|
|
10,382
|
|
1
|
ask that any one program or method be frozen into educa-
|
|
2
|
tion.
|
|
5
|
The basic concept that has made a difference
|
|
4
|
in European education and in ours has been the policy of
|
|
6
|
having boards of education and on the State level, this
|
|
6
|
is extremely necessary, and a policy for the Constitution.
|
|
7
|
The papers talk about educators. Boards of
|
|
8
|
dedicated people who study education keep the power in
|
|
9
|
the hands of the people, and this is not giving it to the
|
|
10
|
educators .
|
|
11
|
The day of the rubber stamp board is gone, but
|
|
12
|
educational interests are fighting a defensive rearguard
|
|
15
|
action on a State-by-State basis against a nationwide move-
|
|
14
|
ment with a well entrenched philosophy.. While we have
|
|
15
|
all been worrying in education about the dangers of Federal
|
|
16
|
control, either real or fancied, we have ignored the
|
|
17
|
possibility that the control of education is being
|
|
16
|
threatened at the State level. The advice that is being
|
|
19
|
given to governors, and I will also say constitutional
|
|
20
|
convention delegates, about the organization of State
|
|
21
|
governments and about financing State services is coming
|