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302 Annals Am. Acad. Pol. & Soc. Sci. viii (1955)

handle is hein.cow/anamacp0302 and id is 1 raw text is: FOREWORD Public education has experienced a striking development in recent years. The increase in the number of children has necessitated large expansion. Develop- ment in other ways has been even more significant. Increasingly, as the problems of society have mounted, public education has been required to assume more re- sponsibility for the growth of children and youth through an almost limitless va- riety of learning experiences. It is society's most consciously conceived instru- ment to strengthen the individual and to improve community life. The problems of modern society-the unmet needs and tensions-have also de- manded the provision and rapid expansion of other public services. Public in- terest in land use, housing, public health, social welfare, youth services, and other public services has increased sharply. In many of these areas there has been an awakening in recent decades comparable to that experienced in public education a century ago. Many of these developments have large significance for the de- velopment of children and youth. It has been said that each child attends two schools: his home and his school. Perhaps it should be said that each attends at least three schools: his home, his school, and his community. With the increase in the number of agencies concerned with children and youth, and with the growing size and complexity of schools, school systems, and other services, the problem of the co-ordination of effort emerges. It demands new ap- proaches. The more adequate provision for the growth of children and youth is a major challenge to our society. It cannot be met by any one agency alone. But how shall co-ordination be effected? Is there a danger that it may result in conflict and reduction in the exercise of initiative? How can various agencies come to understand the role which each can play most effectively? Can an agency serve its primary purpose as well (or better) while co-operating with another public service? Are changes in governmental policy, structure, and organization needed? Is the problem largely one of developing understanding among various professional staffs? What is the level of public opinion and action? Can the conflict among services be reduced or eliminated, to the desired enrichment of all through co- ordination? In the long run will the administrative independence which our society has granted to public education give it greater strength? In an increas- ingly complex society is such independence more necessary or less so? Should the agency which co-ordinates also administer? To these questions, which concern men of many nations, this issue is addressed. THEODORE L. RELLER viii

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