Evening star., 1942-04-12
New School Program Furthers Democracy
BY Ben Funk,
Wide World News.

TULSA, Okla, April 11.-Here, near
the geographical heart of the Nation is
an example of a new school program
which may prove as vital to Americas
destiny as the strength of her arms.
1t is called progressive education"
Its goal is the development OF new
generation equipped to preserve and ex-
tend the democratic way of life.
Tulsa Is one of 30 cities IN which for
eight years the Progressive Education
Association spent half million dollars
on comparison of deliberately planned
new-style education versus the style COM
mon throughout America.
The experiment has just been finished.
The high. point was the test OF 1,475
students of the 80 progressive schools
matched with an equal number Of grad
yates of traditional schools
These progressive school products scored
higher in all lines except two-foreign
languages and athletics.
They won more honors, had more
drive were more precise thinkers, more
resourceful in practical problems, knew
better what they wanted to do, were
more active in art, music, drama, took
keener interest In news and world af-
fairs, were more careful in choosing jobs.
Here in Tulsa, under the supervision
of stocky, studious Supt. Harry Gowans,
two groups of students were selected,
each with identical intelligence ratings,
same types of family backgrounds and
same general interest and ambitions.
Methods Compared.
The progressive" students were given
almost absolute freedom in selecting
their courses, although few courses
considered essential to any general edu-
cation, such as English and history. were
required. But even these were liberal
lied and enlivened.
The traditional" students, on the
other hand, we're taught in the old
fashioned manner. They enrolled in all
courses required for college entrance,
regardless of whether they were expected
10 70 to college or to use such knowl-
edge in their careers.
I'VE encouraged the students" Gowans
said, Ito develop their interests and abil-
tiles physically, Intellectually, socially,
emotionally and spiritually to the fullest
measure, so that they might become
more desirable members of society"
The most important problems of the
students were careers, marriage, politics.
Economics and biology were given a
close connection with family relations.
Less emphasis was placed on textbooks,
and boys and girls discussed problems OF
modern living with one another.
In mathematics, students studied logic
and the nature Of proof instead Of cut
and-dried theorems. In Latin, they read
Cicero's letters in place OF his orations.
One project which students planned
and carried out was called Cherokee
problem house"
A young married couple had just
bought a dilapidated shack on l0-acre
farm and progressive" pupil saw IN
1t chance to help the couple and at the
same time get valuable experience in
home planning.
With the consent of the owners, class
rebuilt and furnished the house and
Handicapped the ground, using no money
except 5000 which the young couple had
planned to spend.
For those students who expected to GO
to work after graduation from high
school there were specialized courses in
auto mechanics, carpentry, bookkeeping
printing, retail selling, dressmaking and
many other practical fields
Under direction of E. P. Chandler
trades and industrial teacher, coop.
erative program was initiated in which
some 200 students held half-time job:
in stores, shops and industrial plants.
Typical of this group is 17-year-olc
Marshall Matthews, who wants to be al
automobile mechanic, doesn't think HI
will have an opportunity to go to college
In the mornings. Marshall works al
an apprentice in garage. In the after
moons he goes to school and studies
occupational relations, blueprint reading
industrial history, vocational English anc
other subjects which will help him 81
to the top in his vocation. 4