Contributors:

Louise Berman
Helen K. Mackintosh
Jean V. Marani
Robert R. Leeper

Creativity and Intelligence: Explora Creativity and Intelligence: Explora

tions with Gifted Students. Jacob tions with Gifted Students, by Getzels
W. Getxels and Philip W. Jackion. and Jackson, and Guiding Creative
London and New York: John Wiley Talent, by Torrance, contain several
and Sons, Inc., 1962. 293 p. common elements. The next part of this
discussion deals with a few of these
Guiding Creative Talent. E. Paid Tor-
parallels, followed by brief summaries
ranee. Englewood Cliffs, New Jersey:
of the separate books and suggested
Prentice-Hall, Inc., 1962. 278 p.
uses of the works.
From time to time new insights into What are the common elements in the
the nature of man bring increased atten books? First, the three authors are con
tion to man's greatness, his potential for cerned about the inadequacy of the pres
newness, his capacity for production, his ent IQ tests in assessing the many dimen
quest for the unusual and the original, sions of man's higher mental processes.
and his intriguing disposition toward an More specifically, the writers indicate
interplay of the serious and the playful. that processes or traits related to creative
Recently the area of creativity, a term thinking are not measured by the tradi
that has been defined in a variety of tional intelligence tests. These research
ways, has received rather widespread ers, therefore, sensing the need for the
interest. Possibly this emphasis results development and refining of tests de
because inquiry into the many dimen signed to measure creative thinking,
sions of the creative process now reveals have made important strides in pushing
facets of man's being to which in back the boundaries in an area which has
adequate attention has been given. highly significant implications.
Among the individuals who have been Second, a large percentage of the re
involved in research on creativity are search reported by Getzels and Jackson,
Jacob W. Getzels and Philip W. Jackson, and that by Torrance, involved school-
educational psychologists at the Univer aged children and youth. Getzels and
sity of Chicago, and E. Paul Torrance, Jackson report one study in detail; Tor
Director of the Bureau of Educational rance uses his work and the research
Research at the University of Minnesota. studies of others as a basis for recom
Undoubtedly the research findings of mendations regarding the assessing and
these three scholars are among recent guiding of creative ability.
major contributions to the field. Hence, Third, the three authors indicate a
to have accounts of their work readily wide knowledge about previous research
available is a real boon. and theory in the area of creativity. They

January 1963 277

credit, however, several of the instru press and stifle creative development.
ments developed and used in their re Sanctions against divergency, the over
search and many of their theoretical con emphasis on sex norms, the trend toward
cepts to J. P. Guilford's notion of "diver developing well-roundedness are among
gent thinking" elaborated upon in his the repressing elements discussed by
"Structure of Intellect." In addition, the Torrance. Torrance points out that teach
authors of both books have incorporated ers prefer children high in intellectual
ideas on creativity stemming from groups achievement to those high in creative
working on the area in various parts of ability. Getzels and Jackson discuss cer
the country. Built into the books are tain parental attitudes which may have
ideas of researchers at the Institute of a bearing upon creativity in children and
Personality Assessment and Research at youth.
the University of California, the Univer Many other instances of overlap of
sity of Utah, and the University of Buf ideas could be cited, but possibly enough
falo. The work of Getzels, Jackson, and has been said to indicate that the books
Torrance can be classified with those in are indeed companion volumes.
dividuals concerned with creativity as In Creativity and Intelligence: Explora
process involving certain kinds of intel tions with Gifted Students, Getzels and
lectual functioning. The focus of these Jackson report a detailed study con
researchers is not primarily upon the ducted in a private school whose popula
aesthetic fitness or potential usefulness tion was composed of gifted children and
of creative production. youth. Average IQ of the subjects re
Fourth, the books supplement each ported in the study was 132, with a
other, in that the detailed study of
Getzels and Jackson is often referred to
by Torrance as support for some of his
theoretical considerations. Furthermore,
Torrance reports eight partial replica
HELPING TEENAGERS
tions of the Getzels and Jackson study. EXPLORE VALUES
These partial replications showed indica
tions of validation of the Getzels-Jackson
study. Harold Albert y's resource book for high-school
Fifth, both books have lengthy appen teachers discusses the nature and sources of values,
dices which contain procedures and in and ways in which they are changed. Of particular
assistance are the bibliography and list of teaching aids.
struments for assessing creativity. Tor-
ranee's book includes the Minnesota $1.06
Tests of Creative Thinking, directions
for administration and general directions COLLEGE OF EDUCATION
for scoring. Getzels and Jackson describe
and give examples of the instruments THE OHIO STATE UNIVERSITY
used in their work. The appendices of
both books are extremely valuable in Publications Office
giving an indication of the present status 242 W. 18th Avenue free catalog
Columbus 10, Ohio quantity discounts
of means of assessing creative ability.
Sixth, all authors are concerned about
factors in our society which serve to re

