Dec 11 1940 NATIONAL EDUCATION ASSOCIATION RESEARCH BULLETIN VOL. XVII No. 5 NOVEMBER - 1940 go ALR PERIOD aRARY ae — mich vy. OF What People Think about Youth and Education Published by the RESEARCH DIVISION of the NATIONAL EDUCATION ASSOCIATION of the UNITED STATES 1201 Sixteenth Street, N. W., Washington, D. C. RESEARCH BULLETIN or 1 Published five times each year in January, March, May, September, and November NATIONAL EDUCATION ASSOCIATION President, DONALD DU SHANE Executive Secretary, WILLARD E. GIVENS Associate Secretary, WILLIAM G. CARE Director of Research: Frank W. Hubbard Assistant Directors: Richard R. Foster, lvan A. Booker, Hazel Davis Research Assistants and Section Heads: Frances G. Bradley, Louise B. Sease, Helen H. Cox, Anne Haddow, Madaline K. Remmlein, Mildred Wharton, and Lillian S. Feldman Executive and Editorial Offices 1201 Sixteenth Street, N. W., Washington, D. C. Copyright, 1940, by the National Education Association of the United States Entered as second-class matter February 10, 1923, at the Post Office at Washington, D. C., under Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized February 10, 1923. Subscriptions The payment of the $5 membership fee of the National Education Association entitles one to receive for one year the Research Bulletin, the Journal, the An- nual Volume of Addresses and- Proceed- ings, and certain other publications of the Association. One dollar of each $5 mem- bership fee is for a year’s subscription to the Research Bulletin. The Research Bulletin may be received regularly thru a special subscription at $1 per year. Many of the early issues of the Research Bulletin are already out of print. The special subscription at $1 per year offers an opportunity to maintain a complete file of future Research Bulletins. 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In other cases appli- cation for the release of materials is re- quired. Address communications to the Research Division, National Education As- sociation, 1201 Sixteenth Street, N. W.., Washington, D. C. FOREW [NTROI Is Ept Has E Do Hi SHOUL SHOUI Do T: SHOUI Is Toc SHOUI SHOU! WHAT SHOU! SHOUI GENE! SELEC APPED CONTENTS FOREWORD INTRODUCTION Public Opinion and Democracy Public Opinion and Education The Measurement of Public Opinion The Present Survey of Opinion on Youth and Education I Is EDUCATION OVEREMPHASIZED? Has EpucaATION IMPROVED? Do HicH ScHoots PREPARE ONLY FOR COLLEGE? SHOULD YoutH Discuss Issugs? SHOULD TEACHERS Discuss IssuEs? Do TEACHERS FAvor THE WEALTHY? SHOULD PuysicAL EXAMINATIONS Be REQUIRED? Is Too Mucu SPENT FoR SCHOOLS? SHOULD THE Poorer STATES BE HELPED? SHOULD Poor FAMILIES BE HELPED To EpucaATE THEIR CHILDREN ? Wuat SHOULD Be Spent For Necro EpucaTIon? SHOULD Many HicuH-ScHoot StupENTs Stop ScHOOL AND Go SHOULD GOVERNMENT ProvipE WorK FoR YOUTH ? GENERAL CONCLUSIONS SELECTED REFERENCES APPENDIX ro WorK? FOREWORD the way.” If the publication of large quantities of professional literature A he LINCOLN once said: “Give the people light and they will find could give light, then the American people would be well informed with regard to educational problems. But does the mere publication of a report or study “give light” to the average citizen? Or must he read the material, think about it, debate it with his fellows, participate in appropriate action, and finally rethink the whole matter in terms of progress? Because of the belief that publication of recommendations must be followed by study and action, the American Council on Education in 1939 appointed a Committee on Implementation of Studies in Secondary Education. To pro- mote public action on educational issues a committee must begin with a knowledge of public opinion concerning these issues. Plans were therefore discussed for making a study of public opinion with regard to youth and education. After the decision was made to obtain such a survey of public opinion the Committee on Implementation asked the American Youth Commission to assume responsibility for the project. Floyd W. Reeves, director of the Amer- ican Youth Commission, appointed the undersigned as a committee to take charge of the proposed poll. This Committee made arrangements whereby the American Institute of Public Opinion would collect and tabulate the necessary facts. Funds for this purpose were obtained by the American Youth Com- mission from the General Education Board. The results of the poll were completely tabulated early in the fall of 1940. The Committee then requested the Research Division of the National Education Association to prepare its report for publication as an issue of the RESEARCH BULLETIN. This report should be of value not only for the results which it contains but also as an example of a type of inquiry which should be made with increas- ing frequency. Public opinion is not a fixed quantity. It varies from place to place and from time to time. Several of the most significant inquiries here reported might well be repeated periodically on a national basis, in order that trends may be observed and reported. Local surveys of public opinion would also serve many purposes of interest to educational authorities and could readily be managed within the resources available to most school systems. Where public opinion is shown to be receptive, new programs can be initiated. Where public opinion is indifferent or hostile, public consideration of the merits of specific proposals must be encouraged. WitiiaM G. Carr, Educational Policies Commission, Chairman Haptey Cantrit, Princeton University Pau T. Davin, 4 merican Youth Commission Why trequer covers or such It can capable trom ¢ become suppor intorm new p! public indifte: the des Pp A f mocrac be sup of Inc just po Later iterate: People Still 1 Abrah people, The ment statem the Br Publi crepant tions. . It is | of viev citizens ion as | or pro ruling In opinio mittee pamph town history bly, ar where resulti cific : Introduction Why do plans for improving education so remain between the _ protective equently overs of reports? It cannot be because man f such proposals are not socially constructive iders el ee ipable of taking appropriate action. Rath cannot be because there are no le rom observation, it seems that plans do not become reality because of the lack of publi Active nformation about and understanding of any ipport. support in turn arises trom new proposal. Failure to build this intelligent public understanding results in hostility o1 indifference and consequent failure to secure the desired changes. Public Opinion and Democracy A fundamental principle of American de mocracy is that the will of the people should be supreme. As expressed in the Declaration of Independence, governments derive “their just powers from the consent of the governed.” Later the federal and state constitutions re iterated the principle in the words, “We, the People do ordain and establish. Still later the principle was well stated Abraham Lincoln of people, by the people, for the people. The moving force behind popular govern by “government the as ment is public opinion. One of the clearest statements of this fact the British political observer, James Bryce: has been made by Public opinion is a congeries of all sorts of dis crepant notions, beliefs, fancies, prejudices, aspira- tions. It is to the power exerted by any such views or set of views, when held by an apparent majority of citizens, that we refer when we talk of Public Opin ion as approving or disapproving a certain doctrine or proposal, and thereby becoming a guiding o1 ruling power.’ In the early days of the Republic, public opinion was formed thru public oratory, com mittees of correspondence, newspaper articles, pamphlets, and particularly thru the debates in town meetings. Thru the years of American history, the press, the pulpit, the public assem- bly, and the school have been among the means whereby attitudes have been formed and the resulting emotional drive directed into spe cific action. In time, political parties and other pressure groups developed as agencies 4 1 Bryce, James. American Commonwealth. 2 vols. New \ r | t rk radio has b ome a ta ir, ranging trot \eet : , the protessional disinterestedness Lown the Air”’ to gandist. In a thousand he Ameri think On public questions the will of the peop! t crude Or SUD t people are told wh it and Ow bout many and act questions usually made manifest thru local, state, national elections. VW here the rererendul!l : used, questions of public policy are su directly vote of the electorate. [1 instances, wever, voting is upon candid their own o1 ind upon who in turn platforms. Public opinion is crystallized tl campaigns in which it is often dificult to d Vinten usually taken to mean public approval of ot the tinguish between issues and men. general policies candidate. Approval : ’ : ’ disapproval of the candidate’s subsequent ficial gistered by the people it next election. But, back of all the means acts is re in forming and expressing public opinion ot ; ' the social or civic literacy of the people. Public Opinion and Education Schools are taxation of the realizat supported by ion that no democracy unless sustained by an intelligent and en ened electorate. In schools youth lear rights and duties of citizenship. They le recognize and to abide by the accepted rule of the game as it should be played in a dem ocratic society. From Colonial days to the present, public a guiding influence u New meeting the teacher and all his activities wer« reviewed by the adults of the Later this public will was exerted thru schoo the po! England tow: opinion has exerted public education. In the communit 1 inspectors appointed by town meeting Gradually the pattern thru which the publi will was exercised assumed the form of com of chiefly at ot ed ication , Publ its influence thru mittees trustees or boards chosen popular elections. 