Some Contributions of N. Y. A. to Public Education

Abstract

N THE current discussion of the relations between the public schools and the National Youth Administration, so much emphasis is being laid on the question of conflicting interests that the sole consideration could almost be indicated by the question: Who shall be privileged to do this or that fraction of the work now being done by the N.Y.A? When such a question furnishes the basis for discussion, there is a probability that neither of the organizations involved will wish to profit from the experience of the other and that much experience of value may consequently be lost. The purpose of this discussion is to shift the emphasis from the jurisdictional dispute and to point out a few of the possible contributions of the experiences of the National Youth Administration to the public schools. There is no intention of minimizing the large contribution that the schools have made to the work of the National Youth Administration. The expansion of social consciousness among school people, with an accompanying increase in emphasis on the guidance function, and the marked improvement in vocational offerings in schools are examples of school progress without which the operations of the N.Y.A. would have been impossible. The aim here, however, is to point out possible contributions in the other direction-contributions which the experience of the N.Y.A. may make to the philosophy and practice of the schools.