It does not follow, because our difficulties are stupendous, because there are some souls timorous enough to doubt the validity and effectiveness of our ideals and our system, that we must turn to a State-controlled or State-directed social or economic system in order to cure our troubles.  That is not liberalism; it is tyranny.  It is the regimentation of men under autocratic bureaucracy with all its extinction of liberty, or hope, and of opportunity.  Of course, no man of understanding says that our system works perfectly.  It does not.  The human race is not perfect.  Nevertheless, the movement of a true civilization is toward freedom rather than regimentation.  This is our ideal

Instead, we met the situation with proposals to private business and the Congress of the most gigantic program of economic defense and counter attack ever evolved in the history of the Republic.  We put it into action.

The countries of Europe proved unable to withstand the stress of the depression.  The memories of the world had ignored the fact that the insidious diseases left by the Great War had not been cured.  The skill and intelligence of millions in Europe had been blotted out by battle, disease and starvation.  Stupendous burdens of national debts had been built up.  Poisoned springs of political instability lay in the treaties which closed the war.  Fears and hates held armaments to double those before the war.  Governments were fallaciously seeking to build back by enlarged borrowing, by subsidizing industry and employment with taxes that slowly sapped the savings upon which industry must be rejuvenated and commerce solidly built.  Under these strains the financial systems of many foreign countries crashed one by one.

To meet our domestic emergencies in credit and banking arising from the reaction to acute crisis abroad the National Credit Association was set up by the banks with resources of $500,000,000 to support sound banks against the frightened withdrawals and hoarding. It is giving aid to reopen solvent banks which have been closed. Federal officials have brought about many beneficial unions of banks and have employed other means which have prevented many bank closings. As a result of these measures the hoarding withdrawals which had risen to over $250,000,000 per week after the British crisis have substantially ceased.

The emergencies of unemployment have been met by action in many directions. The appropriations for the continued speeding up of the great Federal construction program have provided direct and indirect aid to employment upon a large scale.

y. Not only did Jennifer struggle with keeping students in her class and out of in-school suspension, but she also had to deal with constant interruptions. By December, the students' instructional time had

found that these students really struggled with maintaining a positive discursive environment. For example, many of their language practices dom inated discussion groups, such as giving orders, using insults, and disagreeing.

s part of a writing activity for fifth graders, I asked the stu dents to write a description of their community. Dale responded, "It is a dirty neighborhood, there was a shooting in my backyard. There is a store on the cor ner that got robbed two times." Kelly echoed, "It's dirty with too much drugs. There are bad kids, aban doned buildings; it stinks like fish, people getting killed and stray cats."

d the re search that collaboration and group work can lead to positive conseque

ncour age using written conversations to talk about books of interest. This format provides for regular feedback to students and establishes an audit trail for student progress.

tudents should take responsibility for filling in the blanks in the state-of-the-class chart. From this practice, children develop a sense that responsibility comes along with op portunity. This simple record keeping process provides teachers with a daily audit trail of student activity and requires minimal te

ni-lessons allow teachers to ful fill local curriculum mandates regarding stu dent performance objectives a

iterature response logs are regular records, usually daily, that children keep as running diaries of their read ing. Third, they may update their reading re cords.

o offset this state of emotional neutrality in classrooms, teachers must thoughtfully re consider how reading instruction may be reor ganized to rekindle a sense of joy and ownershi

he only problem associated with this second block of sharing time is stopping. Sticking to the 10-minute time limit is often very difficult because children sincerely enjoy this time for sharing their ideas, work, and discoverie

r. Sheets also notes that mini-lessons force him to be concise in his demonstrations of skills in real reading situations.

ome teachers like to act in the role of "recorder" for the group or "wait in silence."

elf-selected reading. During SSR stu dents may become involved in one or more ac tivities (see Figure 1). To begin the workshop, students and teachers spend 10 minutes en gaged in free reading of a book they have cho sen for recreational reading or they may be reading goal pages established in their litera ture response group.

turn on a CD of classical background music.

hen the timer bell sounds, the chil dren begin to write their entries on the lines provided below the spaces where they drew their illustrations. A

riting complete sentences writing sentences that ask a question

Each child draws an illustration about the new or ongoing topic he or she has selected to write about. Children may talk with peers or with me about their topics or drawings.

any op portunities for connecting reading de coding skills with writing occur during these sessions.

ost of my direct writing instruc tion takes place during these brief ses sions, which may last up to 15 minutes.