1 CLEC the opinion also exercises tions on bond issues and tax levies and general “climate of opinion’”’ operating within a given community. Education today is in no small measure the Macmillan C 189 } product of public opinion. It was popular de- mand that passed compulsory attendance laws, provided financial support thru public taxa- tion, broadened the curriculum, erected safe and sanitary buildings, and raised the level of professional preparation of teachers. It is public opinion, when enlightened, that sup- ports school authorities in initiating progres- sive educational practices. It is this public opinion, when uninformed, that delays or de- stroys movements designed to make education more effective in serving the people generally. It needs to be clearly realized, however, that public opinion does not crystallize in a vacuum. It forms in a given time and place under the stimulation of social forces. Among these forces are individuals and groups with special interests, who tend to align themselves either for or against a specific issue, to maintain their own alignments, and to add to their own strength by enlistment of those who have formed no strong opinions. If, therefore, edu- cational authorities are realistic, they will seek to understand how public opinion is formed and how it may be influenced toward socially constructive ends. One of the first steps in understanding pub- lic opinion as related to education is to as- certain the attitudes and information of the citizens. This has been done in specific com- munities by conferences with individual par- ents, by the formation of special lay committees to advise the board of education, by public meetings, and by contacts with groups such as the parent-teacher associations. To these technics has been added the scientifically di- rected poll of public opinion, of which the present report is an example. The second step is to decide what shall be done about the public opinion found to exist. If the public is favorably inclined toward pro- posals for the improvement of education, ex- perimental procedures can be set in motion. If the public is hostile or indifferent it will be necessary for school authorities to delay press- ing for change. This delay does not neces- sarily mean the abandonment of the proposed project but rather the inauguration of plans designed to educate adults as to values, con- ditions, and needs. The Measurement of Public Opinion Many procedures have been used to dete; mine prevailing public sentiment on specifi issues. The most common measure in our den ocratic way of life is the public election. Sing issues are sometimes obscured and public opi: ion fluctuates rapidly between elections, the has been a need for a more rapid means of as certaining popular views. This need has led to the development of the scientific poll o; sampling referendum.* For more than thirty years newspapers, such as the Columbus Dispatch, have made polls covering states or regions. In 1912 the mag azine Farm Journal began a series of presiden tial polls. Later the Literary Digest and the Pathfinder made other national surveys. In recent years polls have become a regular fea ture of Fortune magazine. In 1935 George Gallup founded the Ame: ican Institute of Public Opinion at Princeton, New Jersey.* The Institute is a fact-finding organization whose purpose is to measure public opinion on political and social issues of the day, and to report the facts for the benefit of all. Because of its record and ex perience the Institute’s aid was enlisted in making the poll reported in this bulletin. The early surveys of public opinion were characterized by the use of ballots, distributed thru either newspapers or the mails, and by the tabulation of a random sampling of nu merous replies. While many of these pionee: studies were remarkably informing, certain necessary scientific safeguards were lacking. In contrast, the recent surveys have taken ac count of two fundamental considerations: (1) The sampling must include all the significant elements present in the total group. (2) Moreover, the elements must be represented in the sample in approximately the same proportion as they exist in the total population. Both experience and statistical theory point to the conclusion that no nationwide poll has ever gone wrong because too few persons were selected. In fact, a survey predicting an elec- tion within 5 percent can be attained with not more than 900 ballots. Accuracy within 3 percent is possible with a random selection of 2 For further details see: The Pulse of Democracy by George Gallup and Saul Forbes Rae, published by Simon and Schuste New York, 1940. 335 p. 8 American Institute of Public Opinion. The New Science of Public Opinion Measurement. Princeton, N. J.: the Institut: (no date). 16 p. [190] 251 1) cas sarv to <¢ 1) 7 rect prof to time | regard tc education the retur comprehe ount mt income, 0 (2) Ti tion mus ias. Tw represent inusual « new and (3) T tion resu within a is taken « shifts in factor in with cont Surve Opinion of eleve: located nation. obtained the stree the field work pa an hour check uf work. ‘I the Inst New Je machine an edito In De Associat opinion was mad ods dev Public asked d Fully 7 demned dicated assured used fo: made in A rep # Amer 5 Mich ® Unpi 7 Rope. 2500 cases.* To insure this accuracy it is neces 7 to deal properly with three problems: 1) The selection of population groups in the « rect proportions- time by including Experience is checked from ti questions in the ballots with ifhliation, and jucation. It is possible thru this means to check gard to racial derivation, religious the returns against the federal census and other mprehensive analyses of the total population. A¢ unt must be taken also of factors such as age, ncome, occupation, geographical residence, 2) The wording of the questions simply, and and sex I very ques tion must be stated clearly, without ias. Two wordings of a question may be tried with »presentative samplings of the population. Where nusual differences in the two tabulations result, a ew and neutral phrasing must be found. 3) The timing of the survey—In predicting el 1e¢ yn results it is desirable to conduct polls up to vithin a few hours of election. In this way account s taken of dramatic events which may cause large shifts in sentiment. This problem was not a serious concerned generally factor in the survey with continuing educational problems present Surveys of the American Institute of Public Opinion are conducted with the assistance trategically thruout the if eleven hundred field reporters rural areas nation. ballot btained by interviewing people ocated in cities and Answers to the questions are at home, on Most ot the field reporters are college graduates who the streets, in offices, and on farms. work part-time on surveys for a fee based upon Definite methods are used to in hourly rate. check upon the quality and honesty of the field work. The completed ballots are returned to the Institute’s statistical Princeton, New Jersey, where the vote is tabulated by office in machine. The results are then interpreted by in editorial staff. In December 1939 the Michigan Education Association published the results of a public opinion survey made in that state.° The poll was made by a technical agency using the meth ods developed by the American Institute of Public Opinion. The isked dealt chiefly Fully 70 percent of the lemned curtailment educational quest ions with financial support. respondents con of school funds and in licated a willingness to pay more in taxes if assured that the additional revenue would be used for school purposes. A second survey made in 1940 will soon be published.® A report is now available of a poll of public * American Institute of P 5 Michigan Education Associ ® Unpublished report, M T Rope, Frederick T. Opini ( leachet More those inter) wed thought that the Pitt than 77 pe S( hool system W 1 ng a cood iob cht that the should pl high-school parents ucating then The Present Survey of Opinion on Yout! and Education In the fall of 1939 the Committee plementation of Studies in tion of the America Secondary Council on devoted considerable attention to oT public opinion In ref Che Committee on hat a proposed pol vouth and education. plementation arrived at the opinion t | a tentative questions was prepared by Newton Edw when the Comn (meri Tul nish the necessary sect i poll should be made and { 1940, que sted the In January In plement ition re Commission to for the operatio the Committee, Commi project fo1 a poll of public opinion voted turn ver to the h that it be carried out *xpressed wish th In accordance with this request, the American Youth Commis ttee to take charge for the proposed poll. A meeting of th mittee was held at Princeton on May Robert J. Havighurst of the Gener rd and I Institute of Public Opinion tor of the pointed a comn on Board uwrence Benson of ican present. A tentative agreement proposed poll in Youth Comm orant-in Lid on plans To! project, the quested and re ved a imol General oft questions to S6000. tron The formul posed study public opinion assumption and are running course educ ition ther things signed to society to changes Ww a n xImum minimum of avoidable soci basis of this assumption, lists were made of the social changes that seemed most certain, of the values which might be maintained or achieved thru adjusting young people to these social changes, and of the educational policies and procedures that experts believe would help to maintain or achieve those values in the face of social change. From each of these three lists, topics have been selected concerning which there was real doubt as to the prob- able state of public opinion and on which in- formation concerning public opinion would seem likely to be of greatest assistance. It was thought desirable to know: (a) How much information does the public possess about the social changes on our list? (b) To what extent does the public agree with the statement of values on our list? (c) What opinion does the public have about the educational policies and procedures on our list? A better knowledge of the extent to which the public is informed will help greatly in planning programs for the dissemination of information on matters such as youth unem- ployment, rural youth migration, and the expansion of secondary-school enrolments. A better knowledge of public opinion concerning social values and proposed educational policies and procedures will indicate how rapidly edu- cational authorities can move in the adoption of such policies and procedures. Where public opinion is already receptive, new programs can be actively initiated and demonstrated. In the light of these purposes and along the lines of the procedure outlined for the selec- tion of topics, the committee selected a list of about twenty proposed questions which were discussed with Mr. Benson at the meeting on May 2. It was indicated that the cooperation of the American Institute of Public Opinion would be available for a poll using this ques- tion list in revised form and covering a sufh- cient sample of individuals to be representa- tive of the entire population of the United States. After preliminary testing of the ballot in the field the questions were put into final form for the field reporters who collected the answers. Tabulations made in July 1940 were forwarded to the American Youth Commis- sion. In September a preliminary summary was reported to the Educational Policies Com- mission. Further tabulations and analyses were prepared by Hadley Cantril. The pres- ent RESEARCH BULLETIN was prepared October under the direction of Frank \\ Hubbard, director, Research Division, \ tional Education Association. A total of 3819 persons were interview: In commenting upon the survey Edward fe; son, director of the project, wrote as folloy “We have carefully analyzed the cross-sect as regards every important control with re; to which we have information, and I am < that I can say without the slightest hesit that the cross-section is one that accurat represents the adult population of this cou try.” The specific classifications of the 3819 persons interviewed is given in Table 1. TABLE 1.