945 (11). Claude M. Fuess, Independent Schoolm aster, 1952 (11). Mirra Komarovsky, Women in the Modern W orld, 1953 (8). A lbert Lynd, Quackery in the Public S chools, 1953 (11). Louise H. Tharp, U n til V ic to ry , 1953 (11). J . P. L ip p in c o tt Company John E rsk in e, The Memory of C e rtain P e rso n s, 1947 (10). John E rskine, My L ife as a T eacher, 1948 (7). Joseph Nelson, Backwoods Teacher, 1949 (8). McGraw-Hill Book Company, Inc. H o llis P. A lle n , F ederal Government and E ducation, 1950 (3). Louise Baker, Snips and S n a ils , 1953 (12). Barnard I. B e ll, C r is is in E d u catio n , 1949 (6). Robert F. B u tts, C u ltu ra l H istory of E ducation, 1947 (2). 253 Mary and Ervin D etjen, Your Plans f o r the F u tu re , 1947 (2). Sanford and o t h e r s , Schools and th e N ational S e c u r ity , 1951 (2). Paul Woodring, L e t's Talk Sense about Our S chools, 1953 (9). McKay Joan Dunn, R e tre a t from L earning, 1955 (6). McKnight and M e Knight Calvin S. S iff e r d , College and You, 1952 (4). Macmillan Company E sther C. Dunn, P u rsu it of U nderstanding, 1945 (6). Fuess and Basford, Unseen H a rv e sts, 1947 (6). V irg in ia C G ild e rslee v e , Many a Good Crusade, 1954 (6->. Harry G. Good, H isto ry of Western E ducation, 1947 (2). Clyde L. Hay, The Blind Spot in American Public E ducation, 1950 (6). David Hulburd, This Happened in Pasadena, 1951 (10). C live S. Lewis, A b o litio n o f Man, 1947 (5). Florence McGehee, Please Excuse Johnny, 1952 (7). Max S. M arshall, Two Sides to a T each er's D esk, 1951 (6). UNESCO: Fundamental E ducation, 1948 (3). Chad Walsh, Campus Gods on T r i a l , 1953 (7). Minnesota (U niversity) Press James Gray, The U n iv ersity of M innesota, 1951 (4) . Kate Henner, Educating Women, 1954 (2). New York C ity College Press Solomon W. Rudy, The College of th e City of New York, 1949 (3). North C arolina (U niversity) Press Harry S. Ashmore, The Negro and th e Schools, 1954 (11) . Roberta D. C o rn eliu s, H isto ry of Randolph Macon Women' s C o lleg e , 1951 (2). Norman F o e rs te r, Humanities and th e Common Man, 1946 ( 2). Isaac L. K andell, Impact of the War Upon American E ducation, 1949 (3). 254 MacKirmey and others, A State University Surveys the Humanities, 1945 ( 2 ). W illiams and Ryan, Schools in T r a n s itio n , 1954 (6). W. W. Norton and Company, Inc. Gerald H. Pearson, Psychoanalysis and the Education of the Child, 1954 (3). Oceana Publications E liz ab eth C. O'Daly, Dear P a r e n ts , 1953 (3). Oklahoma (University) Press Gustav Mueller, Education Limited, 1949 (3). Oxford Press F. E. Gaebelein, Christian Education in a Democracy, 1951 (3). Pantheon Books Inc. H erbert Read, Education Through A r t , 1949 (2). Pennsylvania State College Press Fred L. Pattee, Penn State Yankee, 1954 (3). Pennsylvania (University) Press Thomas Woody, Liberal Education for Free Men, 1951 (2) . Philosophical Library John Dewey, Problems of Men, 1946 (8). Johann H. Pestalozzi, Education' of Man, 1951 (4). William Smith, Ancient Education, 1955 (3). Alfred N. Whitehead, Essays in Science and Philosophy, 1947 (5). Frederick A. Praeger, Inc. E rnest 0. Melby, Freedom and Public E ducation, 1953 (5). Prentice Hall Inc. Benjamin Fine, Amer ir.ar* College Counselor and G uide, 1955 (2). Frank Aydelotte, Tha American Rhodes Scholarships, 1946 (7). C. Winfield Scott, Public Education Under Criticism, 1954 (3). 255 Princeton University Press Luther P. E ise n h a rt, The E ducational P ro c e s s , 1945 (3) . Regnery W illiam F. Buckley, God and Man a t Yale, 1951 (12). Gordon K. Chalmers, The Republic and the P erso n , 1952 (10). Russell Kirk, Academic Freedom, 1955 (8). Mortimer Smith, And Madly Teach, 1949 (4). Mortimer Smith, The Diminished Mind, 1954 (7 ). Fleming H. Revell Company Charles E. M cA llister, In sid e th e Campus, 1948 (2). Rinehart and Company, Inc. F ran cis W allace, The N otre Dame S to ry , 1949 (4). Ronald Press Company Edgar W. Knight, F ifty Years of American E ducation« 1952 (2). Rutgers University Press Irv in e K erriso n , Workers' Education at th e U n iv ersity Level, 1951 (3). Houston P eterso n , Great T each ers, 1946 (6 ). R iley, Ryan and L if s h itz , The Student Looks a t His T eacher, 1950 (3). Charles Scribners Sons H erbert Read, Education f o r Peace, 1949 (9 ). Je sse S tu a r t, The Thread That Runs So T ru e, 1949 (12). Henry P. Van Dusen, God in E ducation, 1951 (7). Simon and S chuster, Inc. C larence E. Lovejoy, Complete Guide to American Colleges and U n iv e r s it ie s , 1948 (4) . Lucy S. M itc h e ll, Our C hildren and Our S ch o o ls, 1950 (6) . Lucy S. M itc h e ll, Two L iv e s , 1953 (10). C aroline P r a t t , I Learn from C h ild re n , 1948 (7). 