MAY é, 1912 
€ 0182556 62 


American Geacher 


Democracy tn Education; Education for Democracy. 








- = 
- 





—— 


Vout. I No. 5 “NEW YORK, MAY, 1912 50 Cents A YEAR 














PARTICIPATION IN SCHOOL 
ADMINISTRATION 


Since self-imposed tasks are carmied with better 
grace than the arbitrary dictates of others, participa- 
tion in school administration would put the teacher 
in a happier frame of mind; 


Since such participation would keep the teacher 
informed of the administrative problems of the school, 
it would convert red tape into co-o } 


Since it would free the teacher to 
child as more directly the object of 
would transform servility to o 
service to society; 

Since it would acquaint the teacher with what 
is feasible in schoolwork, it would make the 
results of his thought and study more 
available; 

Since it would make the teacher feel the re- 
sponsibility of the larger work, it would increase 
the teacher’s self-respect. 
































As IN ALL SCIENCES, the important 
feature in the development of the sci- 
ence of education is the improvement 
of its method of observation. For sev- 
eral hundreds of years educators have 
been in the habit of accepting educa- 
tional principles and didactical devices 
from people outside the school room. 
Some educators, indeed, have been 
“watching” school children, but it has 
never occurred to them to examine ex- 
perimentally for themselves. The rea- 
son pedagogy is a hundred years behind 
the physical sciences is because of the 
general neglect to introduce into the 
study of teaching the experimental or 
laboratory method. We should not for- 
get how painful the progress of the as- 
tronomers was while they confined them- 
selves to mere observations of the 
heavens; how rapidly it advanced when 
some of the observed phenomena could 
be imitated in laboratory experiments. 
Scientific pedagogy has not yet taken 
hold of the minds of educators. There 
is a common temptation to explain the 
mysteries of the child’s psychological na- 
ture by brilliant theories rather than by 
a patient study of facts. As in other 
sciences a worker in the science of edu- 
cation must be absolutely free from pre- 
conceptions. He must be cautious, pains- 
taking and unbiased in his interpretations 
of what his senses reveal to him. 
Knowledge of children is a source of 
power to the principal or teacher, but, 
to be available, such knowledge must be 
definite and precise. In a word, it must 
be scientific. The individual teacher 
must be, at all times, quite clear in his 
own mind as to the justification of his 


THE NEW PEDAGOGY 


P. R. Raposaviyevicn, Px.D., Pp.D. 
School of Pedagogy, New York University 





educational methods. He must seek to 
solve all pedagogical questions from the 
pupil’s standpoint. Of course, we know 
that experimental pedagogy cannot solve 
all school problems. Education must 
proceed on the basis of certain fixed 
standards, which are to serve as guide 
posts, but the standards themselves can 
be determined only on the basis of act- 
ual conditions. 

We have many psychological, anthro- 
pological and pedagogical studies, car- 
ried on either in a laboratory or on the 
basis of a questionnaire. These labora- 
tory movements are designated by vari- 
ous names: Experimental Pedagogy, 
Child-study, Pedagogy, Pedotechnic, Pu- 
pil-study, Educational Psychology, Sci- 
entific Education, Individual or Differen- 
tial Psychology, Scientific Empirical 
Pedagogy and Modern or New Peda- 
gogy. The aim of all these movements 
is to make a correct analysis of the 
child’s psychophysical nature. They dif- 
fer, however, in studying either babies 
alone, or children below school age, or 
school children of all ages, or the ele- 
mentary school children or the high 
school children alone. They differ, also, in 
the means of reaching their aims. Thus, 
Wundt and his American follower C. H. 
Judd, believe that the psychological 
analysis of the child’s nature can never 
be fully understood except thru the an- 
alysis of the mental life of adults. This 
analysis is made by mature introspection 
carried out under experimental condi- 
tions. 

On the other hand, Prof. G. Stanley 
Hall maintains that the mental life of 
adults is fully understood only by in- 
vestigating the mentalities of children 
and of savages, on the basis of meas- 
scientific ob- 


urements, comparisons, 
servations and experiments. E. Meu- 
mann restricts his intellectualistic, for- 






















THE AMERICAN TEACHER 


mal, experimental pedagogy to the 
school-child. The aim of hismethod is the 
determination of the values of pedagogy 
and of pedagogical devices. W. A. 
Lay’s method of volitional experimental 
didactics amounts to observing exactly 
the school practise and controlling the 
results by tests and statistics so that re- 
sults may be compared. 


2. For the second group of laboratory 
studies we have had many practical ex- 
periments, such as Dewey’s elementary 
school in Chicago, Reddi’s school in Ab- 
botsholme, England; Lietz’s schools in 
Germany, Tolstoy’s and Ventzel’s schools 
in Russia, Ferrero’s school in Portugal; 
also other schools in France, Germany, 
and Australia. 

These schools all obtain results that 
tend to discredit the present systems of 
public and private elementary and sec- 
ondary education in their organization 
and in their methods of teaching. 


3. The first two groups of laboratory 
work in education are not, strictly speak- 
ing, true pedagogical experiments. The 
only experiment that can be called both 
scientific and pedagogical is the work of 
the “Psycho-Pedological Institute” in 
St. Petersburg. This institution was 
founded in 1906 by V. T. Bechterev, who 
gave a beautiful building and an endow- 
ment of 52,000 rubles. 


The children are received in baby- 
hood and are expected to live in the in- 
stitution until they are twenty-one years 
old. They are to be studied and edu- 
cated during that time. The first child 
who entered the institution was Seryoja 
Parinkin. He, with three other babies 
who have since been admitted, is under 
the constant care and cbservation of spe- 
cial nurses and two physicians. 

The program for the study of these 
babies is too long to present here. How- 
ever, it includes not only the problems 
of the present, but also the facts of the 
past life of the children; that is, their 
heredity and their prenatal life. Their 
bodies are carefully examined and the 
working of their organs ascertained in 
relation to the environment. Every day 
the temperature, circulation, respiration, 








55 


and nourishment are carefully recorded. 
From time to time note is made of their 
weight, and body proportions, also of 
their teething and various discomforts. 
Then the development of the sense or- 
gans is studied. In short the “natural 
history” of the child is investigated with 
the same thoroness with which the mod- 
ern zoologist studies the life-histories of 
worms and crabs. All these observations 
will yield most precious practical con- 
clusions in regard to the first years of the 
lives of children. 