—CLASSIFICATION OF PERSONS INTERVIEWED Number of persons 3,819 Characteristic 1 Geographical section New England and Mid-Atlantic East Central states. . . West Central states..... Southern states...... Western states......... Income groups Age groups 21-29 years 30-49 years 50 years and over...... Racial White Negro.... Sex Men.... Women Urban-rural Cities 10,000 and over.... Cities 2,500 to 10,000 : Rural nonfarm (towns under 2,500) High-school graduates who did not attend college All others oe Parental status The original inquiry form consisted of six teen main questions, several of which wer subdivided (see forms, pages 217-18). Tw questions, dealing with the characteristics 0! the persons interviewed, are summarized Table 1. Three questions are reported on|; in the Appendix. The replies to the remainde«: of the questions are summarized on pages 1°: 207 with detailed groupings given in ¢! Appendix. Copies of the interview blank n be obtained from the American Youth Co: mission as long as the limited supply lasts. [ 192 ] Many ce pl seven ¢ thin! w; 2l ercent n this a From ine fact ttitude former | those wl 82 perce portance with 68 ittend h the leve higher i: educatio} Perha educatio “There’s cation th this appe people w ind of Their g be expla status. | subscribe serves al At all lege stuc groups a emphasis cational voters Cc not recei lege gra the idea portant. Regio veal sign might b among t their kne ‘In th juestions 01 those who « know, is th nly in the inemployed Is Education Overemphasized? Wan\ people Say there 1s 00 mu e placed on education these days. or disagr €é ? Seventy-three percent of the population do think that education is overemphasized to 21 percent think it is overemphasized ; 6 rcent have no opinion. (For further details n this and other questions see the Appendix. ) From the detailed analysis of the replies, fact clearly emerges: ‘The most favorable titude toward education is found among former college and high-school students. Of those who attended high school and college, 8? percent do not believe that too much im rtance is placed on education, as compared vith 68 percent of the did not ittend high school. In other words, the higher the group who the level of formal education attained higher is the percent of those convinced that -Jucation is not overemphasized today. Perhaps many people at the lower levels of educational attainment are inclined to say: There’s too much importance placed on edu- ition these days.” From the statistical analysis this appears to be particularly true of the older people who did not graduate from high school ind of the bracket. Their greater inclination to be e explained as an effort to justify their own status. Yet even in these groups a majority subscribe to the idea that education fully de- serves all the emphasis now being given to it. At all ages, the former high-school and col lege students in the middle and upper income groups are least often critical of the present emphasis on education. Within both the edu cational and income classifications, the younge: those ir lower income critical may voters consistently believe that education is not receiving too much emphasis. Young col lege graduates strongly oppose (84 percent) the idea that education is considered too im portant. Regional and sex distributions did not re- veal significant differences in attitude. But, as might be expected, there differences mong the groups classified on the basis of their knowledge of certain educational matters. were 1In this survey the term ‘‘well-informed lestions on the ballot; ‘“‘partly-informed”’ those who could not give more than one corre now, is the NYA a part of the government Appendix, asked respondents young people, and the numl nly in the nemployed are well-informed | remphasizec Fighty percent of the education was not ove trasted with of the partly-in and 68 percent « » ill-informed A second p ot the spondents for reasons why h il } question Kked they agreed e statement that too much in rn} agreed with t portance was -d on education today. The 21 percent who thought that education is « asons: emphasized gave the following re Education does not provide enough practical knowledge Too | Employers pay too much individual’s education people radical many people are being educated attention to an Gives ideas and makes them dissatisfied Other reasons The reasons ven by the 73 percent do not believe that too much importance placed on education these days Were « t Importance of education cannot be over emphasized Education is needed today to attain success One of the greatest assets for meeting the complex civilization of today Education is necessary for the country to advance as a democracy Education helps to raise the standard of living Other reasons These reasons have significance for the plan ning and interpretation ot public education today. It is the belief of some citizens that edu cation is an impractical experience school graduates are said to be unprepare successful employment. Even some of who would place no less importance upon ed 7 rt of cation gave illuminating reasons in supp¢ their position. For example, 41 percent merely had a general idea that education could not be overemphasized. In spite of the recent discus sion of the need for educated citizens in democracy, only 6 percent have been so this as a reason. pressed as to ite who answerec wered tw these factu i with the government Eight swel 7 ent < think it Whe sex, e€CO minor ¢ differen educatic ot age in tootn Signi swers ¢t educatic quality the pres cent thi think it IS EDUCATION OVER EMPHASIZED TODAY ?* = th is o e with th they th Pe CC CCC CCCCC CCC CM ire YES php b #. NO OPINION J @EACH SYMBOL REPRESENTS 5% OF THE TOTAL POPULATION. * See text for exact wording of the question [ 194] Has Education Improved? Do you think young people today are getting 1 better education in school than thei Eighty-five percent of the popul swer “yes—better” to this question; ent answer “about the same’; 7 percent think it is poorer ; 2 percent have no opinion When the replies are classified in teri sex, economic level, and the other factors, minor difterences are revealed. Briefly, thes = ROE SE kr Se differences indicate that a higher opinion of education today is held by those under 50 years of age and by the well-informed (as defined as No tabulation made of the few n footnote | of the previous section). ; iven by those 1 thought education | Significant differences appear when the an z 9 } T ] } 5 . nanged. ne ercent who thou t swers to Question | (present emphasis upon ~* ee 7 ; : oe Se tion was poorer were distributed as education) are related to this question on the quality of education. Of those who approve Not enough too many frill n fundamentals the presentday emphasis on education, 90 pet cent think it is better than it was; 4 percent a & 8 for the time think it is poorer. On the other hand, of those ; : Other reasons who think too much importance is placed on education, 74 percent feel that education today is better; 15 percent think it is actually worse. From the ; , : ' Opportunity was provided in connection in ten adults t equipment, better prepared teachers, Children used to get more out of school reasons given, it appears tha h n ink that more schools, with this question for respondents to say why they thought education today was better or broader curriculum result in a higher ty poorer than it had been. ‘Those who thought education. HAS EDUCATION IMPROVED ?* WORD PAPA PAPA DDD ABOUT SAME f POORER f NO OPINION @®EACH SYMBOL REPRESENTS 5% OF THE TOTAL POPULATION * See text for exact wording of the question { 195 | Do High Schools Prepare Only for College? Do you think that our present high-school programs are planned mainly for the students who are going on to college, or for those who are not going on to college? Thirty-nine percent of the total population think that secondary-school programs are planned both for those who go to college and for those who do not; 34 percent said for “college only”; 8 percent believe that high schools are planned for those not going to col- lege; 19 percent have no opinion to express. Apparently, then, 73 percent of the citizens recognize the college preparatory function of high schools. Combining the percents another way—47 percent recognize that high-school programs are planned to include those who do not go beyond high-school graduation. One of the most striking facts is the great proportion of indecision. Nearly one person in five is not sure of the purpose of the high- school program. Those with higher educa- tional status are less likely to be undecided— only 2 percent of the former college students under 30 years of age have no opinion. One person in six has no opinion among those over 50 years of age in the high-school group; nearly one-third of those who had less than high-school experience are undecided as to the main purpose of existing secondary schools. In all educational classifications, your ple are more likely to express a definite oy In general, youth divide about equally) whether high-school solely for college preparation or for bot! lege and noncollege students. Adults who have not attended high and are also in the lower economic group programs are p marked indecision. In both groups thos« 50 years of age are most likely not to h opinion. More people from the Western states | from the other regions believe that high sc! is mainly college preparatory. This may explained by the existence of many public leges and universities in the Western states There are no significant differences betwe: the opinions of parents and nonparents o1 tween those who think education is overemp! sized and those who do not tion). It is a significant fact for educat that so many people think that high-scho programs are solely college preparatory. Pe: haps most adults tend to think of present scho: (see first qui functions in terms of their own experienc many years ago. Also many high schools co: tinue to impress the public by their emphasis on college preparation and neglect to publicize their other activities. FOR WHOM ARE HIGH-SCHOOL PROGRAMS PLANNED ?