The Waterbury Democrat., 1931-03-16

begun to dream of that mass pro- auction, which, when 1t slows down as 1t is slowing down now, shakes up the whole economic world with more than volcanic force. No won- der, then, that education finds itself fabbergasted in the attempt to form pupils into the most sensible and workable kinds of groups
 The proper and most efficient financing of education is ground pretty we'll gone over during the last three For four national conven- tions. / Like proper grouping, it seems to be one of our perennial problems. In the economic set up of present day civilization, when the national and even the international turnover is from an agrarian. to an urban status, the great enigma is to find out more equitable basis for taxation, Many .civili3at rer- haps all of them have been smashed into fragments over taxation prob lems The. problem Is so gigantic that it has written an amendment into the constitution of the United States. We have long since reached the saturation point of endurance in land taxation, And yet so deep Is the matter embedded in human his- tory that there seems to be no other except taxation of incomes-that will yield appreciable results. And although the economic depression could not very well have been pro- vided for in the formal discussions at the meetings. it was apparent in many of the informal talks in the lobbies of the hotels. And 1t formed part of one days formal business, William K. Bruce of the Bruce Pub fishing company speaking on the contrasts: Bonds vs Pay-As-You-Go inclined to the pay-as-you-go rector of research, National Educa- ton association. opened another question that may in the future eventuate in much more speculation. He said. in part: Many of the edu-. cational inarticulations, that is many of the failures of the schools to work together with maximum. benefit. are the results of poorly planned systems of educational finance. Before these things can be remedied the inarticulations in financial machinery which lie. back of them must be removed When each of the numerous units and in- terests making up an educational system clamors for it's own develops ment, for Q larger share in the so- cial income without reference to the claims of other educational enter prises and with little reference to the system as q whole. an articu- lated plan for school financing will not result. An old controversy was somewhat dusted off and polished anew by Professor Jesse H. Newton n m n 1T xayhn t,o said: "In many communities, teach ing is saturated with the points of view held by conservatives and even reactionaries in politics, economies and morals. These pressures explain in large part the social log in educa- ton to-day. They have made schools afraid. Where things are hottest, controversial issues are excluded, with the result that youth may pre- pare to grapple with the problems of tomorrow only by mulling over the lifeless problems of, yesterday.
 For me personally, one of the most valuable and surprising of my experiences in Detroit came as Sort of by-product of one of the so called minor meetings. The meeting to which I refer took place on the aft- ernoon of Wednesday. February %; Tn the lodge room Of the Masonic Temple and was headed on the pro- gram with the somewhat technical. title of Articulation of the Schools and the Community" And may explain that when we school teach CTS in the age of Herbert Hoover use the word articulation we mean fitting together. When you think of the word in that light, and if you will realize that for many years I have been saying to all who would listen to me (but who wants to listen to schoolman?) that either the time must come when there will be
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