January 1963 279

standard deviation of 15. All students scholastic performance as measured by
enrolled in the sixth through the twelfth standardized tests. Other findings are
grades (292 boys; 241 girls) participated also provocative—at times startling—
in the major testing phase related to the and are well worth the reading.
project. The sources of data used in the Torrance, in Guiding Creative Talent,
study were approximately 40 test scores shares with the reader his tremendous
for each student, school records, parent knowledge of the current status of re
questionnaires and parent interviews. search and theory in creativity. Much of
The experimental groups were composed the research reported was conducted by
of students (245 boys; 204 girls) for him and his associates. Hoping that writ
whom relatively complete data were ing in the first person will enable him to
available. No significant differences communicate his ideas "more clearly,
existed between the sample and the gen honestly and powerfully" (p. vii), Tor
eral population. rance interweaves his concerns about
Based on scores derived from intelli creativity with research findings and
gence and creativity tests two experi illustrations.
mental groups were formed—"one high Among the topics he discusses are the
in intelligence but not concomitantly traditional concerns for creative talent
high in creativity, the other high in crea such as "mental health, fully functioning
tivity but not concomitantly high in in personalities, educational achievement,
telligence" (p. 16). These two groups of vocational success, and social welfare"
students were studied in three contexts: (p. 15). He reviews some of the work
that has been done in assessing creative
(1) as students, that is, what is their per
formance in school, how do teachers per thinking abilities and describes the de
ceive them, what is their motivation for velopment of the Minnesota Tests of
achievement; (2) as individuals, that is, Creative Thinking. Attention is then
what are their personal values and attitudes, given to a survey of work done in identi
what is the nature of their fantasy life, what fying the creative personality and crea
are their ultimate career aspirations; (3) as tive development at different age levels.
members oj their family group, that is, what Using stories written by children to am
is the character of the family and home envi plify his points, Torrance identifies prob
ronments in which these adolescents were lems which creative individuals may
born, developed, and are presently interact-
encounter. Because "the originator of a
mg (p. 22).
new idea is in the beginning a minority
To report accurately the findings of the of one" (p. 140), he may experience
researchers in the limited space of this difficulty if he attempts to maintain his
article is not possible. Two findings, how creativity or if he seeks to repress it.
ever, which were striking and highly Suggestions are offered to teachers,
significant in their implications for edu counselors, administrators and others
cators were these: (a) at the IQ level of who wish to guide creative talent. Goals,
the subjects a relatively low relationship talents, roles and qualifications which
between IQ scores and creativity scores have a bearing in relationships with crea
existed; and (b) despite the fact that the tive individuals are treated in some de
subjects in the high IQ group had a 23 tail. In general, Torrance's insights into
point higher IQ than the high creative the qualities and problems of the "diver
group, both groups did equally well in gent" thinker should provide help for