* THOSE WHO GO TO COLLEGE THOSE WHO DO NOT GO TO COLLEGE BOTH GROUPS NO OPINION rere ereerert ®EACH SYMBOL REPRESENTS 5% OF THE TOTAL POPULATION * See text for exact wording of the question. [ 196 ] Research Division, National Education Assocration {moi ifferen ul thi ocial should ves. Sever believe trov ers! cent art had no In tl sion by the W groups, approve with 7 of the The their at ot free In gene able th cent fa of all ; of age, sion of SHO Should Youth Discuss Issues? lmong the ge neral public there are usually i such ifferences of opinion on questions as yr unions, war, and government policy. Di i think that young people in church groups, ial groups, and other youth organizations hould discuss such questions among them Seventy-two percent of the general public lieve that young people should discuss con troversial topics among themselves; 18 pet cent are opposed to such discussion; 10 percent had no opinion. In the South only 64 percent favor discus sion by youth as compared with 84 percent in the Western the groups, 87 percent of the upper income level states. Among economic approve of freedom of discussion, as compared with 78 percent of the middle and 61 percent of the lowest economic level. The age of respondents is also reflected in their attitudes. Young people are more in favor of freedom of discussion than are older people. In general also, urban dwellers are more favor able than are farmers (of the latter 65 pet cent favor free discussion). College graduates of all ages, particularly those under 50 years of age, are emphatically in favor of free discus sion of issues; 83 percent of high-school grad uates agree Lhose trom igh sc] freedom only most undecided Further 1 favorable attitude toward rel t I between education disc USSIOI demonstrated by a comparison of the respol to the present question and the one on the im portance of educ ition. Eighty eight percent ot those who ittended high school oO! college and who also value education favor free discussion. On the other hand, only 66 percent of the non high-school craduates who approve ot the present emphasis on education favor free dis cussion by young people. On the basis of information possessed by respondents, the proportions favorable to fre ‘ ° a. discussion were: 53 percent among the well informed; 78 percent, the partly-informed ; 62 percent, the ill-informed. Relatively more of the ill-informed said that they had no Of ion. The freedom ot students to learn is today fundamental issue in the field of public policy It is significant, therefore, that a majority in all groups favor a free consideration of contro versial topics by youth groups. For the specific reasons given for and against freedom of dis cussion among young people consult page 213 SHOULD YOUTH DISCUSS CONTROVERSIAL TOPICS ?° LC NO OPINION EDAD PD PD) ® EACH SYMBOL REPRESENTS 5” OF THE TOTAL POPULATION * See text for exact wording of the question [ 197 ] Should Teachers Discuss Issues? Do you think that teachers ought to discuss such questions in high school? This question was preceded by the following statement: Among the general public there are usually differences of opinion on such questions as labor unions, war, and government policy. Sixty-seven percent of the public favor such discussion by teachers; 23 percent oppose; 10 percent have no opinion. Analysis of the data yields a general pat- tern similar to that reported on the question of freedom of discussion among youth. In general, college graduation, youth, economic security, and possession of information tend to produce a favorable attitude. Regionally, the New England and Mid-Atlantic area is most favorable to free discussion by teachers; the South is both less favorable and more unde- cided. The preceding question was followed by a second related question: Jf questions about which there are differences of opinion are dis- cussed in high school, do you think most teach- ers give only their own ideas, or do you think they are reasonably fair to all sides? Forty-seven percent of the population think that teachers are fair to all sides; 26 percent believe that teachers give only their own ideas; 4 percent qualified their answers (“about many teachers are fair as are not”) ; 23 pe cent said they did not know. The large perc: who have no opinion is striking. Young people (under 30 years) who tended college are more critical of the fairnes; of teachers than are their contemporaries w! attended high school only. Thirty-eight pe: cent of the former said “give own ideas” compared with 27 percent of those who at. tended high school only. Older college people and older high-school graduates took about the same attitude toward the fairness of teach ers. The less education one has the more likely he is not to have an opinion. On the basis of the information possessed by respondents the study shows that the well informed are most skeptical of the fairness of teachers. The percents doubtful as to teacher fairness are: 31 percent, well-informed; 26 percent, partly-informed ; and 23 percent, i! informed. Here again the ill-informed had a higher degree of indecision. Two persons in three favor free discussion of controversial topics by teachers. Nearly half the public believes that in such discussions teachers are fair; only one in four is skeptical. See page 213 for the specific reasons given. DO TEACHERS DISCUSS ISSUES FAIRLY ?* LLL LCCC ce QUALIFY NO OPINION ®EACH SYMBOL REPRESENTS 5% OF THE TOTAL POPULATION. Research Division, National Education Ass *See text for exact wording of the question. [ 198 ] Soi dren the b agree Fo think perce opini W statu: those of fa is tru have less c ment no Of Re perce teach the n Grea in th wher U: teach small farm teach DO NO OPINION Do Teachers Favor the Wealthy? ) Some people say that teachers favor the chil dren of parents who have the most money or the best position in the community. Do you agree? Forty-seven percent of the total do not think teachers are biased in this respect; 40 percent think they are; 13 percent have no opinion. When classified on the basis of educational status, the replies show that 57 percent of those with a college education reject any idea of favoritism by teachers; 35 percent think it is true; 8 percent are undecided. ‘Those who have had less than a high-school education are less certain: 43 percent disagree with the state ment; 42 percent agree; and 15 percent have no opinion. Regionally, the South is most inclined (46 percent) to agree with the statement that teachers favor the children of parents with the most money and the best community status. Greatest opposition to the statement is found in the New England and Mid-Atlantic area where 55 percent disagree with it. Urban dwellers are less inclined to think teachers are biased than are those who live in small towns and on farms. A majority of the farmers with definite opinions believe that teachers favor the well-to-do. Further analysis in which factors are held constant are of interest. For example, of the persons over 50 years of age, those in the lowe economic group are most likely to think that teachers favor the children of the well-to-do. Young people under 30 in the upper economic group are relatively more certain of the ex istence of discriminations than are their elders over 50) in the same economic group When classified by rural-urban groups an by economic groups, again the lower economic levels have a consistently higher percent agre¢ ing that a bias exists. In the upper ecor 1 groups, those who have attended colleg ire far more likely to reject the suggestion of crimination than are those who have less than a high school education. The present survey shows that the public about evenly divided on the question of whether or not’ teachers favor the children of the upper economic levels. In specific groups, that attitude may arise from ignorance. What ever the reason, the belief exists among many adults (but less than a majority) that some American principle of equal opportunity for all. This is further study. Why do four teachers act in variance with the a problem To! people in ten think that teachers show bias? DO TEACHERS FAVOR THE UPPER ECONOMIC GROUPS ?* Pn CAC UC LCE YES DPD DDD ®EACH SYMBOL REPRESENTS 5% OF THE TOTAL POPULATION. * See text for exact wording of the question Research Div Nationa! Educa tion [ 199 ] Should Physical Examinations Be Required? Do you think that all children and young people in grade school and high school should receive complete physical examinations by qual- ified doctors every two or three years at public expense? Eighty-six percent of the population favor such physical examinations; 10 percent op- pose ; + percent had no opinion. No other ques- tion in this poll received a higher or more uni- form degree of public support. The reasons given for favoring physical ex- aminations at public expense were as follows: Many would not be examined other- wise 23 percent To safeguard public health .. 21 Children should be checked for de- ficiencies 15 Would raise health standards of the nation 12 Health is important part of child’s suc- cess To insure that children are physically fit to be in school 1 Other reasons given 8 86 percent The reasons given in opposition to physical examinations were as follows: Should be parents’ responsibility 3 percent Taxes are too high now 2 Should be available only to those whose families cannot afford such examina- tions ; Not necessary—a waste of money Opposed to any trend toward socialized medicine ; . Insuring competent examiners and ade- quate supervision would be difficult 1 Other reasons given 1 10 percent Regionally, the New England and Mid-At lantic area is slightly more inclined to be favorable, particularly as compared with th Western states. In comparisons of economic groups, the lower levels are found to be most favorably inclined. Ninety percent of the youth between 21 and 29 years of age are favorable as com pared with 82 percent favorable among pe: sons past 50 years of age. The well-informed are somewhat more in favor of physical exam inations than are the ill-informed. Almost nine persons in ten approve of th proposal that physical examinations at publi: expense should be given regularly to all school children. Only 4 percent have no opinion to express. This overwhelming attitude of ap proval is significant in view of the current dis cussion of physical fitness for defense. SHOULD SCHOOL CHILDREN HAVE PHYSICAL EXAMINATIONS AT PUBLIC EXPENSE ?* YES NO OPINION ®EACH SYMBOL REPRESENTS 5% OF THE TOTAL POPULATION. * See text for exact wording of the question, WOPDDADDDDADA ADHD, [ 200 ] Research Divis on, National Education Assox ietion H mone voul N enou cent, opini T all g tant possi payil in n caust the T of th tain is be that T empl mon part (un mon tend perc IS ls Too Much vou feel about the amount How do now ror school mone) being spent vould you say it 1s too much or not Nineteen percent of the public enough”; 47 percent, “about right” much”; and 20 percent cent, too opinion. The all groups. Young people are especially “no opinion” vote was fairly large tant to an opinion on this question, possibly because of their lack of experience express n paying taxes. I’axpayers show some hesitation in making a definite statement, perhaps be cause of the general lack of knowledge as to the specific allocation of tax funds. The regional classifications show that adults of the Southern states are relatively more ce1 tain than those in other areas that not enough is being spent. Only 9 percent in the South feel that too much tax money is used for schools. Those who attended college are the most emphatic of the educational groups that more money should be spent for schools. This was particularly true of the young college people (under 30) where 41 want money for education. Among those who at percent more tended high school only is found the highest percent who approve the present allotment of Spent for Schools? Witl each of the education who feel that ind who, time, in the In th Is again 1 ] critical tures for sure that income ' , ticularly the yvounge! When mses to this se given to 4 ] Importance pla today? rtain significant rela pear. \lost ot peal think who t he se overen phas zed want to decrease the This is particularly true of tl attend high school. \lost ot tho the present emphasis upon spent. did not approve eithe1 present expenditures approve to see the expenditures increased. Apy those with a higher standard of education, pos sibly because they are better equipped to realize the deficienci¢ s, value education most to see it improved thru the expenaiti more tax money even tho they can expect taxes to be increased. IS TOO MUCH MONEY SPENT FOR EDUCATION ?