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American Education As Seen in Newspaper Editorials, 1961-1963

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American Education As Seen in Newspaper Editorials, 1961-1963 ThiB dissertation has been ^ 1791 microfilmed exactly as received ” H O W A R D , Robert, 1929- AMERICAN EDUCATION AS SEEN IN NEWSPAPER EDITORIALS, 1961-1963. The Ohio State University, Ph.D., 1965 Education, general University Microfilms, Inc., Ann Arbor, Michigan AMERICAN EDUCATION AS SEEN IN NEWSPAPER EDITORIALS, I9 6 I-I9 6 3 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University B y Robert Howard, B.Sc., M.A. The Ohio State University 1965 Approved by of Education ACKNOWLEDGMENTS The writer wishes to express his sincere appreciation to Dr. Robert E. Jewett for his counsel and assistance in pre­ paring this study. ii VITA March 9» 1929 Born - Portsmouth, Ohio 195? .... B.Sc., The Ohio State University, Columbus, Ohio 1957-1960 . Teacher and counselor, Eastmoor Junior-Senior High School, Columbus, Ohio I960 .... M.A., The Ohio State University, Columbus, Ohio 1960-1962 . High School Supervisor, Clermont County Schools, Batavia, Ohio 1962-1963 . Instructor, Department of Education, The Ohio State University, Columbus, Ohio 1 9 6 3 - 1 9 6 5 . High School Consultant, Franklin County Schools, Columbus, Ohio FIELDS OF STUDY Major Field: Social Foundations Studies in Social Studies. Professor Bobert E. Jewett Studies in Sociology. Professor John F* Cuber Studies in History of Education. Professors Bernard Mehl and Bobert B. Sutton ill CONTENTS Page ACKNOWLEDGMENTS........................... Ii VITA ................................................ iii TABLES .............................................. vii Chapter I. THE PROBLEM AND ITS BACKGROUND ................. 1 Statement of the Problem Method of Study Plan of the Study Limitation of the Problem Definition of Terms Preview of the Remaining Chapters II. CHANGING FUNCTIONS OF THE PRESS ............... 27 From Libertarian to the Social Responsibility Theory of the Press The Editorial in Transition The Editorial and Education III. PRESENTATION OF THE DATA ..................... 5*f Boston Globe Chicago Tribune Christian Science Monitor Cleveland Plain Dealer Denver Post New York Times San Francisco Chronicle St. Louis PoBt-Pispatch Wall Street Journal Washington Post iv CONTENTS Chapter Page IV. THE CRUCIAL ISSUE OF FREEDOM IN EDUCATION .... 3k New York Times San Francisco Chronicle Denver Post St. Louis Bost-Dispatch Washington Post Boston Globe Cleveland Plain Dealer Chicago Tribune V. THE CRUCIAL ISSUE OF RELIGION AND MORALS IN EDUCATION ........................... 107 Washington Post St. Louis Post-Dispatch Christian Science Monitor Cleveland Plain Dealer San Francisco Chronicle New York Times Denver Post Chicago Tribune Boston Globe Wall Street Journal VI. THE CRUCIAL ISSUE OF EQUALIZATION OF EDUCATIONAL OPPORTUNITY...................... 119 St. Louis Post-Dispatch New York Times Washington Post Christian Science Monitor Chicago Tribune Cleveland Plain Dealer Wall Street Journal Boston Globe San Francisco Chronicle Denver Post VII. THE CRUCIAL ISSUE OF DIRECTION AND DESIGN OF THE CURRICULUM........... 131 Boston Globe Chicago Tribune v CONTENTS Chapter Page Cleveland Plain Dealer Washington Post St. Lonis Post-Dispatch Denver Post Wall Street Journal San Francisco Chronicle Christian Science Monitor VIII. THE DIVISION AND ANALYSIS OF MUTUALLY RELATED CATEGORIES OF THE REMAINING EDITORIAL OPINION CONCERNING EDUCATION .... ........... lMf Higher Education Finance Administration Expanding Needs and Enrollments Curriculum Aids, Methods, and Procedures Teacher Working Conditions Scholarships, Grants, GiftB, and Foundations Athletics IX. SUMMARY OF CONCLUSIONS AND FINDINGS ............. 1^6 BIBLIOGRAPHY 165 TABLES Table Page 1. Proportion of Editorials on Education to All Editorials in Twenty-five American Newspapers . ^9 2. Summary of the Critical Character of Editorials on Education ........ ............... 50 3* The Ten Topics of Highest Frequency of Editorial Mention, Showing the Percentage of Comment Which Is Favorable, Neutral, or Unfavorable . 52 k. Total Number of Editorials on Education in Ten American Newspapers, 1 9 6 1 - 6 3 .... ....... • 33 3» Proportion of Editorials on Education to All Editorials in Ten American Newspapers, 1 9 6 1 - 6 3 • 56 6. Education Editorials Broken Down by Categories in the Boston Globe, 1 9 6 1 - 6 3 ......... 59 7* Education Editorials Broken Down by Categories in the Chicago Tribune, 1 9 6 1 - 6 3 63 8. Education Editorials Broken Down by Categories in the Christian Science Monitor, 1 9 6 1 - 6 3 ..... 66 9* Education Editorials Broken Down by Categories in the Cleveland Plain Dealer, 1 9 6 1 - 6 3 ........... 70 10. Education Editorials Broken Down by Categories in the Denver Post, 1 9 6 1 - 6 3 7^ 11. Education Editorials Broken Down by Categories in the New York Times, 1 9 6 1 - 6 3 ......... 78 12. Education Editorials Broken Down by Categories in the San Francisco Chronicle, 1 9 6 1 - 6 3 •••••• 82 13. Education Editorials Broken Down by Categories in the St. Louis Post-Dispatch. 