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Our Public Schools in
the Age of Space
By RUSSELL HUFFMAN
In one burst of rocketry the
Soviet Union did more for the
cause of education in this count
ry than had been done in the
preceding twenty years. Before
-Sputnik” had circled the earth
many times there arose a cloud
of criticism of our public schools
as ominous and awesome as the
“Mushroom” of the atomic
bomb.
People in all walks of life,
who had not given the public
schools two consecutive thoughts
for years, becanje their most ar
dent critics. Newspapers, with
out exception, from the majestic
“New York Times” to -the most
humble weekly, presented a solid
phalanx of editorial criticism.
Congress took up the hue and
cry and reacted in typical con
gressional manner; viz., make ap
propriations dnd appoint commit
tees. They, however, were forced
to realize that there are still
some things which cannot be
bought. You may send a child to
school in an .air-conditioned mar
ble palace, provide him with
everything money can buy, and
you are still right back where
you started, unless he has an in
structor who is competent and
unless the student has the desire
and the ability to learn.
This monumental criticism of
our system of democratic educa
tion had done a tremendous a
mount of good for our schools. It
has awakened them from the le
thargy’into which they had fall
en and above all has shown them
the awesome responsibility and
importance of their position in a
free world. The most powerful
force in America, “Public Opin
ion,” has been focused on our
schools, and the people are de
manding for their children an ed
ucation second to none.
There was danger at first that
we would throw our curriculum
out of balance .and go overboard
.along the side o f mathematics,
science and technology. A large
metropolitan newspaper carried
a cartoon depicting a young .man
wearing .a cap and gown and
waving a diploma aloft. The
caption read, “Look at me! Six
months ago I couldn’t even spell
injuneer and now I is one.”
That no such over emphasis is
happening is due in large part
to the good judgment of the
science teachers themselves. You
had a good example of this in
the article in last week’s paper
written by our local science
teacher. The president of Georgia
Tech struck a mighty blow for
the humanities when he said that
the most important subject a stu
dent could take before enterihg
Tech was English, and he urged
all students to take all the Eng
lish they could get in high school.
There has been a great deal
written and sajd about federal
aid for education recently. This
is to be aid with no strings at
tached. Let me pose a few rhe
torical questions. Is this likely
to happen? May we not be justi
fied in “looking this gift horse
in the mouth”? He may have very
sharp teeth. Has the federal gov
ernment ever given away money
without conditions to be met and
sometimes administrators to con
tend with. If we can get this
money without adding to the
“Power along the Potomac” well
and good, but let’s not let the
federal government take over our
schools, or in President Eisen
hower’s words, “Siphon away
anymore of the states’ authority.”
I believe I speak the sentiments
of most of the American teach
ers and educators when I say
tnat we believe that the central
role of the school is an intellec
tual one, concerned with learning
in the full classic sense of the
word, and with particular em
phasis on the academic subjects,
Engush, history, languages, math
ematics and the sciences. We be
lieve in the validity of courses
in music, art, physical education,
typing, home economics, agricul
ture and manual training.
Unlike the Russians, we believe
that the school is first and fore
most a democratic institution of
learning, with one over-riding
responsibility to extend to the
young people of the community—
each according to his own ability
and interest — the opportunity
to study and learn.
Democratic education does not
mean that all children must have
the same education at the same
Place, but that all children must
have equal opportunity for edu
cation, the very gifted, the mode
rately gifted and the less gifted.
We definitely believe that a
well-run, well-taught school can
not help but promote the teaching
°f such undisputed and essential
virtues as good manners, patrio
tism, self-discipline, social adjus
ment or personal health stand
ards, physical or mental. These
and other important components
°f good character and citizenship
are inevitable consequences of
nigh standards of work, discipline
and personnel example.
We believe in the necessity of
providing sound educational guid
ance in our schools. We empha-
S! ze the importance of education
al guidance and its skilled ap
plication to the future education-
al and vocational career of our
children.
Aside from high personal char
acter, the first demand on our
teachers is that they themselves
be people of culture and know
ledge, dedicated to the fields of
knowledge in which they teach,
as well as the practice of teach
ing. We believe that a mastery
of subject matter, as well as bas
ic theoretical and practical know
ledge of educational techniques,
is essential to the good teacher.
Believing in every child’s right
to the fullest self-expression, we
subscribe, nevertheless, to the
principle that the classroom must
be rup by the teacher rather
than the children. That study,
though rewarding both in and of
itself, can be and often is hard
work. That it is more practical—
and in the long run more satisfy
ing to student and teacher alike—
to carry out classroom instruction
in an atmosphere of diligence and
application than in one of noise
and confusion. That most children
do want an education — and are
willing to work for it — when
they are properly encouraged' by
good teaching, by proper sur
roundings, and adequate tools
and facilities.