Thru these studies we should learn 
much more than we now know about 
habit formation, about natural and ar- 
tificial movements, and about a child’s 
conscious and unconscious relations to 
his environment, to acquaintances and 
friends, the nature of fear, etc. 


The St. Petersburg institution should 
be a great aid toward making good pu- 
pils and good teachers. 


4. Beside experiments like the one 
just described, we need real school ex- 
periments. These experiments will en- 
able us to determine the best methods of 
teaching reading, writing, number 
work, drawing, etc,. to children who 
live in different houses and in different 
environments. We must also learn 
what are the best methods of grading 
and promoting pupils, and what is the 
course of study best suited to mental 
and physical health. We do not know, 
and we must find out the best way to 
prepare children for citizenship and 
true democracy. 


We are just beginning to reform our 
schools on the basis of a few pedagogi- 
cal and medical tests. The Mannheim 
system, Kerschensteiner’s experiments 
in Munich, and our present school, 
psychological, pedagogical and medical 
clinics, are only fragmentary attempts. 
Logically, it does seem that we 
must know by experiment, before we 
can teach, or before we can show 
others how to teach. Curiously 
enough, we have thousands of normal 
schools, but are just beginning to talk 
about the need of the kind of school 
that should precede the normal school. 








MUSIC IN OUR PUBLIC SCHOOLS 
MarK HoFFMAN 


ARE WE TO-DAY handing over to our 
children their musical inheritance? 
Do the names of Beethoven, Wagner 
and Chopin call up definite musical 
images to the average graduate of our 
schools? Do we teach our pupils to 
appreciate or love music, or are we 
creating in them a positive distaste for 
the sublimest of the arts? Can our 
graduates distinguish between the 
popular and the classic, between the 
permanent and the temporary in 
music? 

The answer to all these questions 
is obvious to any one who knows 
the facts. Speaking pedagogically, 
we are to-day in music at about 
the same stage that we were 
twenty-five years ago, in reading 
—all form, and an _ impoverished 


content. We are rattling the dry bones 


of musical notation, and are either 
neglecting wholly, or merely teaching 
incidentally, the appreciative side of 
music. Beethoven, Wagner’ and 
Chopin mean nothing to the average 
graduate unless the latter has had the 
advantages afforded by a cultivated 
home, where music holds a prominent 
place among the many other instru- 
ments of culture. 

Our children to-day are getting 
neither the formal, empty musical no- 
tation, nor are they taught to appre- 
ciate good music thru a _ conscious, 
definite course of appreciation, ranging 
from the folksong thru the modern 
tone-poem. In an eight or twelve year 
course, what would not a child of in- 
telligent parents hear and learn to ap- 
preciate in music? And why should 
not the school take the place of a cul- 
tivated home, and give the children a 
good measure of the great songs. 
sonatas, symphonies and operas of the 
great composers? 


It is not the function of the school 
to train musicians, but rather to train 


the average individual to love and ap- 
preciate good music. A beginning has 
already been made in that direction, in 
our own city. In some schools, prin- 
cipals’ and parents’ associations have 
installed pianolas, and concerts are 
regularly given in these schools with 
most gratifying results. Children 
have at their beck and call the great 
musical masterpieces of the world. 
(To forestall the usual objections 
let us say right here that “can- 
ned” music is better than no music.) 
In these schools the children have 
already shown a marked respect 
and love for music; a world has 
been opened to them which they 
had not dreamed of. Music had 
always meant a weary succession of 
intervals that must be “conned and 
learned by rote.” Now for the first 
time have they been made to feel the 
transcendent beauty of this sublime 
art. 

We are to-day obsessed by the 
fetich of exactness and perfection— 
and RESULTS. The little apprecia- 
tive music that we give in our assem- 
bly-rooms, we drill and redrill on, until 
children become callous to their 
beauty. The average pupil sees no 
need of all this straining after delicate 
nuances that we wish to exhibit at 
Closing Exercises. Once they know 
a song fairly well, children do not 
wish to be forever rehearsing it. The 
teacher should immediately pass on to 
the next song. We have all noticed 
with what joy pupils take up a new 
song—how anxious they are to learn 
it—and how stale it becomes after too 
much repetition. We disgust and dis- 
hearten them by ovr efforts to make 
them render an adult and mature tn- 
terpretation. We could teach five 
songs tolerably well in the time that 
it takes to drill one song for show pur- 
poses, and we could teach ten or 
twenty songs in the time it takes to 
drill a heterogeneous mass of pupils 
in a four-part song. These part-songs 





Se eowy tt ovrw ss * 


THE AMERICAN TEACHER 57 


should be given to specially trained 
singers, who can master them without 
any difficulty. In teaching songs it is 
not necessary for schools to sing them 
perfectly. They should, of course, be 
presented artistically by the teacher, 
but we should not require a perfect 
rendition from the children. We 
would in this way keep them inter- 
ested, and not have them go stale on 
the four or five songs that they are 
generally drilled on during a term. If 
we must have a few selections for 
Closing Exercises, then one or two 
moderately drilled songs might suf- 
fice. Is the purpose and aim of music 
to please gaping visitors at Com- 
mence Exercises with musical pyro- 
technics, or is it to teach children to 
love music thru the hearing of and par- 
ticipating in the great vocal and in- 
strumental masterpieces? 


To all of this it might be rejoined, 
that we are giving children to-day 
many concerts, that our talented pupils 
frequently perform before the whole 


school, and that children seem to en- 
joy these public appearances. Are 
such programs selected with a definite, 
conscious purpose, or do we leave 
them to the whim and the talents of 
the performers? Are the motives and 
the movements explained and _ illumi- 
nated to the audience? Are these same 
pieces repeated periodically, so that 
children can learn to know and ap- 
preciate them? It is the experience of 
all that we must hear certain kinds of 
music often, before light begins to 
break in on us. On first hearing 
Wagner, who has not felt that it was 
all sheer noise and confusion? No! 
we must give children definite pur- 
posive vocal and instrumental con- 
certs, and these must be explained and 
repeated until they are able to recog- 
nize the music when the opening bars 
are played. 