280 Educational Leadership

those wishing to give sympathetic guid be helpful to teachers both at the pre-
ance to creative children and youth. service and in-service levels in informing
In conclusion, what is the significance them of some of the current research
of the work of Getzels and Jackson and and thinking in creativity. In addition,
Torrance for education? Undoubtedly those responsible for the education of
the implications of the research consid teachers have cause to be concerned
ered in this article are far-reaching. We about Torrance's report of teachers' per
can but mention a few areas for which ceptions of the "ideal pupil." Attention
the ideas of these men seem especially needs to be given to ways of improving
pertinent. teacher effectiveness with pupils of all
Testing. The work of Getzels, Jackson kinds.
and Torrance causes an awareness of Pioneering efforts, such as those re
certain facets of the mind previously ported by Getzels and Jackson and Tor
neglected. That "divergent" thinking rance, merit further clarification and ex
skills as well as "convergent" skills should tension of ideas as well as the scrutiny
be measured in tests of mental ability as of criticism. As educators delve more
well as in other kinds of testing situations deeply into the phenomenon of creativ
has been emphasized. The researchers ity, perhaps the term itself will take on
have shared a wealth of material con increased precision so that persons can
cerning means of assessing creative abil communicate more powerfully about its
ity. Although results are oftentimes components. Meanwhile, these two
difficult to score, and the tests have not books are extremely important reading
yet been standardized, the pioneer work for all educators interested in develop
done by these investigators warrants ing learning opportunities conducive to
further study if educators are to give optimum growth of all facets of human
planned consideration to developing the personality.
many qualities of the mind. —Reviewed by LOUISE HERMAN, Assist
Curriculum development. The highly ant Professor of Education, University of
provocative findings reported by these Wisconsin-Milwaukee.
three researchers must be brought to
gether into carefully conceived concep Teaching Individuals To Read. Homer
tual frameworks, rooted in a view of L. J. Carter and Dorothy J. McGin-
man which takes into account his crea nit. Boston, Massachusetts: D. C.
tive strivings, formulated into theories Heath and Company, 1962. 229 p.
capable of withstanding the rigorous con Helping Your Child Improve His
sideration of the critics, and brought Reading. Ruth Strong. New fork:
down to the operational level so that E. P. Button 6- Company, Inc., 1962.
theory and practice come together. The 254 p.
books present a challenge to public
school and university personnel to com Since these two publications in a sense
bine efforts to develop balanced curricu- supplement each other, it seems appro
lums encompassing current understand priate to discuss them together rather
ings. than separately. The first deals with
Teacher education. I f teachers are to reading specifically from kindergarten
foster creativity, they must have some through grade 12; the second defines the
knowledge about it. These books should scope of treatment of the reading proc-

January 1963 281

ess, from "preschool prelude," as Dr. mutually dependent and operating as a
Strang labels it, through adolescence. unit in any reading situation. Both call
Both have essentially the same philos attention to the problems of the slow
ophy and point of view with emphasis reader, but the first states that "a too
upon child development and concern for rapid reading rate can be wasteful and
the individual. Both stress the impor even disastrous." Recognized is thd need
tance of the child's own self concept as for many books and appropriate books
a factor in success or failure in reading at all ages and stages. In order to sharpen
at any level. However, each book is di the highlights for discussion both books
rected to a different audience, and in make use of questions at the end of each
that sense they complement, as well as chapter, in the one case to be used as
supplement, each other. assignments, in the other to provide a
The first is directed to students in springboard for answers from the broad
reading methods courses, presumably experience of the author.
undergraduates, and to teachers in serv Especially helpful in both volumes is
ice as well. The second is written to par the discussion of phonics: (a) relation
ents of the children and young people to phonetics; (b) timing, place and func
who are in the schools today. The Carter- tion in beginning reading and later; (c)
McGinnis volume uses extended descrip recognition of the current controversy
tions or "life histories" of seven children but in general supporting the point of
and young people in terms of their abili view presented in the recent Conant
ties, problems and accomplishments in report.
reading, as a basis for helping teachers A full discussion of debatable issues
to analyze the needs of children pres in teaching procedures is not presented
ently in school. Dr. Strang illustrates her in either book. The first describes the
presentation of the reading levels from McCracken plan for use in beginning
"preschool prelude" through primary, reading. Dr. Strang summarizes the
intermediate, and adolescent years, by Omar Moore experiment with young
means of descriptions of, or quotations children at Yale, for which she provides
from, children and young people them an evaluation.
selves. The Carter-McGinnis treatment of the
There is little essentially new in either development of reading abilities, skills,
volume. Rather it is the nature of the and teaching techniques is down to earth
presentation in each case which gives and provides practical suggestions to
character and quality to the discussion. prospective teachers, and to teachers on
The authors in both instances define the job. The authors constantly raise for
reading as a total process, a process in themselves the question, "But how do
which meaning is the important element. you do it?" Whether the problem is one
In the first instance, specific suggestions of providing for each child as an indi
are made for helping the reader to define vidual, developing challenging and in
the search for meaning as: to identify, teresting ways of working with words,
interpret, and evaluate. outlining, notetaking, getting the gist of
The writers point out consistently that a chapter, an article or a book; or teach
the development of abilities and skills ing children and young people to differ
as such must be thought of as cumula entiate between fact and opinion, reality
tive, not accumulative; as separate yet and fantasv, the authors of both volumes