1 9 6 1 - 6 3 • 86 vii TABLES Table Page 14. Education Editorials Broken Down by Categories in the Wall Street Journal, 1 9 6 1 - 6 3 ........ 89 15* Education Editorials Broken Down by Categories in the Washington Post, I9 6 I- 6 3 92 16• Tabulation of the Crucial Issue of Freedom in Education as Found in the Ten American Newspapers, 1 9 6 1 - 6 3 95 17* Tabulation of the Crucial Issue of Religion and Morals in Education as Found in the Ten American Newspapers, 1 9 6 1 - 6 3 . 108 18. Tabulation of the Crucial Issue of Equalization of Educational Opportunity as Found in the Ten American Newspapers, 1 9 6 1 - 6 3 ..... 120 19* Tabulation of the Crucial Issue of Direction and Design of the Curriculum as Found in the Ten American Newspapers, 1 9 6 1 - 6 3 ..... 133 20. Breakdown of the Majority of the Remaining Mutually Related Categories Found in the Ten American Newspapers, 1 9 6 1 - 6 3 ............... 1^5 viii CHAPTER I THE PROBLEM AND ITS BACKGROUND A systematic analysis of editorial treatment concerning education carried in the larger newspapers in the United States should aid all those who hare a responsibility for improring education in a democracy, the assumption being that much in­ formation and knowledge that the general public gains and transmits is through the mass media* Thus, there is a recipro­ cal process in which newspapers influence and reflect public opinion concerning education* Journalism is a reflector of the public mind* It is difficult to determine in any single ease how much of the editorial opinion is the original and independent opin­ ion of the editor, or his opinion modified by other opinion, or the opinion of the public as shown in aeoounts of public gatherings, interriews, and other means* But taken in the mass, newspaper opinion is public opinion*^ *L* N* Flint. The Conscience of the Newspaper (D* Apple- ton-Century Company, 1925), pp* 297-98* 1 2 The concept of public opinion elicits various reactions from those attempting to analyze it. The writer acknowledges and agrees with Kimball Toung that "the terms 'public opinion' and 'public* are so loosely used as to be frequently nothing but 2 sterotypes." The word "public" seems to imply a mystical enti­ ty which scarcely exists in reality. There are many "publics" revolving around areas of interest rather than a single "pub­ lic." Perhaps, a better term would be "group opinion" rather 3 than "public opinion." Other writers suggest that public opinion does not mean universal or preponderant opinion but a state of opinions over certain issues where there is difference rather than agreement. Unanimity is not opinion but folkways and mores. Discussion is necessary, together with differences of opinion and general unrest of ideas and attitudes in order to if be called public or group opinion. Allport makes a valid argument when he states that public opinion shows some conviction common to the great majority. The distribution of opinion appears in the general form of the probability curve with the opposite views being represented by fewer and fewer persons as the extreme forms of these views are ^Kimball Young, Source Book for Social Psychology (New York: F. S. Crofts & Co., 1927!), pp. 722-23. 5Ibid. ^Ibid. approached* The noderate position expresses the opinion of the majority. The high peak of the curve is exploited by the press* Public opinion acquires its power through the attitude of the individual which gives universality to certain convictions and then supports them enough to conform with the supposed uni­ versal view* "Newspapers are self-constituted exponents of that 5 which they assert to be the voice of the public• ** Their asser­ tions may be hasty generalizations and deliberate propaganda* They create and control public opinion while pretending to ex­ press it* On the other hand, the illusion of universality may be utilized to establish a popular acceptance of enlightened views; thus, the press has possibilities and responsibilities to promote solidarity in constructive citizenship*^ In any event, however, it is not the purpose of this study to analyze the problem of the degree to which newspapers influ­ ence or reflect public opinion, except to state that presumably newspapers today play a fundamental role in building up the con­ ceptions that people have of education in the United States* This study of the relationship of one symbolic social institution, the press, with another symbolic institution, the school, should assist thedelineating mutual concern of both* It should assist ^George L* Bird and Frederic E* Merwin, ed., The Newspaper and Society (New York: Prentice-Hall, Inc*, 19^2), p* 8* 6Ibid. the educator in understanding and improving his working relation* ship with the news media* Of all the media of publicity, the newspaper is one of the greatest educational influences in the United States* According to Farley, "It is the first impulse of all who wish to reach the 7 public to go to the newspaper for help." The interest level of newspaper readers may be low; however, newspaper stories mold the mindB of millions.
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