In fact, why should not every music 
lesson be a concert, with the last ten 
minutes to be devoted to musical no- 
tation? Music would then occupy the 
same place in the curriculum that it 
occupies in the life of the individual— 


one of the means for an enlightened 
and profitable leisure. The music les- 
son to-day is a bore and a weariness. 
It should be a joy, a refreshing relaxa- 
tion, a whisper from ethereal regions. 


Let us stop feeding our children on 
musical rocks. We are told by many 
that children should get a thoro drill 
in sight-reading in order to acquire 
power. What power would these 
musical pedagogs have them acquire? 
Is it possibly the power to turn over 
pages of a virtuoso at the piano? 
What particular use can the average 
individual make of this so-called 
power? If we develop the faculty of 
musical appreciation, we are giving 
each individual the incentive for any 
technical accomplishments that he 
might aspire to in later life. Let our 
children hear the greatest songs, 
sonatas, symphonies and operas. The 
repertoire should be large and varied, 
and we should make sure that every 
graduate has heard a few times 
some of the best and most popular 
works of the great composers. Let us 
not insist on any so-called perfection 
in vocal rendition. Let us not repeat 
until the joy is all gone. A street-song 
dies a very natural death. We in our 
schools to-day, prolong the agony for 
years, singing the same song term 
after term. If our deceased pedagogs 
ever turn over in their graves, it must 
be when “America” is being sung by 
their old school for the million and 
oneth time. No disparagement of 
“America” is here intended. In fact, 
“America” should be sung but only on 
festive occasions, and not when the 
teacher finds nothing else available in 
the limited repertoire. Let us have 
definite daily programs of concert 
music and let the great compositions 
be repeated ard explained until chil- 
dren come to recognize them by name. 
We can formulate a course of study in 
appreciation from the programs of the 
various popular vocal and instrumental 
concerts that are given yearly in our 
big cities. 

When shail we begin to hand over to 
our children their musical inheritance? 








THE LIFE TENURE LAW 


ALIcE MARTIN 


IN THE STATE of New Jersey there is 
a life-tenure of office law for teachers 
which makes it possible for a principal 
or a teacher to keep his or her position 
to the bitter end. After a teacher gets 
thru the probationary period of three 
years, she may be totally inefficient 
and undesirable, yet nothing short of 
conviction of a criminal offense can 
dislodge her. The same is true of a 
principal. 

Let us suppose the case of a princi- 
pal who began his teaching career 
thirty or forty years ago in a small 
country town on a county certificate. 
He stays there until the country town 
grows into a select, suburban town, 
counting possibly among its inhabit- 
ants some of the best representatives 
of our country’s intellect in art and in 
literature. The school grows, new de- 
partments are added, such as a kinder- 
garten, departments of music, draw- 
ing, manuai training, nature-study, 
etc. A man who thus comes into the 
position of principal merely by virtue 
of being there long enough to become 
protected by the law, may be utterly 
out of sympathy with the new depart- 
ments, the new education and the new 
life. But he stays on and on. 

Strange as it may seem, the most in- 
tellectual people in a town often leave 
the electing of school officers to the 
straggling few who may or may not be 
interested from motives of public wel- 
fare. I know of a New Jersey town of 
seventeen hundred people whose last 
school election was attended by fifty- 
eight people. The voters at that elec- 
tion did not fairly represent the large 
percentage of professional and intellec- 
tual residents. With a semi-indifferent 
Board of Education consisting of busi- 
ness men who are too busy ever to 
think of visiting the schools, it is no 
wonder that we have unsatisfactory 
conditions in suburban localities. 


The gospel of education of a not un- 
familiar type of suburban principal 
consists of the three fundamental 
studies. His ritual may teach only the 
uld-fashioned observance of law, order 
and discipline. New and young teach- 
ers come to these schools equipped 
with ideals and with enthusiasm to 
carry out their ideas. They may wish 
to forsake some of the obsolete notions 
of the olden time. They may even 
wish to commit sacrilege against that 
ancient and honorable discipline which 
must of necessity mean death to free 
expression of life in children. If they 
do these things they are likely to find 
set against them the law of New Jer- 
sey, under which a teacher may be dis- 
missed with ease at any time within 
the first three years of service. As a 
cule, they are under an indifferent 
Board of Education and impossible 
working conditions. The principal may 
be a bully or a toadier. He may be to- 
tally unfit to supervise or to teach, but 
the teachers who work under him must 
either conform and so kill within them- 
selves the soul of their work, or they 
may resist and be found insubordinate. 

Conditions of this kind cannot last. 
Some day the people of the town will 
wake up. Men who are authorities in 
social work, men who are progressive 
and modern and awake will take places 
on the Board of Education, and they 
will know the schools. They will find 
there the ashes of former ideals whose 
fires have been put out by the irresist- 
able pressure of constant smothering. 
With the new order of things will come 
a new situation for the teachers to 
meet. They will be observed from new 
standpoints and criticized accordingly. 
If they can adapt themselves to the 
inevitable change, all will be well with 
them; if not, they must give way to 
better teachers. 

If the new board of education is far- 
sighted enough to see that environ- 
ment helps to make a teacher as much 
as it helps to make children, they will 





THE AMERICAN TEACHER 59 


seek to better the environment of their 
new teachers. If they are even more 
far-sighted,—if they are state-sighted 
instead of town-sighted,—they will at- 
tack neither the teachers nor the prin- 
cipal; they will bend their energies to- 


ward repealing a law which does not 
help the efficient teacher, for she needs 
no help, but which protects the ineffi- 
cient teacher, allowing her influence to 
go on until death or disability relieves 
the community. 





WHY I AM 


[Here are some human documents 
written by high school pupils in answer to 
questions put by a committee that is m- 
vestigating the causes for pupils leaving 
the high schools. 

There is contained in these letters a 
areat deal of food for serious thought 
on the part of those interested in trying 
to make the schools yield ideals for life. 
—Ep. |] 


BY L. R. 


