PUBLIC EDU CATION AND ECONOMIC TRENDS,

by T. L. Norton '23,published by the Harvard UniversityPress, 1939, p-i96-

Professor Norton has been interested in the relation of economics to public educa- tion and he has participated in the Re- gents' Inquiry into the Character and Cost of Public Education in New York State. This thoughtful book is the published form of a series of six lectures delivered in Harvard earlier this year. The topics cov- ered include (1) The Nature of Modern Economy, (2) Population Trends, (3) The Shifting Pattern of Consumer's Wants, (4) The Progress of Technology, (5) The Changing Character of Employment Op- portunities, and (6) The Mobility of Labor. A concluding chapter presents an organized summary of education for pro- duction and for consumption. The entire series of lectures is supported by frequent footnotes and a most comprehensive bibli- ography appears at the end.

These lectures are written in a direct and stimulating manner. This will appeal to professional educators and citizens who would obtain a clear picture of the educational aspects of the economic problems discussed. The author is fully aware of the necessity of giving full consideration to economic life in any scheme of education, and also of the danger of becoming too dogmatic in prescribing details for educational programs. He observes that "(1) as. a citizen and as a worker an individual is in need of information regarding changes which are going on in this economy, (2) he needs an appropriate education which will aid him in his initial vocational adjustment, and (3) during the course of his working life, he will be in need of information regarding opportunities for employment" (p. 24).

Professor Norton suggests that greater emphasis might well be placed on the problem of vocational and social adjustment to adult life (p. 55). The progress of technology requires that both pupil and school administrator keep fully abreast of these rapid changes, that narrow trade training should be avoided, and that workers should be prepared to adjust themselves to changing situations (p. 113-117). Shifts in the quantity, the quality, and geographical location of chances for work also must be considered in setting up educational programs. The secondary schools particularly must deal with these problems (p. 143). From the consumer point of view, educators should consider the development of sound value standards, the art of homemaking, the education of women for work, the use of leisure time, and changes in consumer's wants (p. 84-89).

Finally, the educational implications of economic life must include training both for consumption and for production, provide a broad and flexible program, and consider both short-time and long-time changes. "The time has now arrived when the combined efforts of the educator, the psychologist, the engineer, the sociologist, and the economist should fuse into a living and vital whole the basic elements of a program of public education" (p. 187).