The author gives specific illustrations of how the four basic lessons" of economics described by Rothenberg (EJ 938 586) can be incorporated in high school courses in American History, World History, Problems of Democracy, and Business. (IM)

The agony of today's young people trying to find a place in a society with which they are at odds is described. (CK)

Discusses ills of society and consequent role of schools. To be effective, counselor must use a model adaptable to wide apectrum of behavior. His tasks and strategies are: (1) climate maker; (2) consultant; (3) change agent. (Author/KJ)

Undergraduate urban studies programs will fail unless they are part of a program that integrates the development a of the total personality in one comprehensive educational experience. (Editor/IR)

The author concludes that school social work has a place in continuing education as it does in any other school setting. It is best supplied on a coordinated level, but wherever possible, it should provide direct service to the client by the school social worker. (Author)

Economics teaches that alternatives always exist, even if the choice is only between a new action and the existing status quo and that, in order to evaluate choices, one must know exactly what the relevant alternatives are. (Author)

To help students become more honest rhetoricians," teachers must recognize the issues involved in teaching controversial subjects." (Author/SW)

Address delivered at the Annual Meeting of the Modern Language Association of America (MLA) in Denver, Colorado, in December 1969. Cites the "relevance of the American writers, Poe, Hawthorne, Melville, Emerson, Thoreau, Twain, Whitman, James, and Dickinson, and their place in the current American Literature curriculum. (DS)

Excerpt from a two year study concluded by a National Academy of Sciences panel.