* NOT ENOUGH f t f | wor wor TPP EEE TOO MUCH f f 1 NO OPINION ®EACH SYMBOL REPRESENTS 5% OF THE TOTAL POPULATION * See text for exact wording of the question [ 201 ] Should the Poorer States Be Helped? Some people claim that certain states are so poor that they cannot afford schools as good as those in other parts of the country. Do you agree or disagree? Fifty percent of the public agree with the statement; 27 percent disagree ; 23 percent are undecided. Greatest agreement comes from those who attended college in the age groups under 50 and from the upper economic level. Least agreement is found among people who did not attend high school and from the lower eco- nomic groups. Interestingly enough, it is not the people in the South who stress the relative differences in educational standards. The persons most in- clined to agree with the statement as given are those who live in the Western states where schools are usually better supported than are those in the South. In general, it is not those directly affected by the poverty of certain states, the less well educated, and the eco- nomically insecure who are acutely aware of state differences but rather the wealthier and more fortunate citizens in other regions. ‘The second question was worded as fol- lows: Would you be willing to pay higher taxes so that the federal government could give these poorer states the money to make tl! schools as good as the schools in the rest of t country? Only the 50 percent of the respondents agreed to the first question were asked question. Their replies divide as follows: Willing to pay higher federal taxes 28 pers Unwilling to pay higher federal taxes 18 Undecided 4 50 perce! For further details see pages 211-12. The specific breakdowns reveal that colleg: people and youth (of those who agree t! the condition exists) are more willing to pay higher taxes than are other specific grou; Three conclusions appear to be warranted (a) among those with definite opinions tw: in every three agree that certain states are si poor that they cannot afford schools as good as those in other parts of the country; (b many citizens do not have an opinion and need to be informed of the differences in the ability of states to provide adequate programs of edu cation; (c) in conducting a campaign to estab lish the fact that differences really exist, pro portionally greater effort would have to be directed to the Southern states. ARE SOME STATES UNABLE TO AFFORD GOOD SCHOOLS ?* YES oT NO OPINION DPA AD AD @EACH SYMBOL REPRESENTS 5% OF THE TOTAL POPULATION. * See text for exact wording of the question Research Division, National Education Associatic [ 202 ] ment § hool Sev oover! cation answe 4 perc Th replies wealtl is COM one pt gioup ple in schem nority and f1 the ol In « to sub childr the lo port o The i tavor SH¢ Should Poor Families Be Helped To Educate Their Children? If a family is so poor that they have to keef The 72 percent who agreed to the their children out of high school, co you thin were asked the question: /V’ould you fa that they should be given aid by the govern if it meant tl you had to pay ment so that the children can attend hig your taxes ie 7/2 percent favor school? see page 2 livide as follow seventy-two percent approve the idea of Willing to government support to poor families for edu Unwilling ° : . ] ided cational purposes; 12 percent qualify their Undecided answers; 12 percent oppose the proposal; and 4 percent have no opinion. The outstanding feature of the classified —_— ; : M : Not only do seven in ten favor the replies is the relative unwillingness of the , , Dut six of the se - are willing te wealthy young persons to support the proposal : : is support by paying taxes. Furthe: is compared with poorer young people. Eighty nh , shows that, while the wealthy and th one percent of the youth in the lowest income ; ; , gj educate are ie: in tavor publi gioup and only 57 percent of the young peo ee ) ; im Tava — ° ° ) Ss t Ss ( > ral > ple in the upper income group approve the families, those who are favorabl = . ' s are n re | oO oY scheme. In general, the opposition of the mi groups are more willing than other nority comes from those who attended college P*3 the necessary taxes. For example, and from the upper income levels, particularly) wealthy voung voters who favor th the older voters in both categories. 96 percent are willing to pay the nec In contrast, the chief support of the proposal t@Xés, as against 50 percent otf the young to subsidize poor families for the education of | in the middle-income group and 82 pei children is among the less well-educated and the youth in the lower group. In the entir the lower economic level. Also, greatest sup middle-income group, despite the possibility of port on a regional basis comes from the South. | having to pay higher taxes, 80 percent of those 1 The ill-informed (see page 193) are more in who approved the family aid scheme were w favor of the idea than the well-informed. ing to continue their support. SHOULD SCHOOL AID BE GIVEN TO POOR FAMILIES ?* << ~— DO ae NO OPINION @ EACH SYMBOL REPRESENTS 5% OF THE TOTAL POPULATION * See text for exact wording of the question | 203 | What Should Be Spent for Negro Education? Do you think that the same amount of tax money should be spent in this state for the edu- cation of a Negro child as for a white child? Seventy-eight percent of the public think that an equal amount of tax money should be spent for Negro children; 16 percent oppose the proposition ; 6 percent have no opinion. In the special classifications of the replies, the most significant differences are regional. In the Southern states 56 percent are prepared to spend equal amounts on the education of Negroes and whites; 10 percent are undecided. When only white Southern adults are consid- ered they divide evenly between those in favor (45 percent) and those who oppose the propo- sition (46 percent). In the North, however, 86 percent of the white respondents favor equality of education; 10 percent oppose ; and 4 percent do not know. When only Negro voters are considered, the poll shows 78 percent of the Southern Negroes favoring equal support for Negro schools as compared with 96 percent among those who live in the North. This difference may reflect in part the difference between the educational levels of Northern and Southern Negroes. Between the various educational and eco- nomic groups the tabulations show little differ- ence of opinion. In general, in the higher edu- cational levels and economic groups the t ency is slightly greater to favor equalit expenditures. Nonparents also are more ing to spend equal money on Negro edu than are parents. The degree of information possessed to result in slight but significant differe: with regard to attitudes on the equalizatio: school costs. Of the well-informed, 83 pe: favor equality in educational expenditur compared with 77 percent of the part! formed and 75 percent of the badly-infor: City dwellers are more likely to favor spe ing equal amounts on the education of whit and Negroes than are those who live in sn towns and on farms. The real differences on this question appx however, when the issue is translated fro abstract theory into an immediate social p: lem. Altho the inequalities in education Negroes are most apparent in the South, the: does not exist in that region an overwheln popular opinion in favor of such discrimi tions. On the contrary, 45 percent of the whit Southerners favor equal support for Ne; education. The proportion with “no opinior is almost as large among Southern white (9 percent) as among Southern Negroes percent). SHOULD PER PUPIL SCHOOL EXPENDITURES FOR NEGRO AND WHITE CHILDREN BE EQUAL ?* YES NO OPINION DPR D PR DRD PD PADD) @®EACH SYMBOL REPRESENTS 5% OF THE TOTAL POPULATION * See text for exact wording of the question Research Division, National Education Associe [ 204 ] Shou! Do 3 irls ne Fat w Fifty quite a work i1 with tl say def The for son Educati Not en vided- Some fa their Educati with 1 Other r Reas high-se were ai Importa [Too m:z now— They ar Should defini Other r WOL BE Should Many High-School Students Stop School and Go to Work? Do you think there are quite a few boys and girls now in high school who would be better f at work? Fifty-four percent of the public believe that quite a few high-school students should be at work instead of at school; 39 percent disagree with this idea; and 7 percent are not able to say definitely. The reasons given by those who favor work for some students were as follows: Education of no benefit to some 38 percent Not enough vided—be better off learning a trade vocational training pro- Some families need the additional income their children might earn Education causes many to be dissatisfied with the job they ultimately hold 1 Other reasons given 3 54 percent Reasons given by those who oppose placing high-school students in gainful employment were as follows: Importance of education 28 percent Too many now—better off in school young people out of work They are not old enough to work Should until they definitely what they want to do go to school know Other reasons given 39 percent Regionally, 58 percent of the adults in Southern states think that a number of yout! would be better off in gainful employment compared with regional low ot 45 percent Western thusiastic in the Farmers are least en States. high school attendance 57 about favoring work. percent Those who have not attended high school recommend the advan are more inclined to tages of work than are those who attended high school. Fewer parents than nonparents believe that employment would be better than high school for quite a few students who are now enrolled Of those who have not attended high school hildren, 60 have no chil favor the work idea as compared with 54 percent in the and percent same educational group who have children. Ot those who went to high school, 54 percent the of the nonparents and only 48 percent of parents tavo1 work for some students. Relating the replies on this question to the replies on the first question (Is too much in portance placed on education?) reveals certain differences. Of those who feel that education is overemphasized, 71 percent favor work for many high-school students as compared with 48 percent among those who do not think edu cation is given too much emphasis toda WOULD QUITE A FEW HIGH-SCHOOL STUDENTS BE BETTER OFF AT WORK ?