January 1963 283

have specific suggestions to offer. They mathematics, some teachers may have
propose a wide range of activities in neglected to use literature both old and
which children can engage in order to new. All those who work with children
clarify meanings, become acquainted need to strive for balance between the
with new skills in using reading content two major types of reading. Dr. Strang
for a specific purpose, and enjoy reading provides in Appendix B several types of
for the sense of personal satisfaction it lists under the general heading of "Chil
can bring. dren's Reading Materials."
Dr. Strang has many suggestions, such The two books reviewed here, both
as the following, that parents may use published in 1962, have specific contri
to encourage children's reading prog butions to make to the professional ma
ress: "In school, some teachers are en terials already in the field. Teaching
couraging children to think aloud as they Individuals To Read may well be used
solve a problem or carry on an activity. as a handbook by the classroom teacher
At first the teacher may demonstrate the who needs help in spelling out reading
process by vocalizing what she is doing objectives in terms of meaningful expe
and thinking at each step. Then all the riences for children. To those parents
children think aloud in like manner." bombarded by books, magazine articles,
(But not all at the same time.) "This and newspaper feature stories written
helps them to talk intelligently, to per largely by persons who have had no
ceive accurately, and to carry out a proc teaching experience in grades kinder
ess more purposively." garten through twelve, Helping Your
Dr. Strang's "Summary of Reading Child Improve His Reading represents
Achievements in the Primary Grades and an objective analysis of the big job in
How They Are Acquired" provides a volved in teaching children to read in
helpful point of reference for teachers the year 1962.
working with children at this level. —Reviewed by HELEN K. MACKINTOSH,
In the chapter on vocabulary building, Chief, Elementary Schools Section, Office
the authors of Teaching Individuals To of Education, U. S. Department of
Read list, discuss and illustrate six con Health, Education, and Welfare, Wash
textual clues; provide an extended list ington, D. C.
of common prefixes, common roots, and
common suffixes; present a set of princi Secondary Education in the United
ples for syllabication with examples; and States. Lindley J. Stiles, Lloyd D.
illustrate the processes involved in pho McCleary, Roy C. Turnbaugh. Neic
netic analysis. Similar steps are devel York: Harcourt, Brace & World, Inc..
oped under the headings of reading for 1962. 528 p.;
meaning, finding and organizing infor
mation, effective use of books, and de Principles and Practices of Secondary
veloping thinking skills. Education. Vernon E. Anderson and
William T. Gruhn. New York: The
It is reassuring to find that both vol
Ronald Press, 1962, sec. ed. 513 p.
umes give attention to the reading of
books for pleasure and enjoyment as The central purpose of Secondary Ed
well as for securing information. In the ucation in the United States is to evalu
renewed stress upon the importance of ate the ability of schools to adapt to new
subject matter content in science and challenges and responsibilities "without