The purpose of public education
should be: to prepare young peo
ple for further academic work
and, whether they go on to such
work or not, for the greatest
possible enjoyment of life which
includes a thoughtful and respon
sible participation in their privi
leges and duties as citizens; a
wareness and knowledge of their
own heritage as Americans; rev
erence and faith according to
their own conscience; to impart
specific information and specific
skills; to introduce young people
to the heritage and culture of
western civilization and mankind,
and as an end in itself; a certain
mental discipline that can help
the individual live by reason and
with respect for others and for
the dignity of man himself.
And we firmly believe that in
the last analysis, when all is said
and done, that Johnny will have
an education superior to the one
forced down the throat of Ivan.
Land Value to
Affect 59
Soil Bank Rate
Farmers who have already “re
served” part of their land under
the Soil Bank’s Conservation Re
serve program may be eligible
for the higher 1959 annual pay?
ments on the balance of their
cropland if the productivity of the
land warrents such increased
payments, John F. Bradley, Ad
ministrative Officer of the State
Agricultural Stablization and
Conservation Committee, said.
Many farmers who have Con
servation Reserve contracts enter
ed into in previous years may
have .more attractive contracts
than can be offered under the
1959 program. In determining
rates of annual payment, land
productivity is a more important
item in 1959 than in former years.
In addition, the cost-share assis
tance for many conservation prac
tices has been reduced beginning
in 1959.
Farmers with more productive
and valuable land will generally
find higher rates applicable to
their farms than in previous
years. Nationally, the annual pay
ment will .average around $13.50
per acre, compared with the pre
vious national average rate of
$lO. As in previous years, farmers
taking part in the program also
receive assistance during the first
year of the contract to help cover
the cost of installing a conserva
tion practice on the “reserved”
land.
Bradley explained that no
change can be made in the level
of annual payments to be made
under an already-existing Con
servation Reserve contract. Du
ring the past 3 years, farmers
have entered into Soil Bank con
tracts voluntarily under the then
prevailing rate of payment. Such
a contract may not ordinarily be
changed or broken during the
period it is effective unless, of
course, such a change were in
the public interest. y
For farmers who would like to
put their entire farm in the Con
servation Reserve, the higher rate
of annual payment may be avail
able for eligible land not already
in the program and an additional
incentive payment of 10 percent
above the normal rates will be
made if. all the eligible land is
put in the program for at least
5 years. ,
Bradley reminded farmers that
the Conservation Reserve will be
the only Soil Bank program a
vailable in 1959. The Acreage Re
serve for allotment crops is being
discontinued after 1958.
Addison Strickland to Get
Degree of American Farmer
One of the outstanding mem
bers in the history of the Nahun
ta F. F. A. is Addison Strickland.
He was a deligent student in his
nigh school days. If a job needed
doing even wnen little glamour
was envolved, this young man
would do it with the zeal of an
athlete.
Not only was he outstanding
in his F. F. A. work, but he mane
a dependable member of the bas-
Ketoail team. He was an endur
ance man on tne track, running
the mile race for two consecu
tive years. He played baseball
and was known in all his sports
to be a “team” man.
Along with his school work
Addison carried on a complete
farming program. Being the only
boy at home and his Dad driv
ing a school bus, Addison had a
responsibility greater than many
teen-age boys but he handled it
like a .man.
After graduation, he turned his
head to a place of higher learn
ing and selected Abraham Bald
win Agricultural College to con
tinue his studies. Because of
pressing farm work, Addison did
not attend the spring quarter
but remained at home to help
farm so that he could return to
school in the fall quarter. Ad
dison has a good record at
"ABAC” as it is affectionally
called by its students and alumni.
There are four degrees or steps
in F. F. A. work. All members
receive the green hand degree by
joining the chapter. After one
year .and certain qualifications
some may receive the junior
farmer degree.
The third year, with hard work
and meeting rigid qualifications,
one may receive the Georgia
Planter Degree. Addison received
each of these degrees, while in
high school.
The fourth degree, American
Farmer, is quite difficult to earn'
but being the man that he is, Ad
dison set this .as his goal. This
year, this outstanding young .man,
along with seventeen other Geor
gia boys, was selected to receive
this honor. Not only is this an
honor to Addison and his family,
but to Nahunta, and Brantley
County, because he is the first
recipient of this degree in the
history of this county.
We are proud of Addison and
the work that he has done and
we shall be happy for him, when
he goes to Kansas City next
tnonth, to get his honor.
Also, we salute his parents, Mr.
and Mrs. H. A. Strickland and
sister Sarah Jane for the coopera
tion that they have given to Addi
son, so that he could make this
record.
