Lloyd Warner William - Who Shall Be Educated? Ils 241: The Challenge of Unequal Opportunities

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The International Library of Sociology

WHO SHALL BE EDUCATED?

Founded by KARL MANNHEIM

The International Library of Sociology

THE SOCIOLOGY OF EDUCATION

In 28 Volumes

I	Adolescent Girls in Approved Schools	Richardson
II	Adult Education	Peers
III	Down Stream	Dale et al
IV	Education after School	Stimson
V	Education and Society	Ottaway
VI	Education and Society in Modern France	Fraser
VII	Education and Society in Modern Germany	Samuel et al
VIII	Education and the Handicapped 1760 1960	Pritchard
IX	Education in Israel	Bentwich
X	Education in Transition	Dent
XI	The Education of the Countryman	Burton
XII	The Educational Thought and Influence of Matthew Arnold	Connell
XIII	English Primary Education - Part One	Blyth
XIV	English Primary Education - Part Two	Blyth
XV	From School to University	Dale
XVI	Helvetius	Cumming
XVII	Mission of the University	Ortega y Gasset
XVIII	Parity and Prestige in English Secondary Education	Banks
XIX	Problems in Education	Holmes
XX	The School Inspector	Edmonds
XXI	Sixth Form and College Entrance	Morris
XXII	Social Class and the Comprehensive School	Ford
XXIII	The Social Psychology of Education	Fleming
XXIV	The Social Purposes of Education	Collier
XXV	Social Relations in a Secondary School	Hargreaves
XXVI	Total Education	Jacks
XXVII	Values and Involvement in a Grammar School	King
XXVIII	Who shall be Educated?	Warner et al

WHO SHALL BE EDUCATED?

The Challenge of Unequal Opportunities

by

W. LLOYD WARNER,
ROBERT J. HAVIGHURST
and
MARTIN B. LOEB

First published in 1959 by

Routledge and Kegan Paul Ltd

Reprinted in 1998, 2001 by

Routledge

2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN

Simultaneously published in the USA and Canada by Routledge

711 Third Avenue, New York, NY 10017

Transferred to Digital Printing 2010

Routledge is an imprint of the Taylor & Francis Group

First issued in paperback 2013

1959 K. G. Collier

All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

The publishers have made every effort to contact authors/copyright holders of the works reprinted in The International Library of Sociology. This has not been possible in every case, however, and we would welcome correspondence from those individuals/companies we have been unable to trace.

British Library Cataloguing in Publication Data

A CIP catalogue record for this book is available from the British Library

The Social Purposes of Education

ISBN 978-0-415-17779-5 (hbk)

ISBN 978-0-415-86408-4 (pbk)

CONTENTS

LIST OF TABLES AND FIGURE

Table

Fig.

Table

The American public schools are, in the opinion of the people of the United States, basic and necessary parts of our democracy. We are convinced that they must, and we hope that they do, provide equal opportunity for every child. This means that those at the bottom can compete through education for lifes prizes with those at the top. All that is needed are brains, a will to do, hard work, and plenty of ambition. In our faith every aspiring student may not have a marshals baton in his knapsack, but in his public schooling he does have an equal chance with everyone else for the White House.

This basic belief in the democratic functioning of our public schools is only partly true. This book describes how our schools, functioning in a society with basic inequalities, facilitate the rise of a few from lower to higher levels, but continue to serve the social system by keeping down many people who try for higher places. The teacher, the school administrator, the school board, as well as the students themselves, play their roles to hold people in their places in our social structure.

If the American faith in the public school as a democratic force is to become less fictional, we must examine the relevant facts and determine what distorts this picture. From such information we can gather the necessary knowledge to act intelligently on the problem of who should be educated. This book is about the schools place in our status system, how it must be improved for democratic living, and what it needs to conform more nearly to American ideals.

In the first chapter several children are seen doing the things they ordinarily do and acting according to their environmental demands. The children belong to higher and lower social levels in their community. The things these children learn, we soon see, are powerfully controlled by their places in the status system. To understand how the status-controls operate in the lives of these children it is necessary to know what each status level is like. We therefore present descriptions of the status systems of southern, mid-western and New England towns. We must know what these learning contexts are and how they act as social mazes for the childrens learning in order to understand what happens to children when they grow up in America. The American school also reflects the socio-economic order in everything that it does; in what it teaches, whom it teaches, who does the teaching, who does the hiring and firing of the teachers, and what the children learn in and out of the classroom.

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