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Civil rights and race relations materials, 1957-1964

Anti-Degamation League of B'nai B'rith Page 36

F 113--MODERN EDUCATION AND BETTER HUMAN RELATIONS. William Heard Kilpatrick. 26 pp. 35c. Evaluates modern and traditional education, and outlines a program for building democratic human relations. Dr. Kilpatrick is professor emeritus at Teachers College, Columbia University, and one of the leading figures in modern education.
G 376--THE TREATMENT OF MINORITIES IN SECONDARY SCHOOL TEXTBOOKS. Lloyd A. Marcus. 64 pp. 50c. A study of 48 leading secondary history and social studies textbooks. In more than three-fourths of the books studied, the complex nature and problems of American minority groups are largely neglected or distorted, and Nazi persecution of Jews and other minorities is omitted or minimized.
G 412--THE TREATMENT OF RELIGION IN ELEMENTARY SCHOOL SOCIAL STUDIES TEXTBOOKS. Judah Harris. 72 pp. 65c. This study sheds light on the way in which American public elementary schools deal with religion, by analyzing the references made to religion in social studies textbooks. Dr. Harris is a lawyer, educator and rabbi.
F 105--SHALL CHILDREN, TOO, BE FREE? Howard A. Lane. 33 pp. 25c. A discussion of the stages of human development and the nine major "vitamins of personality," outlining the premise that "personality, too, can be malnourished." Dr. Lane, professor of education at San Francisco State College and former psychologist for the Detroit Police Department, is a specialist in the social and educational background of delinquent youth. An especially important book for parents and teachers.
R 94--EVALUATING INTERGROUP RELATIONS EDUCATION. Charlotte Epstein. 5c. (From The Bulletin of the National Association of Secondary-School Principal.) An outline of guiding principles and suggested criteria for evaluating and improving intergroup relations in the schools.
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F 113--MODERN EDUCATION AND BETTER HUMAN RELATIONS. William Heard Kilpatrick. 26 pp. 35c. Evaluates modern and traditional education, and outlines a program for building democratic human relations. Dr. Kilpatrick is professor emeritus at Teachers College, Columbia University, and one of the leading figures in modern education. G 376--THE TREATMENT OF MINORITIES IN SECONDARY SCHOOL TEXTBOOKS. Lloyd A. Marcus. 64 pp. 50c. A study of 48 leading secondary history and social studies textbooks. In more than three-fourths of the books studied, the complex nature and problems of American minority groups are largely neglected or distorted, and Nazi persecution of Jews and other minorities is omitted or minimized. G 412--THE TREATMENT OF RELIGION IN ELEMENTARY SCHOOL SOCIAL STUDIES TEXTBOOKS. Judah Harris. 72 pp. 65c. This study sheds light on the way in which American public elementary schools deal with religion, by analyzing the references made to religion in social studies textbooks. Dr. Harris is a lawyer, educator and rabbi. F 105--SHALL CHILDREN, TOO, BE FREE? Howard A. Lane. 33 pp. 25c. A discussion of the stages of human development and the nine major "vitamins of personality," outlining the premise that "personality, too, can be malnourished." Dr. Lane, professor of education at San Francisco State College and former psychologist for the Detroit Police Department, is a specialist in the social and educational background of delinquent youth. An especially important book for parents and teachers. R 94--EVALUATING INTERGROUP RELATIONS EDUCATION. Charlotte Epstein. 5c. (From The Bulletin of the National Association of Secondary-School Principal.) An outline of guiding principles and suggested criteria for evaluating and improving intergroup relations in the schools. 36