His Advisor, W. C. Long, has
is Advisor, W. C. Long, has
helped to guide him along the
way and has done what he could
to help him. Along with the de
gree, Addison will receive* $95 to
help pay his expenses to Kansas
City and the National F.F.A.
Convention.
How to Help Your
Child in School
The best ally your child has
in coping with school is you, say
the editors of ‘Changing Times,”
the Kiplinger Magazine.
Whether he’s going for the first
time, or leaving home for col
lege, you’ve got to help him get
through the difficult periods. Ac
cording to the editors, here is the
best way to do it.
In the Early Grades. Best way
to help him is to learn what his
pace is. Some kids learn to read
faster than others. Don’t pressure
him needlessly. You can stimulate
him, however, by talking with
him about nature, games, books;
by taking him on trips to mu
seums; by reading to him; by
helping him to build a library.
In the Middle Grades. Confer
ences with the teacher should
begin early. Some things you’ll
want to know: Is he working at
his full capacity? How does he
measure up to the standards of
his grade? How does he get a
long with others? Does the teach
er have any suggestions about
how you can help him?
In Junior High School. By the
eighth grade the child has had
a good chance to demonstrate
his academic potential. Batteries
of tests help spot his aptitudes
and vocational interests. This is
the time for talk about high
school curriculum, education af
ter high school and career.
By now your boy or girl should
be able to study effectively on
his own. Don’t hound him to get
down to work. Help him to un
derstand the importance of setting
a definite schedule and adhering
to it. See that he has a study
place. Help hjfn with his home
work only when necessary and
only by helping him find the
way toward a solution, never by
doing the work.
In High School. More under
standing than ever of his
strengths and weaknesses, and of
his need to do what other teen
agers are doing. Keep in touch
with what he’s studying and w’ith
his teachers and friends.
In College. He’s on his own
Your job is to be proud of him,
and to be available when need
ed.
ADDISON STRICKLAND '
Gets American Farmer Award
H. D. Executive
Board Met
Thursday, Sept. 4
The executive board of Home
Dem. County Council held a
meeting at the home of the Home
Dem. Agent, Mrs. Virginia Raul
erson, Thursday Sept. 4, begin
ning at 9:30 a. m. Many plans
were made for the individual
clubs, county wide projects and
our hopes for forming new clubs.
Members present from Hobo
ken Club were: Mrs. Frank Dukes
and Mrs. Noland Davis Jr., who
is 2nd vice pres, of the State
Home Dem. Council; from Hick
ox club; the County Council Pres.
Mrs. Woodrow Hendrix, Mrs.
George Loyd and Mrs. Neil Hen
drix; from Waynesville Club;
Mrs. Marvin Robinson, Mrs. Daisy
Hunter and Mrs. Pete Gibson. A
buffet luncheon was served by
Mrs. Raulerson and enjoyed by
all.
Our work is getting off to a
good start and we would like
every woman in Brantley Coun
ty to join in helping us help each
other.
Mrs. P. J. Gibson, Reporter.
The Nahunta High School Pa
rent Teachers Association will
meet at the School on Tuesday
p. m. 3:15 it is announced by Mrs.
Neal Hendrix, Secretary. All
parents are urged to be present
at this first meeting of the school
year. John I. Lee is president.
The Executive Committee met on
Friday of last week.
ANNOUNCING
I 1 • / M
z •' ' ; 111
I Western Auto Service Department I
■ I
At Western Auto Associate Store in Nahunta.
* .
I Servicing Outboard Motors, Lawn Mowers, I
I Washing Machines, Electric Ranges, Electric Wiring. I
We Have Employed O. A. Jones As Service Man.
Ei 1 Bs
He is Expert and Capable of Giving You Prompt and
Efficient Service on Any of the Above Named Applian
' ces.
WESTERN AUTO
ASSOCIATE STORE
I W. B. (Bill) Harris, Phone 2-3668, Nahunta, Ga. I
I SAVE! I
I CLOSING OUT OUR ENTIRE STOCK OF NEW I
'SB FORDS
I PLUS I
I ALL OF OUR 'SB PERSONNEL CARS I
I Custom 300 - FAIRLANES - FAIRLANE 500 I
I FORDOR TOWN SEDANS I
I All Have Automatic Transmissions. I
• Power Steering.
• Heaters.
I • Tutone & White Tires. ■
• Clear Plastic Covers.
Some Have — Radios — V-B*s & 6’s.
I ALMOST LIKE NEW & GUARANTEED I
I DON'T WAIT! I
Select Now & Save.
I KING BROS. I
I MOTOR CO. I
p,. “The House Good Service Built” K
WAYCROSS, GEORGIA
The Brantley Enterprise, Nahunta, Ga., Thursday, Sept. 11, 1958
