Out of the period of regressive “progressivism” in education has evolved what Paul Woodring in A Fourth of A Nation (McGraw-Hill, $4.50) terms the pragmatic antithesis to the classic thesis that man is dual in his nature; that mind is a part of the spiritual realm and cannot be understood in terms of material things; and that the primary function of education is the development of the mind. The pragmatic antithesis rejects this classic thesis and, basing its precepts on the doctrine of progress and the new psychology developed early in the century, espouses the pragmatic philosophy that schools should lead the way in progressive social change.
An ever-increasing wrathful chorus of intellectuals, parents and citizens has assailed this antithetical philosophy until a point has been reached where it no longer can survive unchanged. The American people have not proved willing that a few educators should plan the new society. There must evolve an educational philosophy the public will accept.
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