602 HUMAN BIOLOGY 



The second instance applies to newspapers. As a matter 

 of fact, while we still read our newspapers for the news and 

 accept such coloring of the news as is skillfully foisted upon 

 us, there is a conspicuous absence of confidence in newspapers 

 as purveyors of social and political Judgments. Outstanding 

 cases are on record in which the citizenry of municipalities 

 have deliberately voted against the candidates and the 

 policies supported by the newspapers. 



A third case of critical scepticism applies to politicians. 

 About a generation ago it began to be bruited about that 

 politicians served "special interests." Politicians are now 

 known for what, in large measure, they are, a special kind 

 of business men making profits for their own group. With 

 such widespread skepticism, the politician is finding it 

 increasingly difficult to orate his way into easy power. 



Critical skepticism can, indeed, be developed. Is there 

 anything that can be done to accelerate the development 

 of critical-mindedness among us? The schools, hitherto, have 

 applied themselves to this need in far smaller measure than 

 it would seem they ought. They have developed adults apt 

 with the tools of life, arithmetic, spelling, geography, and the 

 rest. They have actually done far too little to inculcate that 

 power of critical questioning which is the essence of good 

 Judgment. An outstanding instance is the teaching of 

 history. Practically nowhere is history taught in the critical 

 spirit of seeking out all the possible points of view. It should 

 be obvious, however, that the history of America, to take 

 a single example, studied solely out of American textbooks 

 can hardly give the student that access to divergent points 

 of view which is the prime essential for critical Judgment 

 and of a truly liberal education. 



Is there any way of setting for the schools this more 

 adequate goal of critical-mindedness? Since it is the adults 

 who must set the standards for the schools, one suspects that 

 no way will be found save through the eventual development 

 of critical-minded grown-up people. Are we here in a vicious 

 circle? How are uncritical-minded grown-ups to demand 

 an education in critical-mindedness for their children? 



It is at this point that the new and growing interest in the 

 continuing education of the adult becomes of essential 



