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The purpose of Alfred T. Vogels The Owl Critics is to examine and perhaps to throw light on some of the progressive ideas now being thrust upon educators, public officials, and the public at large. Vogels thesis is that the rejection of tradition and standards by the reformists is based on inadequate information about what the schools are now doing and on unacceptable assumptions about the nature of teaching and learning. In some cases, the negativism of the reformists is a symptom of an underlying malaise or a political ideology that is not always apparent. It is the authors conviction that Americas schools have always been responsive to fresh currents of thought and have assimilated changes in structure and direction throughout the years. Their basic programs, however, have rested on organized courses of study and planned instruction in classrooms. The appeal of open and free schools is understandable, but such peripheral developments are still experimental and must be evaluated critically before being established within the matrix of school programs. They may be thought of as mutations in an evolutionary process that have yet to demonstrate their contribution to the needs of students and, more broadly, to the needs of our society. It is the authors contention that the goals of acculturation are best served by what may be called, for want of a more precise term, traditional education.
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