In view of the diversification of science instruction in the elementary grades, the writers present secondary school principals with several basic considerations which they hope will assist them in their articulation programs in their own science programs. (Editor)

Two great goals of science instruction are discussed here: teaching students to learn on their own, and teaching students to acquire and process information rather than merely memorizing facts. (Editor)

Principals who see themselves as instructional leaders should not depend on outside stimuli for the impetus to improve science curricula. (Editor)

The author advocates strong commitment on the part of the school, the community, and the university toward excellence in science education. (Editor)

In this article two factors of student discontent, along with partial solutions, are brought to our attention. (Editor)

The author warns the readers not to limit their own definitions of the concept of humanization to kindliness and affection alone. He asks school administrators to pursue its tougher dimensions." (Editor/MS)

The author defines the concept of humanization and offers concrete examples of how education might become more humane. (AS)

Author urges more student choices and interdisciplinary ventures. (AS)

The authors discuss the pitfalls of humanities programs and suggest preventative actions that a principal should take when planning and implementing a humanities curriculum. (Editor/AS)

The author suggests a return to the original concept of the principal as master teacher. He describes how the principal can create a school environment where learning is inquiry oriented and students are persons. (Editor/AS)

By raising pertinent questions relating to the process of humanization, the writers highlight several characteristics which principals can weigh in their pursuit of humanizing education. (Editor)

Writing from experience and involvement in organizing a school where there are humane opportunities for learning, authors say it's easier to help the faculty develop needed skills for humanization than to implement a structure which encourages attitudinal changes. (Editor)

The author concentrates on how the teaching of imaginative literature helps the student in his struggle for self-awareness. (Editor)

The author states the need for humanizing education and suggests that humanities in the curriculum when considered as singular or as plural produces different results. (AS)