256 W illiam E. Sloan A sso c ia te s, Inc. Richard I. M ille r, The Truth about Big Time Foot b a l l , 1953 (6). W illiam N ib le tt, E ducation, th e Lost Dimension. 1955 (5). Richard P. Smith W illiam W . H a ll, Small C ollege Talks Back, 1951 (2). Stanford U n iv e rsity Press Kinney and Dresden, B e tte r Learning Through C urrent M a te r ia ls , 1949 (3). Texas (U niversity) Press Theodore"Hornberger, S c ie n tif ic Thought in th e American C o lle g e s, 1946 (2). Viking Press Annis Duff, Longer F l i g h t , 1955 (8). Mary and Lawrence Frank, How to Help Your Child in School, 1950 (8). A lvin Johnson, Pioneers P ro g re ss, 1952 (12). Vivian T. Thayer, R eligion and Public E ducation, 1947 (7). James W. Wise, The S p rin g fie ld P lan , 1945 (9). Ives Washburn I n c . Burgess Johnson, Campus vs Classroom, 1946 (6). W hiteside Louis Lowy, Adult Education and Group Work, 1955 (3). Wilma Donahue, Education f o r L ater M a tu rity , 1955 (2). World Book P ublishing Company Edward Hodnett, Industry - College R e la tio n s , 1955 (2). Harold 0. Rugg, Foundations fo r American E d u catio n , 1947 (2). A. A. Wyn Inc. Rollo W. Brown, Harvard Yard in th e Golden Age, 1948 (6). 257 Yale U n iv e rsity Press C ollege Reading and R e lig io n , 1948 (2). Merrimon Cuninggim, The College Seeks R e lig io n , 1948 (2). Straus and Bacon, Drinking in C o lleg e, 1953 (11). A lfred W. Griswold, Essays on E ducation, 1954 (4). George W. P ierso n , Yale C o lle g e , 1952 (4). Ordway Tead, C ollege Teaching and College L earning, 1949 (5). 258 APPENDIX C TABULATION FORMS 1. T abulation form used in content a n a ly sis of th ir ty - o n e top books. 2. T abulation form used by Umberger in content a n a ly s is of th e ed u c a tio n al co n ten t of m agazines. 3. T abulation form used by F arley and Bishop in analyzing ed u catio n al c o n ten t of newspaper ite m s . 259 TABULATION FO R M : C O N TEN T ANALYSIS O F TOP B O O K S A uthor: T itle : I. II, Curriculum and Method Teaching ___ Curriculum V III. (su b je c ts) Special Problems _ I n t e r - c u l t u r a l _ Academic Freedon R eligion ___ Communism ___ Other IX. I I I . Teachers Biography ___ S p e cific Person IV. S p e c ific School or System ___ A dm inistration and O rganization ___ Church and S ta te ___ Education and S ta te ___ P riv a te Schools Management ___ Finance ___ Schoolhousing __ Education of S pecial Groups Adult ___ Women ___ Labor ___ Veterans ___ Retarded ___ G ifted X. H isto ry of Education V. Philosophy of Education XI. Psychology of Education VI. Pupil Personnel Guidance ___ Students ___ Child Study _ Alumni 260 A ttendance ___ S cholarships ___ T ests ___ Personnel S ervices _ VII. Purposes and Aims ___ O bjectives ___ Community and School Peace or War ___ I l l i t e r a c y ___ (Check One) Is the book e s s e n t i a l l y : C r iti c a l? ____ N o n -c ritic a l? Levels of Education Emphasized. Elementary ___ Secondary ___ Higher ___ General ( a ll) ___ 261 TABULATION FORM: CONTENT ANALYSIS CLASSIFICATIONS USED BY UMBERGER IN ANALYSIS OF EDUCATIONAL CONTENT OF MAGAZINES I. Buildings I I . Curriculum I I I . Finance IV. Method V. Philosophy VI. Public R elations VII. Pupils TABULATION FORM: CONTENT ANALYSIS CLASSIFICATIONS USED BY FARLEY AND BISHOP IN ANALYZING EDUCATIONAL CONTENT OF NEWSPAPER ITEMS I. Building Program and School Buildings I I . Health of Pupils I I I . Parent Teacher A ssociation IV. Board of Education and A dm inistration V. Business Management and Finance VI. Methods of In s tru c tio n VII. Courses of Study V III. Attendance IX. Pupil Progress and Achievement X. D isc ip lin e and Behavior of Pupils XI. E x tra c u rric u la r A c tiv itie s XII. Teachers and School O ffic ers X III. Value of Education

Asset Metadata

Creator Siverson, Lyle Edmund (author)

Core Title An Analysis Of Significant Books On Education As Determined By Published Book Reviews In Periodicals Of General Circulation, 1945-1955

Contributor Digitized by ProQuest (provenance)

Degree Doctor of Education

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Education, general,OAI-PMH Harvest

Language English

Advisor LaFranchi, Edward H. (committee chair), Finn, James D. (committee member), Lefever, David Welty (committee member), Perry, Raymond C. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-63848

Unique identifier UC11356717

Identifier 6002354.pdf (filename),usctheses-c18-63848 (legacy record id)

Legacy Identifier 6002354.pdf

Dmrecord 63848

Document Type Dissertation

Rights Siverson, Lyle Edmund

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA

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University of Southern California Dissertations and Theses