* DEPP RDD Te NO OPINION @EACH SYMBOL REPRESENTS 5% OF THE TOTAL POPULATION *See text for exact wording of the question [ 205 ] Should Government Provide Work for Youth? The National Youth Administration illus- trates one of the government’s part-time work and training programs. How well informed people are concerning this program and their attitudes toward the plan were brought out by several questions. First, the entire popula- tion sample of 3819 persons was asked: Have you heard of the NY A—the National Youth Administration? Seventy-nine percent of the public say they have heard of the National Youth Administra- tion; 21 percent have not. When the replies are examined in terms of the special groups, several marked differences appear. For example, while most regions re- port having heard of the NYA, the proportion is lowest in the Southern states. Ninety percent of the upper income group have heard about the program as compared with 83 percent of the middle-income group and only 69 percent of the lowest income group. More youth under 30 have heard of the NYA (85 percent) than have persons over 50 years of age (72 percent). Persons who have attended college, particu- larly the young ones, are more likely to know about the NYA than are those who have had less than college training. The 2980 persons (79 percent) saying that they had heard of the NYA in response to the first question were asked: As far as you knox is the NYA a part of the government, or » connected with the government? Seventy-tw percent thought the NYA was a part of government; 9 percent said “not connected 19 percent had no opinion. On the basis of the next question, What do you think the NYA is? only 1174 persons gave definite indications of being familiar with the program. These 1174 persons were asked: So far as you know, does the NYA at present provide part-time work and training for u) employed young people? Seventy-two percent said that part-time work and training were included ; 9 percent replied in the negative; 19 percent did not know. Greatest familiarity with the work-training program is found the Southern area, the lower-income group, and in particular among the youth of al! groups. In spite of wide publicity there are areas where many people, even tho they have heard of the NYA, show little knowledge of either its function or ultimate purposes. The 1174 persons “familiar” with the NYA were also asked: Do you think the NYA should be continued as a regular department of the government? Eighty-two thought that the NYA should continue as a regular governmental activity; 10 percent said percent SHOULD THE NYA BE CONTINUED AS A REGULAR PART OF GOVERNMENT ?* YES NO OPINION DEPP PAD ED DD PD) ®EACH SYMBOL REPRESENTS 5% OF THE PUBLIC WHO WERE FAMILIAR WITH THE NYA. *See text for exact wording of the question [ 206 | “No” those its CO grouf conti! econd of re differ voter of th In with in fo of th think one 1 it is; NYZ tinue Fc ion \ ing | ence askec popu gove. and schor “No”; 8 percent did not have an opinion. Of those familiar with the NYA, the support for its continuance comes especially from certain groups. Young people particularly approve the continuance of the program, as do the lower The of respondents seems to make no significant economic groups. amount of education difference in attitudes for people of the same age. Opposition is highest from the wealthier voters and from the older people within each of the economic groups. In brief, this survey reveals certain facts with regard to the NYA: (a) that one person in four has never heard of the NYA; (b) that of those who have heard of NYA, most people think it is part of the government, but only one in three is able to describe accurately what it is; (c) that of those really familiar with the NYA, four in five think it tinued as a regular part of the government. should be con For the purpose of ascertaining public opin- ion with regard to a government work-train- ing program for youth, without specific refer- ence to the NYA, the following question was asked of the 3819 persons comprising the total population sample: /V ould you favor a special government program to provide part-time work and training for young people who have left school and are not able to find work? SHOULD THE GOVERNMENT PROVIDE A WORK-TRAINING Eighty-two percent of the res} ecial part-time work youth: 1] 7 percent have The posal in gre prove of a s| program tor percent do no opinion. lower income group favors the ite! proportion 85 percent the upper income level (73 percent). Ré ally, the most support comes from the Mid-Atlantic area Central states where at least 83 percent England and and the “yes” as compared with the regional 78 percent in the West Central states Dwellers in the largest cities are mort to approve the idea (84 percent) than who live in small towns or on farms w percent expressed approval. While all groups support the idea of § progr persons under 50 years the older adults. It is ; among the well-informed and least amor ill-informed. Like tion usually enlists ment work ams, approval is among younge!l and least imong similar proposals th the interest of the the plan. The older and we most apt to be directly affected by ment of the groups who are confronted with the possil of higher taxes show least approval of governmental programs designed to pr part-time work and training for young p PROGRAM FOR UNEMPLOYED YOUTH ?* DPPnnPDDDDDDD DDR) NO OPINION @EACH SYMBOL REPRESENTS 5% OF THE TOTAL POPULATION. * See text for exact wording of the question [ 207 ] Ni VW T } | U General Conclusions There is no single formula for discovering why people think as they do. On the basis of the data presented in this bulletin there might be extensive speculation, for example, as to the reasons why elderly people on meager in- comes feel that too much importance is placed on education today. Attitudes toward Negro education might be traced to beliefs associated with the economic and social development of particular regions. While no simple answer can be given to the question, What determines opinions on educational issues? the following tentative conclusions merit further considera- tion: F (1) There are marked differences in attitudes on cultural questions between the better-educated and well-informed groups and less well-educated and ill-informed groups. For example, while all groups think that education is mot overemphasized, rela- tively more of the better-educated groups are likely to take this position. In general, the same tendency holds with regard to the freedom of youth in dis- cussing controversial subjects. Proportionately more of the better-educated favor freedom of discussion. (2) On questions involving need, the benefits that may be expected apparently exert a special influence upon opinions. For example, altho a ma- jority of all groups favor educational aid for poorer families, the lower economic group shows marked approval; the highest economic group shows rela- tively more opposition to the proposal. (3) When it comes to questions of fact, the edu- cational level of groups appears to exert special influence upon responses. For example, while many persons in all groups know of the differences in the ability of the states to support good schools, this knowledge is most characteristic of the better- educated groups. Relatively more of the lower edu- cational groups have no opinion. Also, the better- educated are more likely to be informed as to the NYA. (4) On some questions, where respondents have no definite opinions, they are likely to state opinions colored by their attitudes toward education in general or their feeling on another specific educa- tional issue. For example, those who think that edu- cation is overemphasized are most likely to be critical of the educational program and are most willing to take some students out of high school in order that they may be employed. It is obvious that the foregoing statements merely suggest some of the possible relation- ships between factors which shape opinions. It is equally clear that no single factor indi- cates why people think as they do on educa- tional issues. Back of all of the factors sug- gested there undoubtedly lie other influences which help to crystallize the expressed att tudes and opinions. It is, however, from specu lation about these underlying influences that guides may be obtained for planning and in terpreting an educational program. From a broad view of the results of the present poll, as indicated by predominant opin ions on specific questions, the following genera! conclusions can be stated: 1. The American public has a generally favor able point of view toward the presentday program of public education. Most people reject the idea that education is overemphasized. They feel that edu cation has improved in the past generation. 2. The public believes that the public school should offer fair and equal opportunities to all youth. A majority think that high schools now offer opportunity both to those planning to undertake higher education and to those who will not go to college. The public approves of equal treatment of children regardless of social position or race. It favors aid to poorer families in order that all children may have the opportunity of a high-school! education, even tho this means higher taxes. Half the people believe that certain states are so poor that they cannot afford to have guod schools. 3. The public favors a special program for un employed youth who are not in school. The National Youth Administration is favored by a majority of the people who know about it and they would like to see it continued as a regular part of the govern ment. Even those who are not familiar with the NYA urge that unemployed youth be given work training opportunities under governmental sponso: ship. 4. The public is for freedom in teaching and in learning. Altho divided as to whether or not teachers may favor a particular point of view, the public wants both youth groups and teachers to have freedom in discussing controversial topics 5. The public will not be satisfied with a stati: educational program. In overwhelming numbers the public approves of physical examinations at publi: expense for all school children. Only one person in seven said that too much money is being spent fo: schools. Of those who know the facts, six persons in ten are willing to pay higher taxes so that the federal government can help the poorer states pro- vide more adequate educational programs. Some of the areas of activity for educators, as suggested by these general conclusions, may be stated briefly as follows: Educational objectives—Many citizens are ap- parently unaware of the objectives receiving major emphasis in schools today. The special attention given to democratic living and the high-school opportunities in noncollege preparatory fields are recognized by relatively few laymen. [ 208 ] Fin object stanti peopl allott pendi prove based schoo Fe: states A m; to p: Man: areas eral Yo erall: high a pa Finance—The public general i 1iSiN ployed, t that the among ; } ip] objections to school expenditures stantial number, particularly people, favor increasing the amounts of tax mone allotted to I jual children ar tne educational purposes. Negro considerable lack of penditures for white and proved. There is, however, indecisio based undoubtedly upon a information school and public finance. Federal aid—Half the states are too poor to provide good public is aware that many school programs A majority of those who know the facts are will I I to pay higher taxes to overcome this con Many of those least-informed as to the need areas of the country most likely to eral aid. ae similar Youth erally opportunities—While convinced the publi educat« that most young people belong i: I school, there is high appreciation of the need a part-time work and training program for une | 209 | proach t discuss} n nat W hate } ] 1 rent economic or both prior-servit More lik« lack of on, constr f . ' },] I Wise puoile of this yr appropr action, Selected References AMERICAN INSTITUTE OF PUBLIC OPINION. The New Science of Public Opinion Measurement. Prince- ton, N. J.: the Institute (no date). 