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The fetish of the century is the title given by Fritz Kempe, Director of the National Education Centre, Hamburg, to his manual on photography.

If learning is to take place in the community college classroom, communication among those who share that classroom must be a prerequisite. At this point in our collective experience, two barriers to faculty-student communication confront us. First, we have what might be called the McLuhan barrier, which presents itself in the form of students and teachers whose commonality-the semantic basis of communication-of beliefs, tastes, and concept formation is less strong than in previous generations and threatens to become weaker still. Second, we have retained the long-standing authoritarian barrier, the role sets which are typified by all those devices from grades to assigned seating that create a natural adversary relationship between students and teachers, and oftenbecause of the competition involved-among the students themselves. We must understand a bit about these mutually reinforcing barriers if we are to deal with them realistically at the community college level. One way to grapple with the problem of understanding these barriers is to experience them in operation and analyze the experience to see if it will yield possible strategies for classroom application. This is the approach that was taken in a presentation of this material to community college faculty and administrators. We begin with a short burst of media artifacts that are part of most students' commonality, but are somewhat alien to most teachers. We continue with a simulation of the "win-lose"

It should be stressed first of all that the didactic concept ourlined in the following article imposes quite considerable requirements on both teacher and pupils. It is unlikely that it could be undertaken with pupils other than those of the upper school. The optimum situation — and we assume that this is at present the case— is for the school itself to have a photographic club, or for some of the pupils in the class to belong to such a club. But it is essential that as many as possible have a prior knowledge of photography extending beyond basic concepts. The teacher himself, of course, must also have a good knowledge of the subject.

(1973). Some Reflections on Educational Reform. The Educational Forum: Vol. 38, No. 1, pp. 85-92.

(1974). Bilingual Education for Teachers. The Educational Forum: Vol. 38, No. 2, pp. 203-210.

Over seventy years ago, G. Stanley Hall advo cated a school especially for the "adolescent age." By the mid-1920's there was a ground swell toward creation of an organization where transescent learners (the pre and early adolescent) could more-effectively make the transition from the elementary school into the departmen talized high school. Unfortunately, the idealism of Hall and others was subverted by the educational "realists" of that era. They saw creation of junior high schools as one way to overcome those problems caused by rapid popula tion growth and passage of compulsory school attendance laws. The former led to classroom shortages, while the latter led to ever-increasing school dropouts. Thus these early "innovators' created the junior high school as we know it today. What they accomplished is aptly described by Bough

The team approach is the answer to administering today's secondary schools, the writer says, and the assistant prin cipal is an important member of this team. She adds that the team will work only when the principal places his complete confidence in his assistant(s).

An existential approach in geographic education would utilize the subject matter of empirical and theoretical objective geography as elements in the formation of one's existential geography, that artistic creation of subjective importance belonging to each individual who recognizes himself as the focus of an egocentric space continuum. It would further teach that the individual must accept responsibility for overseeing what transpires in his existential space. Therefore the approach unites the subfields of aesthetic geography and advocacy geography.

The article looks at a study from 1973 which attempted to provide some empirical data of the nature of a basic management course. The author references papers published within a business management...

This writer questions some of the basic conven tions of foreign language teaching in this coun try. As an alternative approach, he suggests an exploratory concept for grades 5-8.

Protecting the vanishing species of the healthy person should be the school's primary goal. Yet, cognitive and technical skills continue to get top billing, says this author. He outlines some aspects of the healthy individual and challenges school administrators to combat society's sickness.

Within the context of the continual debates concerning the basic functions of the university, there is little disagreement that its most general aim is the pursuit of t ruth and knowledge. This activity customarily takes two forms: research, which may be defined as any creative acts or systematic and disciplined investigation into the phenomena of human experience that advances the sum of knowledge, and teaching, the transmission of culture, knowledge, and the accumulated results of scholarly activity, with the further aims of training students for specific vocations and professions, preparing them for a life of responsible citizenship, and the cultivation of the intellect for its own sake. Research, then, emphasizes the generation, creation, invention, and discovery of knowledge, while teaching refers to its transmission, dissemination, communication, and interpretation.

With a good grasp of what the assistant principalship is all about, the author cites verse and chapter about the likes and dislikes of persons in this job and about what they should be doing if the position is to attract careerists.

The author suggests ways of involving parents in a real partnership with the school. Parental involvement is a sure-fire route to good PR, he says.

“Mirror, mirror, on the wall Who's the fairest black of all?”

An account is given of the current work of the Nuffield Group for Research and Innovation in Higher Education, with details of visits to universities carried out by the Group and working‐parties which have been set up to examine a number of topics in depth. A brief description of some present trends in innovation follows. Problems of selection and judgment are touched on, and a particular instance of this—the case of teaching methods—is explored.

Using birth statistics to indicate school enrollment trends, the author describes a hypothetical case in which a sys tem reverts to the junior high arrangement after having tried the middle school set-up. Will this hypothesis prove to be the model for tomorrow's reality?