basic unity of purpose among them—these are problems of extreme difficulty. How to solve these problems in the interests of society as a whole, and how to do so without at the same time undermining freedom of education itself, constitutes a problem of a still higher order in the application of democratic principles.

The Committee and its advisers paid considerable attention to the less-publicized types of education in our society which exist outside the schools. The formative and continuing influences of the home, the church, the school, college, and university have been profoundly modified by the enormous development of such mass media as the newspaper, the magazine, cheap books, the moving picture, radio, and television. The motives which lead to the development of these means of communication are primarily commercial, and the media themselves tend to neglect the constructive educational influences which they might exert. Because the effects of these media are so strong upon the individual and so pervasive from early childhood to the end of life, they present many major problems for society, as well as for the individual. Their potentialities for constructive use of leisure time are immediately apparent. The necessity to elevate these media to appropriate educational standards is a serious challenge, since democracy may survive and grow only as its people acquire sane, realistic values and develop high capacity to reason for themselves.