16 p. Briefly summarizes the history of the American Institute of Public Opinion and the technics used by that agency. CANTRIL, Hap.Ley. “Problems and Technics; Experi- ments in Wording of Questions.” Public Opinion Quarterly 4: 330-32; June 1940. Shows that the wording of questions, particularly the use of the name of an individual (e. g., Roose- velt), tends to crystallize opinion. Ga.Lup, Georce. “Making Democracy Work Every Day.” Scholastic 35: 29-30; October 2, 1939. Presents some of the arguments for polls and indicates the possible uses of results in guiding gov- ernmental activities. Ga.Lup, Grorce. “Polls and Prophets.” Current History and Forum 50: 12-14; November 7, 1940. A nontechnical discussion of the difficulties and methods used in polls of public opinion with par- ticular reference to the recent presidential election. Ga.iup, Georce. “Testing Public Opinion.” Public Opinion in a Democracy. Proceedings of the In- stitute of Human Relations. Supplement to the January 1938 issue of the Public Opinion Quar- terly. p. 8-14. Presents the view that the will of the majority of citizens should be ascertainable at all times. Briefly describes the results and influence of a number of recent surveys. Ga.t.Lup, Georce, and Rag, SAut F. The Pulse of Democracy. New York: Simon and Schuster, 1940. 335 p. Describes how the public opinion survey technic has developed, and presents a theory of public opinion and its processes. Reports in Appendix the results of a number of surveys of specific issues. Bibliography of representative literature in the field of public opinion surveys, pages 326-28. HERRING, E. PENDLETON. “How Does the Voter Make Up His Mind?” Public Opinion Quarterly 2: 24-35; January 1938. Describes a questionnaire study designed to dis- cover the factors which determine an individual’s opinions. Concludes that agreement with construc- tive action results largely from indoctrination and education. Huser, RicHarp G. “George Horace Gallup: Oracle in Tweed.” Forum and Century 103: 92- 95; February 1940. A description of the man and the methods be- hind the American Institute of Public Opinion. LATHAM, FRANK B. “Measuring Public Opinion.” Scholastic 35: 31-32; October 2, 1939. Describes the mechanics of the Gallup and Roper polls in refutation of charges of bias. MICHIGAN EpucaTIon AssociATION. Final Tabula tions of a Public Opinion Poll, 1940. Lansing: 1 Association. (mimeographed ) From the news release issued on this poll: 89 pe cent of the people of the state believe that the scho: should not suffer because of defense and other eme: gency expenditures; 79 percent are satisfied wit the way the schools are being run; 59 percent bs lieve that state aid for schools should be increased MICHIGAN EpucaTion AssociATION. “The Publi Speaks Out.” Michigan Education Journal 17 267; December 1939. Presents results of a survey of public opinion in Michigan in 1939. The poll reveals a united front in defense of public education. Economic, religious political, and other groups agreed that public edu cation should be guaranteed more adequate finan cial support. Rope, FREDERICK T. Opinion Conflict and Sch Support. New York: Teachers College, Columbia University (in press). From preliminary data supplied by the author: more than 77 percent of those interviewed in Pitts burgh, Pennsylvania, think that the city schools ar¢ doing a good job; 68 percent think that the public should provide enough money to make a high-school! education possible for children of parents who could not afford the cost of educating them. Roper, Evmo. “Classifying Respondents by Economi: Status.” Public Opinion Quarterly 4: 270-72; June 1940. Explains the “scale of living” classifications used in appraising economic levels of respondents. UppecRAFF, RoBert R. “Democracy’s New Mirror.” Forum and Century 103: 11-14; January 1940. Summarizes the value of polls in weighing public opinion at frequent intervals. Van Tit, WittiaM. “The Making of Their Modern Minds: the Study of Public Opinion.” Social Edu cation 3: 467-72; October 1939. Describes an instructional activity at the twelfth- grade level in which students attempted to under- stand why they believed what they did. Urges that the study of public opinion is an important phas« of education. WECHSLER, JAMES. “Interviews and Interviewers.” Public Opinion Quarterly 4: 258-60; June 1940 Indicates some of the special skills and abilities necessary in interviewers. WECHSLER, JAMES. “Polling America.” The Nation 150: 64-67; January 20, 1940. Discusses the evidence that public opinion sur- veys offer authentic glimpses into the American mind. Concludes that polls are likely to grow rather than diminish in significance. Witks, S. S. “Representative Sampling and Pol! Reliability.” Public Opinion Quarterly 4: 261-69. Discusses some of the difficulties and methods used in the representative sampling procedure. As tions in th questi view infor! out b perso! tactu: TI count and © estim quest O; teen | porti think Estim Les 25- 50-’ 75 | Indefi Don’t It thi rd medi swer T. all a how betw Estin Les 25- 50- 75 Indef Don’t E: perc urba APPENDIX As indicated in the Introduction, thre que nates n swer to the follo tions asked of respondents are net summarized tion was 5 ent in the main sections of this bulletin. ‘Thes« Have vou y idea wh questions (numbered 6, information. The most significant fact out by the answers is that from four to sever Per persons in ten have “no opinion” on these three — Estimates factual questions regarding the status of yout] Replies to Question 6 The proportion of all young people in this Indefinite answers } country who go to high school is between 65 Don’t know and 70 percent. The median percent of tl estimates given in answer to the followin Renlies etic question was 66 percent. Replies to Question 4b : ve ( 7 nued trom hade Of all young people in this count fou Fifty percent of the respondents agre teen to seventeen years of age, about what pr certain poorer states cannot aftord s« portion (how many in every hundred) do you good as those in other parts of the « think actually goes to high schoo When these persons were asked (Question 4b Percent of total 0M blank) whether or not they wer Estimates: respondents to pay higher taxes so as to provide { il Less than 25 percent 3 aid for these poorer states, 28 percent d 25-49 percent 5 ‘ves’: 18 percent, “no’: and 4 percent had 50-7 ree ? 1 1 ‘ _ 7# percent “ no opinion. The distribution of th eplic 75 percent and over 25 1 - ~ Was as TOLLIOWS: Indefinite answers 3 Don’t know 37 Percent Percent not willing willing Percent ° . Characte1 sti to yay to pa aving Replies to Question 12 more more It has been estimated that a little over one taxes taxes opinion third of the total unemployed are youth. The Total (50 percent of 3,819 5 , | e . . respondents A. 18 } median percent of the estimates given in an G re yveograpnic section - . . > > t swer to the following que stion was 43 pe reent New | ngland Mid At ~e ae lantic 28 18 There are about 11 million unemployed of ; : : East Central states 26 18 3 all ages in this country. Do you have any idea Wiss Conical sieiah 27 19 ¢ how many of these 11 million unemployed are Southern states 30 13 { between the ages of sixteen and twenty-five Western states 32 21 } Income grout Percent of total Upper 32 21 } Estimates: respondents Middle 28 19 $ Less than 25 percent 4 Lower 28 15 5 25-49 percent 13 Age groups 50-74 percent 11 21-29 years 30 17 ( 75 percent and over 2 30-49 years 29 17 4 Indefinite answers 2 50 years and over 27 19 } Don’t know 68 Sex 100 Men 30 18 3 ; : Women 26 18 5 Replies to Question 15 Urban-rural Pas = Cities 10,000 and over 30 19 4 Estimates have been made that about 50 Cities 2.500-10,000 4 17 ‘ ‘ties 2.500-10.00( 26 “TCP £ on a= , 11 £2 . 5 : ; percent of farm youth will find employment in isn andes 0000 29 15 5 urban areas. The median percent of the esti Farm 25 1¢ 5 ] { 211 } Percent Percent not willing willing Percent to pay to pay having more more no taxes taxes opinion Characteristic Education (as reported by respondents ) Those who attended col- lege 36 19 4 High-school graduates (noncollege) 30 15 4 All others 26 17 5 The reasons given for favoring higher taxes, among those who admit the inequalities be- tween states, were as follows: All young people should have equal educational opportunity Uniform education would be for the wel- fare of our country as a whole . 4 We must share the burdens of those who need help Education is too important to neglect No one would be overburdened by the additional tax Other reasons given 1 28 percent 17 percent The reasons given by those unwilling to pay higher taxes were the following: Taxes are high enough now 6 percent Each state should be responsible for its own schools 5 Present funds adequate if properly ad- ministered 4 I couldn’t afford more taxes 2 Other reasons given 1 18 percent Replies to Question 5a (Continued from page 203) The 12 percent who qualified their answers mentioned the following items: Only for children who display application and ambition 5 percent Only for best students 2 Only for those who can maintain their grades ys 1 In special cases (not specific) 1 For vocational training only ora Miscellaneous ing 12 percent Replies to Question 5b (Continued from page 203) 1 Seventy-two percent of the sample popu tion approved giving government aid to po families so that children could attend hig! school. These persons were then asked if the would favor the scheme even if it meant that they would have to pay higher taxes. The a: swers of the 72 percent were grouped as fol lows: Percent Percent not willing willing Percent Characteristic to pay to pay having more more no taxes taxes opinion Total (72 percent of 3,819 respondents) : 58 Geographic section New England—Mid-At- lantic awe 52 East Central states .. 59 West Central states ... 53 Southern states 68 Western states ; 56 Income groups Upper Me riae it ae 52 Middle . ee ee 59 Lower Age groups 21-29 years . 