|
1
|
have this right.
|
|
2
|
THE CHAIRMAN: Thank you very much, Doctor.
|
|
3
|
MR. GENTRY: Do you find that in the school
|
|
4
|
system of the State the Constitution is used as a teach-
|
|
5
|
ing document?
|
|
6
|
DR. ZIMMERMAN: Not as much as it should be.
|
|
7
|
MR. GENTRY: It does have a place, in the
|
|
8
|
sense of being a textbook of a sort?
|
|
9
|
DR. ZIMMERMAN: Yes. It used to be taught
|
|
10
|
rather abstractly. When I went to school, we learned it,
|
|
11
|
I memorized the Constitution. We teach the Constitution
|
|
12
|
now in the context of everyday life, as to how it relates
|
|
13
|
to things. So, this is an important aspect of the Con-
|
|
14
|
stitution because, as I recall my own education, I
|
|
15
|
learned the Constitution, but the specific provisions
|
|
16
|
didn't have the meaning that we try to attach to it now
|
|
17
|
as we teach it.
|
|
18
|
I think we get relevance into it now, as to
|
|
19
|
how it affects us in our daily lives, and I think this
|
|
20
|
is the important thing. I suspect we don't give it
|
|
21
|
enough stress in our teaching.
|