I really don’t know why I am in school! 
Indeed, such a question never entered my 
mind, and I am not ashamed to say that I 
think it is a difficult question to answer. I 
suppose I came to high school because all 
the other members of our family continued 
their schooling beyond the grammar school. 
You see it is a sort of a family habit, handed 
down until the present day. After I had 
graduated from the grammar school, some 
people asked if I were going to high school. 
I always answered, “of course,” for it seemed 
such a foolish question. Just as if I should 
be allowed to stay at home, or go out to 
work at such an age, even if I wanted to do 
either of those things myself. 

After I entered high school, I always said 
that I would never leave until I had finished, 
because a high school diploraa usually is worth 
something if one is ever thrown on his own 


IN SCHOOL 


resources. Suppose I had left at the end of 
two years, what could I have done? Nothing. 
Because two years of work does not count 
one-half as much as four years to the out- 
side world, even though it does so mathe- 
matically. 

Therefore, I am just here in school because 
there is nothing else to do and because I do 
not care at all to stay at home. Of course, I 
am learning more and more, even though it 
be a little of everything, but in the end, I 
think I shall be sorry to leave, for (wonder 
of the ages to some pupils!) I am one of the 
persons who like school. 


BY R. P. 

The first and foremost reason that I am 
still in high school is that I am compelled 
to be by my parents. Both my parents say 
that I must stay in school until they think 
it time to let me leave. Knowing that I have 
to stay in school, I have decided to become a 
teacher. Another reason is the fun I have in 
school. I think it is much pleasanter to come 
to school and associate with young people than 
to be made to accompany mother to different 
places, which would be monotonous. 

Again, if I were at home and knew that 
my friends were in school having fun and at 
the same time gaining knowledge, I think I 
should long to come to school. Although at 
Regents’ time I wish I were somewhere else 
than in school, on the whole I like it. 





“THE TIME IS coming when 
it will be considered as legitimate 
for a body of teachers to dis- 
cuss the problems of pure food 
supply, or relief for the poor, of 
means for the suppression of vice, 
and of better hygienic conditions for 
the children of our cities, as it is to 
discuss the problems of method or the 
organization of school work. What 
we need, if we are to be effective in 


our work, is better organization, more 
craft consciousness. We now possess 
potentially great power for social bet- 
terment. We are exercising this 
power in the school, and, as individ- 
uals, outside of the schools. We will, 
let us hope, in time, recognize the 
larger social demand and perform 
the larger social service."—G. DL. 
Strayer, in “The Teaching Pro- 
cess,” p. 15. 





SABBATICAL LEAVE OF ABSENCE FOR SCHOOL TEACHERS* 


School Teachers 


Boston, Mass. (In practice since Sep- 
tember 1, 1906. For study, one year’s 
leave with half pay, after seven year’s 
service. One year for rest, after 
twenty-one years’ service. Journal of 
education, 64: 424, October 18, 1906; 
65: 605, May 30, 1907. School jour- 
nal, 74: 445, May 4, 1907. In Mas- 
sachusetts. Board of education, 7oth 
annual report, 1905-1906. Boston, 
Wright & Potter, 1907, p. 318. Pub- 
lic document No. 2.) 


Kagan, Josiah M. [The Cambridge plan 
of granting Sabbatical year to teach- 
ers; inaugurated, 1896.] In. New 
England modern language association. 
Report, 1905. p. 16. 

After teaching in Cambridge schools 
for ten years: amount granted, one- 
third salary, not to exceed 500 dollars. 


[Newton, Mass. Inaugurates the “Sab- 
batical year,” 1907.] Jn Newton 
School committee. Annual report, 
1908. Newton, Newton Graphic 
Press, 1909, p. 51-53- 

Rochester, N. Y. (Grants leave of ab- 
sence on half-pay, after seven years’ 
service, to teachers and superinten- 
dents. American school board journal, 
36, No. 1: 3, January, 1908.) 


The Sabbatical year. Jn Massachusetts. 
Board of education. Seventeenth an- 
nual report, 1905-1906. Boston, 
Wright and Potter, 1907. p. 318. 
(Public document No. 2.) 

Boston and Cambridge the only 
cities in Massachusetts granting leave, 
for study, with pay. Boston, one-half 
of salary; Cambridge, one-third, not 
to exceed 500 dollars. 


[Sabbatical year is granted by Boston, 
Brookline, Cambridge, Newton.] 
American school board journal, 40: 23, 
May, 1910. 


* This information was furnished by the U. 
S. Bureau of Education at the request of THE 
AMERICAN TEACHER. 


College Professors 
Brown University, Providence, R. I. 


Cheney (Washington) State Normal 
School. (Give teachers every sixth 
year on half-pay plan. See Journal of 
education, 65: 268, March 7, 1907.) 


Columbia University, New York City, N. 
Y. (Adopted the “Sabbatical year’ 
for professors and adjunct professors, 
February 3, 1908. See School bulletin, 
35: 51, November, 1908. Discusses 
Harvard’s method.) 


Harvard University, Cambridge, Mass. 
(The annual report of the president 
and treasurer of Harvard College, 
1879-80, Cambridge, 1880, p. 19-20, 
contains the following statement :““The 
Corporation have decided that they 
will grant occasional leave of absence 
for one year on half pay, provided 
that no professor have such leave 
oftener than once in seven years; that 
the applications in any one year be rea- 
sonable in number, and properly dis- 
tributed among the different depart- 
ments ; and that the object of the pro- 
fessor in asking leave of absence be 
health, rest, study, or the prosecution 
of original work in literature or sci- 
ences.”’) 

Randolph-Macon Woman’s_ College, 

Lynchburg, Virginia. 


University of California, Berkeley, Cali- 
fornia. 


University of Illinois, Urbana, Illinois. 


Wellesley College, Wellesley, Massachu- 
setts. 


Under these systems of Sabbatical 
leaves of absence, professors are entitled 
to a leave of absence one year out of 
seven, usually on half pay. The Uni- 
versity of California, however, allows, 
two-thirds pay. (Annual report of the 
U. S. Commissioner of education, 1904, 
v. 2, p. 1418.) 








i 
f 
S, 


le 
4, 





“ The 
American Weacher 


Democracy in Education; Education for Democracy 


Published monthly, except July and August, by 
THE MOODS PUBLISHING COMPANY, 
134 West 29th Street, New York. 














