The Oregon state employee., July 01, 1948, Page 13, Image 13

SII m K IISSW
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for which he has adequate ability and
in which he finds adequate interest and
^iurifw g'-'H 'j He has accepted a so­
cially-approved sexual pattern— usual­
ly marriage or sublimation.
The moral attitudes of the adult mf-d
elude (1) a code of mo||jl|sftBSMa rec-E
qgnition of the value of goodness to
ones self and to others, (3), and toler­
ance fpoward those who differ from one
in color, creed', nationality, religion,
social status or point of view.
Weaver Notes Progress
In Jap Education
BY ELIZABETH DOTSON
"N o, I did not detect any bittef^^ ^
in the attitude of the Japanese educa­
tors with whom I worked,”; answered
Gldn Weaver when questioned about
his 90 day j^ignm ent-lipf Japan as Vo­
cational Guidance Consultant for the
Civil Affairs Division of the Army of
Occupation. During May, Jtme and
Grow Up or Crack Up
"The modern ;world needs m aturity,” July, Mr. Weaver worked with the U.S.
concludes Dr. Cole, "because im m atur­ eduèational • personnel in the Supreme
Command of I t h e Allied Powers
ity is * altogether too dangerous. . . .
(SCAP) and with Japanese educators'^
Under the present conditions of inter­
national strain, we shall either have to and leaders.
Mr. Weaver is State Supervisor of
grow up or crack up. If the majority
of citizens in the democracies can occupational information and guidance
achieve the necessary JmSfUrity soon for the Oregon State vocational educa­
enough, th | | | can play an important tion department and is a member of the
role in R aping the Jaosftwar world. But Library Building Chapter of OSE A. He
to.;take'■}our part properly we shall need S I ^ S w iy h igh™ hool teachers and ad­
the intellectual m aturity to seebur way ministrators throughout the state who
clearly, the emotional m aturity to con­ help students to determine their inteO
trol drCrsa ^ ^ yadtraB.to face reality with ests and aptitudes and to choose and
couf^sgMI the Social« m aturity " to get prepare for .their vocations.
a’ong tolerantly with people different Eager for N ew Ideas
from ourselves, and the moral m atur-
"In Y a S ” Weaver continued, "the
ity to do what we know is right.” 4
educators are so hungry for outside
W e hope that the abo-w® m ethod^of ideas th a S they tend to accept them
and ideas whole w ithout modification to their
read^ ^ to ti^ ^ ^ti^ate Z/ae own situation feiffiffiièn he warned against
unquoted wisdom plentiful in these and over-optimism. "The leaders are -cageE
oZZ?er sources.
for new ideas but it ^BW^talçëW ears to
changé ¿"the people. Even though Amer-
lFosdick,
liye^im th. H arper.
ica is a relatively new country and it
1946.
H
2Overstreet, How to ttiitik about ourselves.
h a S f e ti many years since'the Emanci­
H arper. 1948.
pation Proclamation, still we "don’t give
3Teal, w o f f in d the fullness of ourselves,”
Independent Wo|gEj|fi Ju l^ l9 4 8 .1 1
complete frejedom t # Negroes in Amer­
4Cqle, “A ttaining m atu rity ,” The School,
Ju n e 1948.
ica. We can’t expect the Japanese peo­
ple to throw aside in a
tra ~
ditions
of
over
two
thousand
years
Recalling pre-historic days of vol-
canic fury in central Oregan O where standing. This was called to my atten-
fire mountains of great height domin­ tionpby ne^ f f ^ f f is from the U.S. which
ated the landscape, extensr^B!ava caves, I read while in I Jap an.’’
One of th e ./g re a t¿ d|ffiatio nal prob-
some with ice columns which never
melt, are among O regœ aH unusual lems is the m S H R j of w ritten charr-
•sçenic I attractions, the I Oregon state raBSss Before the war the children
highway commission travel informa­ Tcéived a sixth grade education similar
in subject matter «jtiq our Amgrieaa.
tion/ department reports. I