284 Educational Leadership

sacrificing the values and functions dis of public education and the functions of
tinctive to the American way of life." the secondary school, there are redun
The book is addressed to a wide audi dancies, particularly historical. But the
ence, prospective teachers, experienced impact is forceful. Much irresponsible
educators, and lay citizens. criticism, much lay indifference are trace
The authors write from wide experi able to ignorance of what society has
ence in the educational community. They created in its educational edifice. The
have spoken most effectively to the nov teacher is a vital spokesman for the
ice teacher, although trained schoolmen worth of this endeavor—the account for
will find much to broaden their view. tifies his pride and knowledge.
The lay citizen, if he will read a 513-page The authors develop by chapters the
book, will gain respect and understand functions of secondary education—to
ing of the educative process. strengthen the common heritage, lay the
The opening chapters amplify the foundations for scholarship, discover and
present critical requirements of second develop talent, and develop values. The
ary education within the structure of analysis relates the historical perspective
society and its corporate commitment to to current views of what the school
public education. While the authors em should be. It is good that future teachers
phasize by chapter status the population be grounded in the interrelationships be
explosion, the teacher-to-be would find tween education and democratic realiza
more constructive a deeper probe of tion. In-service personnel may well pon
learning and curriculum principles. der these chapters also.
In chapters dealing with the growtli Terms such as talent search and schol-

if nourished well
learning's root*
delve deep
and stretch far

Enrich your pupils'

basic curriculum with books
that instill reading enjoyment
AND supplement many areas of
learning—history, social studies,
science, geography, arithmetic
Write for free catalogue (grades K-3,4-6, 7-9)

HARPER I ROW, PUBLISHERS

Evanston. Illinois
Elmsford, New York

January 1 963 285

arship, used frequently, underscore the in recommending additional references.
view that the intellectually endowed are Although many stalwarts are present, by
"our best investments in instructional and large the listings are recent and deal
time and skill." A separate chapter de with alternative approaches. Secondary
scribes procedures for serving the gifted. Education in the United States is an ex
Perhaps the surprising research on crea cellent preservice reference. It has a
tivity deserves equal time. The authors, message also for the experienced school
of course, discuss the commitment of man.
the secondary school to all youth, the Principles and Practices of Secondary
slow, the handicapped, the culturally dis- Education is a fascinating book. Ander-
advantaged. And thus it must always be son and Gruhn primarily address the pre
in a democratic society. service education student. The insightful
Organization and program are sur principles and precise statement of issues
veyed in less depth than other sections. which highlight each chapter are of
Perhaps the preservice teacher needs equal significance to the experienced
these dimensions presented from several educator.
vantage points. Certainly the challenge One would expect the authors to deal
of unit teaching, teacher-pupil planning, with the foundations of secondary edu
and independent study could catch up cation. This they do most effectively.
the beginner in the magnitude of the History, the ideals of democracy, the
educative process. cultural setting, and the adolescent are
Leadership, by the teacher, adminis treated in an arresting, nonrepetitive
trator, and team, is viewed as an essential fashion. The paucity of footnotes and the
component in the changing posture of rather informal yet substantial descrip
the secondary school. The vista of growth tive passages create stimulating reading.
opportunities is clearly visible. This chap Since these qualities are often missing in
ter and the one dealing with school-com education texts, it is small wonder that
munity relations indicate the cooperative undergraduates sometimes label educa
and wide base upon which school devel tion courses as dull, the references as
opments should take place. The future redundant.
teacher is shown an identifiable role in In examining concepts of the curricu
creating the school for the future. lum, the authors identify the primary
To devote an entire chapter to the consideration in evaluating the subject-
nonpublic school reveals again the au centered vs. experience-centered polarity
thors' belief that if school personnel are to be how subject matter is utilized and
to steer a wise course, they must under which experiences to include. This cut
stand the services and character of other ting through to the heart of the issue
institutions. This assumption seems evi is standard operating procedure for An-
dent in the last chapter, "Competition derson and Gruhn.
from Abroad." The point is clearly made The authors believe that "the teacher
that to learn from others is not synony is the one who largely determines the
mous with wholesale adoption of an curriculum of the pupils with whom he
educational structure. These two chap works." Thus a variety of practices and
ters should be digested by members of programs are described to spark eager
all professional and lay groups. ness to try one's wings. In the telling,
The authors make interesting choices the importance of the individual and the