GEORGE SYLVESTER VIERECK, P» esident, 
HvuGo SCHWEITZER, ao ie. a Treasure. 
HENRY R. LINVILLE, - - Editor-in-Chief. 


BENJAMIN C. GRUENBERG, - Managing Editor. 








Address all manuscripts and other communica- 
tions to THE AMERICAN TEACHFR, 
134 West 29th Street, New York. 





~ Subscription price, 50 cents for the year. 





Copyright, 1912, by Tare Moops PUBLISHING COMPANY. 


Entered at the Post Office of New York 
as second-class matter. 


MAY, 1912. 




















Vou. I. No. 5. 








It is the aim of this paper to better 
the working conditions of the teacher, 
through sober criticisms of present edu- 
cational administration, and through dis- 
cussions tending toward a general reali- 
zation of the democratic ideal in all 
maiters affecting the schools. 


RELATIVE EFFICIENCY 


WE ARE TROUBLED in this country 
with a class of prominent citizens who 
know nothing that is not directly con- 
nected with their own business. It is a 
favorite trick of theirs to reflect upon 
the worth of the worker in other fields 
of endeavor. The most common ex- 
pression of this attitude of contempt 
for those who do the important work 
of the world takes the form of the 
question, “What could he earn if he 
went into business?” The implication 
is, of course, that the true measure of 
human efficiency is to be found in the 
returns from business activity. It may 
be admitted that there are thousands 
of teachers who could not earn in busi- 
ness as much as they get in the 
schools. This does not show, however, 
that the teachers are being overpaid. 
A lawyer or a physician who is able to 
earn a large sum of money thru profes- 





61 


sional service is never compared with 
the business man; it is taken for 
granted that he earns much money be- 
cause he has great ability. Does it 
ever occur to us to compare the earn- 
ing power, or rather the ability, of a 
successful business man or lawyer 
with that of a successful teacher—in 
the work of teaching? 

There was a time when our psycho- 
logy permitted us to describe individ- 
uals in terms of general faculties. To- 
day we must recognize that a person 
may be a good teacher without being 
of any value whatever in commerce; or 
that a man may be a good scientific 
investigator without being a good 
teacher of science. 

Let us recognize that there are in 
the ranks of the teachers many men 
and women of a low grade of efficiency, 
that these men and women are tol- 
erated as poor teachers but would not 
be tolerated as poor clerks or book- 
keegers, that they receive more money 
than their services are worth. But let 
us not accept the business man’s 
standard at his own valuation. There 
are good teachers who are not fit for 
business, as there are good business 
men who are not fit to be teachers. 


THE ORDER OF MERIT 


“Ideas are worth money. Develop 
them and we'll pay you for them.” 

Thus the Buffalo and Allegheny 
division of the Pennsylvania Railroad 
system announced recently that it 
would put upon a practical business 
basis a plan for getting its men to 
think in the interests of the railroad. 
The plan is said to be working well. 
A number of money awards have already 
been made to men whose ideas were 
found on trial to be practical. Incident- 
ally, wells of originality hitherto un- 
tapped have been made productive. 

The imagination of one who pon- 
ders over this announcement flies to the 
consideration of applications elsewhere. 
A train dispatcher, a conductor or a 
mechanic whose experience has been ac- 
companied by some thinking deserves 
greater reward and encouragement than 











62 THE AMERICAN TEACHER 


the mere satisfaction of knowing that he 
has been approved as “faithful and 
loyal.” So does a teacher. And teach- 
ers, like others who have no part in 
directing their own work, are always 
supposed to be content with “well 
done, good and faithful servant.” 
Many “good” teachers might become 
thinking teachers if there was held out 
tc them some hope of recognition or 
tangible reward for constructive work 
carried out by them, or planned 
by them for others to do. One 
of the most discouraging facts 
characteristic of uniform schedules 
and other forms of neglect to weigh 


the value of services, is that a 
mediocre teacher and an_ inspired 
and highly efficient teacher are 


valued at exactly the same rate.. One 
consequence is that the inspired teacher 
is likely to lose his interest and hope. 
Another and more disastrous conse- 
quence is that inspired and highly ef- 
ficient teachers are likely to become 
fewerand fewer. Indeed, they arerare now. 

The Pennsylvania Railroad is work- 
ing for the pockets of its bondholders. 
The school system is working for the 
civic, intellectual and general welfare of 
future generations of men. But both 
should find it expedient to obtain and to 
keep the very best workers possible. 
School systems might profit by the ex- 
ample of the railway company, and fos- 
ter the development of idéas supposed to 
have practical value in education. 


Those teachers who develop useful 
ideas should be credited for their con- 
structive work by official recognition, and 
by appropriate increase in salary to con- 
tinue thru the period of practical intel- 
lectual productiveness. The term “su- 
perior” as it has come into use recently 
in the New York City educational sys- 
tem, would then have real significance. 
It would be an honor to be a “superior” 
teacher, if it meant that he had thought 
out some of the ideas by which the edu- 
cational system is run. Furthermore, it 
would satisfy the natural desire of wide- 
awake teachers to receive the recognition 
they sometimes seek in striving to be- 
come principals. 


THE TRANSMISSION OF 
MOTIVE POWER 

A PROMINENT MEMBER of the New 
York City Board of Education is pub- 
licly reported to have said recently 
that “there should be no secrets be- 
tween the Board and the teachers. The 
teachers should not feel afraid to go 
to headquarters and tell any member 
of the Board or any superintendent 
what they think about any matter of 
school administration.” This is good 
advice, but not practical—as yet. 

It is too soon to expect teachers to 
get their ideas into shape and carry 
them directly to their educational su- 
periors for consideration. However, 
ere this there should have been many 
journeys of those bearing ideas, but 
there have been few ideas carried. 

It is illuminating to note that the 
commissioner’s remark implies that he 
thinks teachers have been afraid to 
speak out heretofore. If this is true, 
no small amount of the fear must have 
been due to the traditional timidity of 
subordinates and their shyness in ap- 
proaching officials. But some part of 
the hesitancy may be traceable to the 
conviction in the minds of a respect- 
able number of teachers that the pro- 
mulgation of uninvited and possibly 
unwelcome ideas is frowned upon, and 
sometimes punished in indirect and un- 
expected ways. 

