Evening star., 1951-02-26
Moral Values in Education

A score of the Nations educational author
tiles recently summoned their neighbors from
coast to coast to join in an overall program of
moral reconstruction. They are the sponsors of
a 100-page statement put forward by the Educa-
tional Policies Commission of the National Edu-
cational Association of the United States under
the title: Moral and Spiritual Values in the
Public Schools" DIR. William G. Carr, secretary
of the commission, is the actual author of the
document, but he speaks in the names of General
Dwight D. Eisenhower, president of Columbia
University; DR.. James B. Conant, president of
Harvard University, and 18 other members per-
haps less well-known but nevertheless well
qualified to judge the merit of the group
pronouncement.
The commission starts its presentation with
an affirmation that education "s expected" to
serve the development of moral and spiritual
values. BY these it asserts, 1--WE mean those
values which, when applied in human behavior,
exalt and refine life and bring it into accord
with the standards of conduct that are approved
in our democratic culture" need for common
moral principles" has become imperative. "Espe-
cially in a society which cherishes the greatest
possible degree of individual freedom, the allie
glance of the individual to commonly approved
moral standards is necessary. No social invention
however ingenious no Improvements in govern
ment structure however prudent no enactment
of statutes and ordinances, however lofty their
aims, can produce good and secure society II
personal integrity, honesty, and sef-disciplne
are lacking"
Of course, this is frankly hostile to those
expedient phloSopheS-like Marxism and en-
vironmentalism-under which all human prob
lens were to be solved by conformity to single
political dogma or by mere correction" of the
surroundings of the national or local community
re he
burden of the desired reforms squarely upon the
citizens as individual men, women and children
There is nothing in its report suggesting that
people should be reduced to a dehumanized
status-even for their own expected benefit 1t
wants brotherhood democracy and equality
taught very much as reading, writing and arith-
metic are or, anyway, should be-that is, as
curriculum routines and by example and practice.
This means, obviously to emphasize the humane
studies, history, biography the social sciences
and the creative arts. 1t means also specific
instruction in morals, manners, respect for
property and such intangibles as personal opin-
ion safety thrift and patriotism. If it be argued
that such teaching is difficult to the point of
infeasibility, the answer is: The work already
is in progress What now is desired is that it
should be carried on more generally and more
effectively The EPC report closes with an
acknowledgment that the schools alone cannot
do all the work that needs to be done. Tt calls
for help in the words: "The public schools need
partners" That is where the church and the
home and the forces of organized local and
national government come in.
A long wait at the butchers today turned
out to be due to customer farther up the line
arranging the purchase of a pot roast on digni-
fed credit.