286 Educational Leadership

need for a curriculum which promotes the center of its efforts individual learn
the integrating of experiences are ing—that the commitment to research
stressed. The authors see as expressions and experimentation will be honored.
of these principles the core curriculum This provocative book contributes greatly
and many team-teaching programs which, to this hope.
incidentally, they view as a possible new These two volumes make ideal com
framework for core concepts. panions for a beginning education course.
Perhaps the greatest strength of Ameri The latter reveals the vision and spirit
can education comes from teachers pre of education, the former the informa
pared to open the tight construction of tional detail undergirding its organiza
subject-matter lines and infuse learning tion and structure.
situations with discovery and creativity. —Reviewed by JEAN V. MARANI, Cur
In discussing instructional practices and riculum Director, Riverview High
content, the writers reflect this premise. School, Sarasota, Florida.
In later sections the teacher's role in
individual and group guidance is high The School as Agent for Cultural Re
lighted. In dealing with issues and pro newal. Lawrence K. Frank. Cam
cedures for teaching the talented, it is bridge, Massachusetts: Harvard Uni
held that ". . . academic talents are not versity Press, 1959. 55 p.
the only special abilities that a democracy Even four years after its publication,
prizes. Leadership in human relations, this book, in the opinion of the reviewer,
social skills, and political inventiveness well merits a critical evaluation here.
are crying needs." Thus the authors place Our only regret lies in the fact that such
concern for the national interest and the an estimate was not carried much sooner.
gifted in a more humane focus. This tiny volume represents the Wil
The problem-solving method is re liam H. Burton Lecture for 1958, pre
flected in the organizational format. Prin sented by Lawrence K. Frank at the
ciples, common practices, and implemen Graduate School of Education, Harvard
tations of principles and/or issues and University.
problems are the main chapter divisions. Dr. Frank opens the volume with a
The fledgling teacher is not presented challenge that the school "... be re
with static educational philosophy but garded as our chief agent for renewing
asked to examine, evaluate and judge. our culture" (p. 1). He holds that only
The education of a teacher, as of the an agency as flexible and as capable of
student, must involve the reflective proc intellectual discipline as is the school will
esses. be able to assist in the superseding of
The final section deals with organiza those elements in our culture which are
tion and leadership, further revealing to "obsolete, anachronistic—even archaic"
the novice the exciting educational com with the new concepts and insights which
munity. The continuity of education is are ours to use—if we will.
illustrated in a review of those levels The author defines culture as "a de
surrounding the secondary school. The sign for living . . . persistently sought by
teacher in high school cannot remain a people, but never fully attained" (p.
hazy about the total educative effort. 2). Further, "Every culture is a product
The concluding chapter is a hope for of creative imagination: what the poets,
the future—that education will place at artists, prophets, and, more recently, sci-