30-49 years 50 years and over . Sex Men Women Urban-rural Cities 10,000 and over .. Cities 2,500-10,000 Towns under 2,500 Farm Ris Mxie he is Education (as reported by respondents) Those who attended col- eae High-school (noncollege) All others graduates In spond the qi think tion V [hose of b Those ing to Those with said NY. Th sion An of com Broad peo} Such to t They wis! Can s To 3 pro Other TI cussi Most fori be | Ill fe Discu left Likel) Chur cus They Other Replies to Question 9c (Continued from page 206) In order to determine whethe1 spondents were really familiar with the NYA, or the question (9c) was asked: ““What do you think the NYA is?” The answers to this ques tion were grouped as follows: Those who gave definite indication of being familiar with the NYA Those who gave indication of know- ing about the NYA, but not enough it definite to make Those who indicated no familiarity with the NYA (including those who said they had never heard of the NYA) Replies to Question 10b ( nti? ued from page J9YS not re The reasor ven for favoring te cussion of issues were as follows: An opportunity for young people to be come informed Part of educatio1 Broader views developed among. st dents + 30 p rcent Gives young people an opportunity to express themselves l Teachers should be free to discuss what 16 they wish 1 Other reasons given 3 54 , ; Among those opposing discussion of ()t) ai l percent Replies to Question 10a (Continued from page 197) It is not the teacher ot Chev might be Controve The reasens given by those favoring discus sion by youth groups were a An opportunity for young people to be- come informed Broader views developed among young people Such discussion helps young people learn to think They should be free to discuss what they wish Can see no harm in it To interest problems Other reasons given arouse their in current Ss follow S; Discussion in the schools the following reasons were ’s job nor the purpose school the ised and try to influence their pupils rsial s ibjects should not be dis cussed in s¢ Ill feeling caused among pupils such questions should De of | ] . t left to older people 1 42 percent Most teachers are not well enough in formed to discuss them intelligently I 11 Other reasons given 1 5 , ° Replies to Question 11 5 Continued from page 204 4 : . ‘ Further details on Question 11 not rey 1 in the text or in Table 2 are as follows + 72 percent r The reasons given for opposition to free dis Most young people not well enough in- formed on such questions—nothing to be gained Ill feeling caused among them Discussion of such questions should be left to older people Likely to give them radical ideas Church is not the place for such cussions They should have competent guidance Other reasons given dais cussion by young people were as follows: ation of a Do you think that the same amount a hite Negro child as fora Percent Percent money should be spent in this state for the ted ; yes no All whites 78 17 Northern whites 86 1 \ 8 percent Southern whites +5 +¢ } 3 All Negroes 2 ) Northern Negroes 96 2 ) 2 Southern Negroes 78 11 11 2 For further details consult Table 2, pages 1 214-16 of this Appendix. Question 16 on the 1 interview biank (see p. 218) was not tabulated I for this report since it dealt with the federal 18 percent census. 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(LNADaAd) NOILV1NdOd ATIAWVS AO SOILSIMALIVAVHD NIVLYAD AG GALVINAVL SNOILSANO OL SHAMSNV—Z AIAVL --THE GALLUP POLL-- *“""" THE AMERICAN INSTITUTE OF PUBLIC OPINION Survey on Youth and Education Many people say there is too much importance placed on education these days. Do you agree ot disagree? C) Agree C) Disagree C) No Opinion WHY ?__ a — — 2. a. Do you think young people today are getting a better education in school than their parents § C1 Yes—hetter C) About the same C) No—poorer C) No Opinion WHY ? ee We are trying to find out how much time the average American spent in school b. How far did you go in grade school ? c. If respondent finished grade school, ask: Did you go to high school or did you have other plans C) Went to high school Years completed C) Had other plans Ask high school graduates: d. Did you go to college or did you decide to do something else? C) Went to college, years | Graduated () Did graduate study () Did something else 3. How do you feel about the amount of tax money now being spent for schools here—would you say it is too much or not enough? 1) Too much C) About right () Not enough _O Don’t Know } 4. a. Some people claim that certain states are so poor that they cannot afford schools as good as those in other parts of the country. Do you agree or disagree? Cl Agree C) Disagree C) No Opinion b. If “Agree”, ask: Would you be willing to pay higher taxes so that the federal government could give these poorer states the money to make their schools as good as the schools in the rest of the country? [J Yes C) No C) No Opinion WHY? -_ seetihalndgitnscliea 5. a. If a family is so poor that they have to keep their children out of high school, do you think that they should be given aid by the government so that the children can attend high school ? CO Yes Qualified answer ee 1 No C) No Opinion b. If “yes”, ask: Would you favor this if it meant that you had to pay an increase in your taxes? 0 Yes CO) No C) Undecided 6. Of all young people in this country, 14 to 17 years of age, about what proportion (how many in every hundred) do you think actually goes to high school ? _] Don’t Know 7. Do you think that our present high school programs are planned mainly for the students who are going on to college, or for those who are not going on to college? C For those going to college ] For those mot going to college [) Both (J Don’t Know 8. Do you think there are quite a few boys and girls now in high school who would be better off at work? OC Yes 1 No ©) Don’t Know WHY? - : : a 9. a. Have you heard of the NYA—the National Youth Administration? [J Yes ( No If “yes”, ask b, c, and d: b. As far as you know, is the NYA a part of the government, or not connected with the govern " ment? C) Part of the government C] Not connected © Don’t Know . What do you think the NYA is? he Do you think the NYA should be continued as a regular department of the government? OO Yes 1) No C No Opinion . ASK EVERYONE: Would you favor a spccial government program to provide part-time work and training for young people who have left school and are not able to find work? 0 Yes 0) No C No Opinion If “Yes” on a, ask: f. So far as you know, does the NYA at present provide part-time work and training for unemploye young people? O Yes 0 No C Don’t Know [OVER] % [217] 10. Among the general public there are usually differences of opinion on such questions as labor unions, war, and government policy. a. Do you think that young people in church groups, social groups and other youth organizations should discuss such questions among themselves? OO Yes 0 No [) No Opinion WHY? b. Do you think that teachers ought to discuss such questions in high school ? 0) Yes © No C) No Opinion WHY? noes eee ; c. If questions about which there are differences of opinion are discussed in high school, do you think most teachers give only their own ideas, or do you think they are reasonably fair to all sides?) Only own ideas Qualified answer _ _— C) Fair to all sides C) Don’t Know 11. Do you think that the same amount of tax money should be spent in this state for the education of a negro child as for a white child? (©) Yes CO) No C) No Opinion li TP ee fy Oe ee . There are about 11 million unemployed of all ages in this country. Do you have any idea how many of these 11 million unemployed are between the ages of 16 and 25? 0) Yes How many? =~ C) No idea . Do you think that all children and young people in grade school and high school should receive complete physical examinations by qualified doctors every two or three years at public expense? CO Yes [) No L) No Opinion bn = en 14. Somie people say that teachers favor the children of parents who have the most money or the best po- sition in the community. Do you agree? () Yes 0 No [) No Opinion 15. Have you any idea what proportion (how many out of 100) of boys and girls now living on farms will leave the farm in order to take up their life work? OC Yes How many? CI) No idea 16. Has a government census taker called at your home and obtained the census information about you? C) Yes C) Called but didn’t get information 1) No C) Don’t Know TO THE INTERVIEWER—IMPORTANT! It is essential to get absolutely correct information on this question. If respondent answers “Called but didn’t get information”, “No”, or ‘Don't know”, ask him to check up with his family and then telephone or interview him later to find out whether or not he was included in the census. In all such cases write the respondent's name, ad- dress and telephone number on the side of the ballot and keep a record of them yourself. C) Wealthy () Av OP C) OR-WPA 0) Car O) Man C1) White O AV+ C) P+ O OAA- [J OR-Home CO) No Car O Woman ([) Colored SPECIFIC OCCUPATION Beeseeere AGE. STREET CITY a What means of telephoning do you have when you are at home? C) Have telephone in own home () Do not have telephone in own home Are you a member of a church? =) Yes Denomination 1) No Are you married or single? C) Married C) Single C) Divorced C) Widowed If married, divorced, or widowed, ask: Have you any children? (record only living children) 0 Yes 0) No If “Yes”, ask and record below separately the sex of each child and also whether working, in school, or unoccupied, the type of school attended for each child stil in school, and whether married or single, in the respective columns. Type of School Attended Married or Sex Age Working or in School? Public, Parochial, Private Single? Interviewer Date This Interview Was Made RELATED PUBLICATIONS By the American Youth Commission: How Fare American Youth? Homer P. Rainey and others. 1937 186 p. $1.50. Youth Tell Their Story. Howard M. Bell. 1938. 273 p. loth bound, $2; paper bound, $1.50. Equal Educational Opportunity for Youth. Newton Edwards. 1939 189 p. $2. I J | , : Negro Youth at the Crossways. Franklin Frazier. 1940. 301 Bo. § How To Make a Community Youth Survey. M. M. Chambers and Howard M. Bell. 1939. 45 p. 25¢. The Community and Its Young People. M. M. Chambers. 1940 36 p. 15¢. More information about ¢ be sent nubon request by thy tion, 744 Jackson Place, We By the National Education Association: Youth Education | oday. An erican Association ot School Adminis trators. 1938. 512 p. $2 The Unique Function of Education in American Democracy. Edu 7 4 cational Policies Commission. 193 The Purposes of Education in American mocracy. Educational Policies Commission. 1938. 157 p. 506. Learning the Ways of Democracy. Educational Policies Commissi 1940. 486 p. $1. “Federal Support for Education: The Issues and the Facts.” Res Bulletin, September 1937. 32 p. “Whv Schools Cost More.” Research Bulletin, May 1938. 56 p. “Population Trends and Their Educational Implications.” Rese Bulletin, January 1938. 60 p. 50¢. A price list of publi ations of the National request. Discounts allowed for quantity) N° GOVERNMENT can create the human touch and self-sacrifice which the individual teacher gives to the process of education. But what government can do is to provide financial support and to protect from interference the freedom to learn.—Franklin D. Roosevelt.