What a pity it is that the principle 
of official convention should have pre- 
vented the people from reaping the 
great benefit that would have come 
from the friendly codperation of offi- 
cials and teachers! And how much 
greater the pity that there should exist 
so little of a compelling desire among 
teachers and officials to search for and 
bring out all useful constructive ideas, 
no matter by whom expressed! 


Conservation of children is as im- 
portant as the conservation of the 
State’s other natural resources. To 
give everyone his chance, helping 
everyone to make the most of himself, 
should be the purpose of education.— 
Maryland Commission on Industrial 
Education. 





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THE AMERICAN TEACHER 63 


PRACTICAL POLITICS 


WE HAVE A LETTER from a teacher in 
a Western city in which occurs an il- 
luminating comment on the results of 
depending upon business men for the 
practical work of administering a 
city’s affairs. “The Board of Educa- 
tion,” we read, “was not above suspi- 
cion; and it was loudly whispered that 
the teachers’ association used threats 
of making public the Board’s connec- 
tions with a certain book company, as 
a means for securing an increase in 
salaries.” The book company is not 
mentioned; we may therefore assume 
without prejudice that it was a com- 
pany operated on a commercial basis, 
rather than a philanthropic one. The 
members of the Board were all busi- 
ness men and “leading citizens”—not 
professional politicians. We have no 
doubt that the teachers were morally 
entitled to all that the Board was will- 
ing to pay them. But every man and 
woman who has at heart the healthy 
growth of our democratic institutions 


| must feel outraged by the compromise 


of principle forced upon the teachers 
by our stupid organization of the pub- 
lic’s business. The teachers who were 
cognizant of the wrong-doings of the 
Board should have been free to make 
the facts public; it was their duty to 
make the facts public. Had they done 
their duty they would in all probabil- 
ity have lost not only their positions, 
but also their chances of finding re- 
employment in the schools of the State. 
Instead of doing their duties as men 
and women and citizens of a republic, 
they prostituied themselves for a little 
jelly to be added to their bread and but- 
ter. As teachers we blush with shame; 
as fellow workers, however, we realize 
the helplessness of their situation. As 
citizens we wonder whether democ- 
tracy is possible. 





The supervision which directs and 
encourages by showing how it is done, 
is never resented by teachers. Such 
supervision seldom causes that she- 
couldn’t-do-as-well-herself attitude on 
the part of the teacher. 


PUBLIC EDUCATION 
ASSOCIATIONS 


ONE OF THE FUNCTIONS of a Public 
Education Asociation should be to en- 
sure to the public the selection of the best 
men to high educational office. No outside 
organizations, not even the newspapers, 
think it of any significance to discuss the 
character and qualifications of candi- 
dates for important executive positions 
in the city schools. The teachers are 
powerless or indifferent even tho they 
know the candidate to be conspicu- 
ously unfit. Teachers’ associations are 
also apathetic. With capable men on the 
Board of Education and progressive edu- 
cators on the Board of Superintendents, 
it might not be as difficult to initiate re- 
forms as it is to-day. Reforms should 
arise from within—from the educators 
themselves. This can only come to pass 
when the best men obtainable are chosen 
to fill places of responsibility. Here is 
constructive and far-reaching work for 
a Public Education Association. 





The public management of a ma- 
terial equipment worth a thousand 
million dollars, and of a yearly budget 
of over four hundred million dollars, 
by the communities concerned, is one 
of the world’s greatest experiments in 
democracy—and one of its most suc- 
cessful ones. As a rule, privately 
owned schools do not give as good an 
education, even at greater cost; nor do 
they treat their employees as well; nor 
do those in control of them show as 
much enterprise in eee improved 
means and methods. ... We have the 
proof that, in at least one case, men’ 
can do better work as servants of the 
people than they would have done un- 
der the competition of the market for 
private gain, and the promise of a time 
when all men will work together for 
the common good.—From Edward 
L. Thorndike’s “Education.” 





We must have freedom and we must 
not bargain. The public must learn 
that in advancing our interests it is ad- 
vancing the cause of education and so 
of humanity. 





VOCATIONAL GUIDANCE IN THE BOSTON 
PUBLIC SCHOOLS* 
Stratton D. Brooks 
Superintendent of Schools, Boston 

THE work IN Vocational Guidance in 
the Boston Public Schools is as follows: 

1. In the Trade School for Girls and 
in the High School of Practical Arts a 
vocational assistant has been appointed. 

In the Trade School for Girls the giv- 
ing of vocational assistance is not left 
to the teaching body, but is placed in 
charge of a person appointed for that 
sole purpose. She is given the title of 
vocational assistant and the regulations 
of the School Committee provide that 
one such vocational assistant may be ap- 
pointed for each one hundred girls in 
the school. 

The vocational assistant is charged 
with the duty of investigating conditions 
in the trades taught by the school, in 
order to enable the school to adapt its 
course to the exact needs of business and 
to provide accurate and up-to-date in- 
formation available for use of parents 
and pupils. It is the business of the vo- 
cational assistant to secure positions for 
graduates, and, in this sense, she con- 
ducts an employment bureau, but with 
this difference that she knows both the 


conditions in the trade and the particular. 


girls, and, therefore, endeavors to find 
not merely a place for the girl, but a 
place in which she will succeed. The 
work of the vocational assistant, how- 
ever, begins with the finding of a place 
for the girl. It is success that counts, 
and the vocational assistant is to keep 
track of her girls, know which ones 
succeed and more especially which 
ones fail, and why they fail; to find 
for these places better suited for their 
abilities or, perchance, advise them to 
return to school until they reach a de- 
gree of proficiency that will enable 
them to retain a position once ob- 
tained. 

On the moral side also the work of the 
vocational assistant will have great ef- 
fect. Before the girl leaves school it 
is hoped that such a mutual relation of 


* From The Boston Home and School News- 
Letter, January, 1912. 


