of Governor Herbert R. O'Conor 405

SALISBURY STATE TEACHERS COLLEGE

COMMENCEMENT EXERCISES

June 2, 1941

Salisbury

WITHOUT question, persons who have completed successfully the pre-
scribed course at this splendid institution deserve commendation and
congratulation. Probably never before in the history of our Country has it
been so important to have the teaching profession urged to assume leadership
in the nation-wide effort to make abundantly clear the advantages of our way
of life.

The policies recently enunciated by the Educational Policies Commission of
the National Educational Association under the title of "Education and the
Defense of American Democracy" place a definite responsibility for leadership
upon schools and school systems. All of the specific proposals which have been
made by this Commission and by other national agencies involve the task of
cooperation and activity which makes demands upon the capacity and compe-
tence of all professional workers in schools. This cooperation and activity being
proposed are directed to the general objective of engaging "all education and
opinion-forming agencies in a unified program for the defense of Democracy,
particularly as that program relates to improving the understanding of and
quickening faith in the ideals upon which free self-government in America
rests. "

The United States is resolved to make itself strong in order to be prepared;
first, to resist aggression; second, to help defeat the dictators; and, third, to
insure our democratic freedoms. These defense aims are based upon principles
which should determine the mess we use as well as the particular ends we seek.
Especially do our beliefs about Democracy lie at the heart of our effort.

What are these beliefs, and how are they reflected in the organization of
our educational programs? These are the hallmarks of democratic education
as well stated by the Education Policies Commission in its publication "Learn-
ing the Way of Democracy"—

1. Democratic education seeks to provide equal opportunity for all, regard-
less of intelligence, race, religion, social status, economic condition, or voca-
tional plans.

2. Democratic education has as its central purpose the welfare of all the
people.

3. Democratic education respects the basic civil liberties in practice and
clarifies their meaning 'through study.

4. Democratic education is concerned for the maintenance of those eco-
nomic, political, and social conditions which are necessary for the enjoyment
of liberty.