Criticism of the public schools continued at an accelerated rate as education was re-evaluated in the context of its contribution to national survival. Scott (74) pointed out some of the shifts in methods of attack and emphasized the importance of school and local community co-operation through lay participation as a means of dealing with the attacks. Limited analyses of some of the criticisms were made by Brown (13) in a study of secondary-school history teaching. He found that the most persistent criticisms appeared in publications affiliated with national patriotic organizations. The criticisms were usually to the effect that the development of patriotism was hampered by the frequent "debunking" of national heroes; the term social studies was frequently construed to imply undesirable trends and indoctrination of socialistic ideas. Duncan (24) concluded that criticisms in popular magazines were indicative of dissatisfaction with specific aspects of public education rather than with all public education.