THE AMERICAN TEACHER 


confidence and friendship will be estab- 
lished that any girls who find themselves 
at work in a shop or factory where con- 
ditions are improper will report promptly 
to the vocational assistant, with the re- 
sult that the girl will be placed in an- 
other position, and that no more girls 
will be sent to the shop or factory in 
question until conditions are improved. 
With the unsuccessful girl, perhaps, the 
most important work of all may be done. 
The girl who is efficient and who, be- 
cause of that efficiency, is soon advanced 
to the rank and wages of a skilled 
worker, is far less likely to succumb to 
temptation than is the girl whose inef- 
ficiency keeps her wages below the 
amount required for decent living. 
When, perchance, a girl is placed in a 
position in which she cannot advance or 
from which she is discharged, the vo- 
cational assistant should be on hand to 
encourage and assist, to tide the girl 
over immediate difficulty and to find 
some other work wherein there is a 
greater prospect of earning a living wage. 

2. In each school one or more voca- 
tional counselors have been appointed. 
These counselors have in general the 
same duties to perform as those outlined 
for vocational assistants, except that a 
much larger share of work is concerned 
with advising pupils what additional edu- 
cation they should undertake in order to 
fit themselves best for choosing an occu- 
pation, and for success therein. Owing 
to the fact that these vocational coun- 
selors must also teach a class, they are 
not able to follow up the pupils who 
leave school so closely and effectively 
as the vocational assistants can. A 
course of instruction for these counselors 
is being conducted by the Vocation 
Bureau. 

3. This year two teachers have been 
specially assigned to investigation work 
in the lines of vocational guidance. At 
present they are attempting to determine 
definitely what has become of the pupils 
in certain specified districts who have 
withdrawn from school during the last 
two years and to keep track also of the 
pupils who withdraw from these same 
districts at the present time. 


























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THE AMERICAN TEACHER 65 


A Committee on Vocational Guidance 
consisting of principals and teachers in 
various schools has been appointed, 
which gives consideration to the whole 
problem of vocational guidance and 
makes suggestions from time to time 
with reference to its improvement. 

5. The problem of interesting parents 
in this important subject is conducted 
with the assistance of the Vocation 
Brreau, the School and Home Associa- 
tion and other outside organizations. 





A BOARD OF EDUCATION in an Ameri- 
can city was replaced at the elections 
by an “honest” board. The “reform- 
ers” had carried the election. But 
alas, writes a high-school teacher of 
that city, there are only two members 
who know anything about schools; and 
they will insist upon judging schools 
from the business standpoint. The 


school people have great difficulty in 
making the honest and disinterested 
board members understand the needs 
of the schools, and one of the teachers 
said: “I think that the best thing to 
do is to re-elect the old board of graft- 


ers, because there are ways of making 
the grafters do things, and there seems 
to be no way of making the present 
members see the light.” We wonder 
whether the methods for making graft- 
ers do things are in any way similar to 
methods for making honest people see 
the light. 





DEMOCRACY IS AN idle experi- 
ment if it does not rest on popular 
adequacy, and popular adequacy must 
give proof of itself not in clamor and 
demand, but in demonstration that the 
instinct of the multitude has ceased to 
be subservient. Democracy must show 
that in the labor movement, in local 
political organization, in party activity 
and in all other codperative activity, 
minor and major, it is able to proceed 
by conference, by discussion, by in- 
telligent and intelligible agreements 
among equals, and is no longer de- 
pendent upon unquestioning obedience 
rendered to a boss.—Editorial in “The 
Independent,” “On Being Inadequate.” 


BOOK REVIEWS 


THE COMING GENERATION. By Wnu- 
t1aM Byron ForsusH. I2mo, pp xix+402, 
1912. New York: D. Appleton & Co. $1.50 
net. 

In every generation there has been a great 
deal of suffering that might have been avoided 
if the preceding generation had but taken 
thought of the morrow. As the life of the race 
is continuous, the generations not being sharply 
marked off from one another, the taking of 
thought of has been everybody’s business and 
—was therefore neglected. At the present 
time everybody's business is receiving an un- 
usual amount of attention, and there are many 
workers who make a specialty of doing just 
the things that need being done but are ordi- 
narily left undone. In this book Dr. Forbush 
brings together a summary of all the activities 
that are calculated to make a better lot of 
Americans out of the poung people who are to 
constitute the coming generation. As he states 
in the preface, this is the first attempt to “fur- 
nish in a single volume a short, readable ac- 
count of all the forces that are working for the 
betterment of American young people.” 

The work is divided into five books, which 
deal respectively with the home, eugenics and 
health, education, prevention, and religious and 
social service. The largest book is that on 
“Betterment Thru Education,” this cover- 
ing more pages than any two of the others. 
The volume is not only very readable, but con- 
tains a remarkable amount of information on 
the various activities that are revolutionizing 
the position of the child in society. 

The titles of the chapters on educational 
topics will indicate the scope of the work. The 
new education; Vocational training and guid- 
ance; Some high-school problems; Moral 
training in school; The ~ sial school; Defec- 
tive children; Play and playgrounds; Clubs 
for street boys; Camps and outings; College 
and the child; The beautiful ordering of life, 
and A child educating himself. 

The chapter on Social education deals with 
such topics as evening schools, vacation 
schools, recreation centers, organized athletics, 
etc. In general it treats of the question of the 
larger use of the school plant in relation to 
social needs growing out of modern city life. 
The chapter on “The beautiful ordering of 











66 THE AMERICAN TEACHER 


life” is concerned with the typical community 
life in America, the resources for adult or 
extension education and recreation in the small 
community and in the large community, such 
as libraries, lectures, clubs, fairs, newspapers, 
festivals, museums and libraries, etc. The 
problem of the rural community are also con- 
sidered, from the point of view of educational 
forces in the church, the grange and the 
school. 

The self-education of the child is largely a 
matter of surroundings and intelligence on the 
part of the human environment. The instinct 
for asking questions and that for collecting are 
seldom utilized for the benefit of the child as 
they should be. The spontaneous organiza- 
tions among children, such as gangs and base- 
ball teams, are factors for education that need 
both encouragement and direction. 