January 1963 287

entists, have formulated artistically and should be incorporated in elementary
conceptually as patterns for perceiving school that will induct children more
the world and for transforming nature quickly and more directly into "our new
and organic existence into a symbolic scientific concepts and ways of think-
world for human living and purposive ing" (p. 16).
striving toward the enduring goals which He states that "what is here proposed
a people cherish" (p. 3). is that the elementary school undertake
The author states that the central goal to communicate the meaning of modern
of Western man is that of finding "a science, the new ways of conceiving
social order that is capable of self-correc events, the unprecedented ways of think
tion, self-repair, without resort to force ing about the world" (p. 17). The need
and violence or surrender to authoritar is to help children at an early age under
ian leadership and coercive controls" (p. stand how our social order "is being
4). "For this process of self-correction transformed by scientific thinking and
and self-repair, scientific imagination its application in technology" (p. 18).
and critical thinking are our most de Dr. Frank then makes a strong plea
pendable resource" (p. 5). Dr. Frank re for the need for the school to facilitate
gards the school as the agency of society "un-learning" or "re-learning." He fur
most capable of leading in "a prolonged ther defines this process as "maturation
struggle to emancipate intelligence" by supersedure" (p. 21). This process,
(p. 5). he holds, is necessitated by the fact that
Dr. Frank calls attention to the fact the broad culture in which we and our
that a basic reorientation has occurred children live has so many concepts, ideas,
in scientific thinking in recent years. He beliefs which are widely accepted and
states that "contemporary science is yet which in fact are anachronistic and
man's greatest resource for guiding his seriously outmoded.
culture and reorienting his social order" How is the school to accomplish its
(p. 10). He denies, however, that sci great task? Dr. Frank places much re
entists are materialistic or mechanistic; liance in new developments in com
rather "science is genuinely humane, munication theory. He also defines in
focused on man and his capacity to careful terms new accomplishments in
create imaginatively a coherent and the area of psychology. He refers to the
credible concept of nature and human two basic processes in learning—the an
nature by the exercise of creative im alogical and the digital. He holds that
agination disciplined by science" (p. 11). "the child's initial orientation to the
How can the school, and especially the world is apparently analogical. He be
elementary school, live up to its respon gins to learn, not bit by bit, by analysis
sibility for providing a fundamental re- of events, by fractionating wholes into
orientation of the young to the new con parts and trying to understand the rela
cepts and insights needed by all our stu tion of two variables, as in our analyti
dents for living in a world that gives cally oriented scientific studies; but
primary recognition to the function of rather he grasps wholes, approaches the
cultural renewal? Dr. Frank rejects the world in patterns that enable him to re
older proposals of a method that late himself cognitively and transaction-
amounted to indoctrination. In place of ally to his environment" (p. 32).
this he proposes that a methodology Dr. Frank holds that too early intro-

288 Educational Leadership

duction of the child to use of strange
symbols (letters, words, figures) may
tend to weaken his ability to relate new Announcing!
learnings to his own life experience. He
indicates that "the digital processes, in
machines and in humans, are governed Reprinted!
by the analogical processes which we
take for granted and so often overlook" An ASCD Classic
(p. 33).
This volume in a certain sense may
be regarded as a sequel or companion
to an earlier, and equally significant, Fostering Mental Health in Our Schools
book by Charles Percy Snow, The Two
Cultures and the Scientific Revolution.
In the latter publication, a strong case is
made for regarding society as consisting
Now available
of an older (and controlling) culture,
closely related to the humanities and of
a newer and emerging "scientific" cul at its original price.
ture. Dr. Frank's volume suggests a
means by which the great benefits and 330 pages
potentialities of the scientific advances Price: $3.00
can be incorporated in our primary cul
ture. His reliance upon the school in this ASCO
role, utilizing the best that is now known
1201 Siiteentk Street, N.W.
of logical and psychological method
ology, poses a great challenge for all per Waskiiftti 6, D. C.
sons connected with instruction.
—Reviewed by ROBERT R. LEEPEB,
Editor, EDUCATIONAL LEADERSHIP.
about our students' reading habits and
Literature social behavior will perpetuate an unreal
and sterile curriculum.
(Continued from page 233)
Literature must keep alive the sparks of
material that has lost its significance." fl
idealism, human decency, hope, belief in a
On occasion the literature teacher must, better world, and dedication to the goodness
for the very survival of the curriculum, of mankind. . . . Let our students be trained
turn to books that do not fall into the in commas, and mathematical formulas, and
categories of safe, wholesome or noncon- chemical analyses, and historical under
troversial. The fact is that many students standings. But above that vocational train
now read "controversial" books and ing, let them be shown that sensible idealism
periodicals outside of school—why not is more needed today than ever. Let them
discuss such materials openly and ob meet in their teachers people who are not
jectively in the classroom? Failure to afraid to affirm the great humanist values,
recognize and to act on what we know for I believe that it is upon those values
that we will build a strong society.'
8 Earl C. Kelley. In Defense o/ Yoirffi. Engle-
wood Cliffs, N.J.: Spectrum Books, 1962. p. 124. ' James A. Michener, op. cit., p. 5.

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