Anyone who approaches educational prob- 
lems with an open mind must be impressed by 
the intricate correlations between the problems 
of the school and all the other social problems. 
There are questions of health and home, eco- 
nomic conditions, child labor, city streets, with 
their endless temptations, the yellow press and 
the lack of shoes. A brief review of the im- 
mediate goals suggested by the survey covers 
three pages of bare enumeration. If any 
teacher is in search of activity that is worth 
while he can surely find it here. The attitude 
of the author is that of the “possumist—one 
who believes we can.” No true teacher can 
be less than that. 

This book is not one to read thru and lay 
aside. It should serve as a helpful manual in 
orienting the teacher’s attitude toward the host 
of questions that are pressing for attention. 
There is a good index in addition to an an- 
alytical table of contents; and a list of bibli- 
ographies ir addition to special references at 
the end of each chapter. If it is not possible 
for every teacher to own a copy of this book 
there should at least be one in every school in 
the land. 





The bane of our present system is 


autocracy. It throttles initiative and 
makes underlings of intelligent men 
and women. The way out is not a 
change of masters but a change of 
idealsk—a more democratic 
administration of our 
Schools. 


THE OPEN COURT 


LETTERS TO THE EDITOR 


IT HAS BEEN said that at one time 
school officials in New York City were 
accustomed to settle embarrassing 
questions by refusing to discuss them. 
However it may have been once, it is 
not true now. Men change and times 
change, chiefly times. 

An important note of the new time 
which THe AMERICAN TEACHER has 
been sounding from its first issue has 
been struck once more, and with de- 
cision, by Superintendent Chadsey, of 
Denver, whose letter we print in this 
issue. He says: 

“The general idea of recognizing the 
fact that the teachers are the ones most 
vitally connected with the work of ed- 
ucation and that their judgment should 
be of great weight in determining ques- 
tions of administration and of the effi- 
ciency of superior officers, is unques- 
tionably valid.” 

Some of the school officers who have 
taken part in the symposium on “Su- 
perior Principals” begun in the March 
number of this periodical do not agree 
specifically with Superintendent Chad- 
sey’s point of view. But that is a mat- 
ter of no great moment. They do dis- 
cuss the question, and teachers should 
be thankful for that. Willingness to 
discuss is obviously the first step in in- 
tellectual progress. It implies a desire 
to think clearly and honestly, at the 
same time crediting others with simi- 
lar desires. 

Since principals and superintendents 
are willing to discuss those school prob- 
lems that affect the privileges of 
teachers, more teachers ought to stand 
out from beneath the shadow of tradi- 
tion, and express publicly the ideas 
they possess in secret. THE AMERI- 
CAN TEACHER welcomes writers to its 
“Open Court.” They are urged to al- 
low their own names to be printed, 
since there is little probability that 
ideas timidly expressed can materially 
influence others. 











THE AMERICAN TEACHER 67 


Editor, THe AMERICAN TEACHER: 


Your number four lies before me and I be- 
gin to think you have both a field and a mis- 
sion. My good wishes ate yours and I en- 
close another dollar for two more copies from 
the beginning. 

The sentence in your first issue, coincident 
with the new salary law and its encourage- 
ment to both men and women teachers, which 
struck me most forcefully is this from the 
German: “There are, it is true, insolent 
schoolmasters, Mr. School Commissioner, and 
there are submissive schoolmasters; of both 
more than enough; I am striving tc increase, 
by one, the number of self-respecting school- 
masters.” 

I am glad your contributors sign their own 
names, and have the courage of their convic- 
tions, with malice toward none and charity 
for all. 

Cartes S. HARTWELL. 


Eastern District High School, Brooklyn. 


Editor, THe AMERICAN TEACHER: 


I have received your letter concerning the 
article on “Superior Principals.” 

I am very positive that there should be a 
greater amount of power in the hands of the 
teachers of the schools of the United States. 
Certainly those who work under a principal 
should have some opportunity of having their 
judgment as to their principal respected as of 
worth. Of course, all experiments tending to 
increase the actual influence of the teacher 
in school administration, are tentative and 
probably the plan as outlined in your periodi- 
cal, would prove unsatisfactory in some ways. 

The general idea of recognizing the fact 
that the teachers are the ones most vitally 
connected with the work of education and 
that their judgment should be of great weight 
in determining questions of administration and 
of the efficiency of superior officers, is un- 
questionably valid. 

As a matter of fact the judgments of 
teachers do very often reach the superintendent 
and have great weight in determining the ef- 
ficiency of principals. I am convinced that 
sooner or later the representative idea will 
have recognitio1 in school administration. I 
have often thought that a representative coun- 
cil of strong teachers in various departments 
would be of great assistance in determining 
Many questions of vital importance in school 
administratioa. 

C. E. Cwapsey. 


Superiyitendent of Denver Public Schools. 


Editor, THe AMERICAN TEACHER: 


I really am not clear in my own mind as to 
the question you quote in your letter of 
March 27th, and therefore I do not wish to 
go on record in the matter. I am _ inter- 
ested in democracy and education, and in the 
proper evaluation of the work of all teachers, 
principals included. Whether or not the 
method of estimating a principal’s efficiency 
that you suggest in your questionnaire wil! 
bring the right results I do not know. I can 
see some grave dangers in the plan. 

W. D. Lewis. 
Principal William Penn High School, Phila- 
delphia. 


Editor, THe AMERICAN TRACHER: 


I have received the marked copy of THE 
AMERICAN TEACHER and have read the ques- 
tionnaire that you propose to use in investi- 
gating the capabilities of principals and super- 
intendents. I feel that you have very well 
covered the ground, but would suggest that 
other investigations should be made than those 
among the teachers under the principal, touch- 
ing upon the qualifications of the principal. 

CuHaries A. GREATHOUSE. 
State Superintendent of Public Instruction, 
Indianapolis, Ind. 


“CHAUTAUQUA” 


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ANNOUNCEMENT 


This number of The American Teacher is being sent to the sub- 
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We would ask those who now see The American Teacher for the 
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make up your mind to subscribe and get as many others to subscribe 
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DARTMOUTH COLLEGE | _ WHAT. AVAIL our views on 


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Summer Session of 1912 on Life? 


~ eaten July 2. ty July 3—August 14. 
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A sympathetic treatment of the American ay Reginald Wridhs Keufimen 


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68