\icago. com- March, 1927 The Parent- leacher Movement ARENTHOOD is the greatest gift of the gods. It is a form of im- mortality. Every heart that throbs in a child’s breast maintains an unbroken rhythm that stretches back through countless generations of motherhood into the dim beginnings. Like all the great gifts, parenthood is bought with a price. But its trials and responsibilities and cares are all a part of the glorious plan for tempering and sweetening the lives of men and women. The parent needs the child as much as the child needs the parent. Next to parenthood comes teaching, for the teacher stands in place of the parent. Teaching is also a form of immortality. It is the teacher’s privilege so to guide the growth of children that they come into possession of all that the race has found best through the long centuries of experi- ence and study. It is a wonderful organ- ization that unites these two forces into an all-inclusive movement for the service of childhood. More than a million lovers of child- hood are now banded together in the Na- tional Congress of Parents and Teach- ers. The possibilities of the movement are almost limitless as the wider vision spreads. First, the parent discovers his own child. His life and hope go out in dreams of what his son or daughter is to be. A little later he discovers the child across the street, whose very speech and manners he sees repeated in his own off- spring. Then he discovers the children in the next town who mingle with his children in school contests. Next he be- comes interested in the children who live in other states and who associate with his sons and daughters in college. One col- lege student in every four goes to school outside the state of his residence. Finally the parent, as he thinks of the world in which his children are to carry on, real- izes that he has a stake in the vast in- ternational forces that shape environment and human destiny. Likewise, loyalty grows from the-local chapter of parents and teachers to the State group and on up into appreciation of the movement as a whole. Ah! there you have the secret! Not the individual in his weakness nor the state in its isola- tion, but the mighty union of a million individuals and a continent full of states dedicated to the supreme task of the race —the development of better human be- HIS PHOTO shows a corner of the head- quarters of the National Congress of Parents and Teachers located in the National Education Association building, Washington, D. C. The executive secretary, Mrs. Arthur C. Watkins, is giving dictation on the work of the Congress. ings—healthy, happy, intelligent, free in the highest sense. This vast movement aids education at many points. First, it emphasizes the worth of the human factor. It sets the child in the midst of our enterprises as the loftiest object of our effort. It magnifies parent- hood. It elevates the teacher. ‘These values*are fundamental. The race looks forward through the eyes of its children. Through them it has life and growth. This recognition of the importance of the child has been a long, slow struggle. Jesus Christ came into a world where childhood was cheap, but He gave the great charter of childhood for all time when He said, “Suffer little children to come unto me.” Pestalozzi did his noble bit, and Dickens, and Hor- ace Mann, and all the rest, but much remains to be accomplished. [69] The Summer Roundup of the Chil- dren, which has already made large prog- ress under the leadership of Mrs. A. H. Reeve, president of the National Con- gress of Parents and Teachers, is a type of effort that should not until every child is regularly ready to enter school free from remediable defects. In his notable book Education and the Good Life, Bertrand Russell has shown the basic importance of attitudes that are developed during the early years of childhood. From keen observation of his own growing children, he has reached the conclusion that the great character attitudes are largely defined by the age of six. Childhood health profoundly af- fects these attitudes. The horrors of child labor are still about us and the battle to free children from exploitation in the name of selfish gain is only partly won. ‘The parent- teacher movement offers to every parent and teacher a share in the great crusade to win new victories for the child. The parent-teacher movement gives added dignity and significance to father- hood and motherhood. It is an inspira- tion to every parent to be the kind of person he desires his child to become. It makes a profession of parenthood—a service with ideals to be preserved and methods of work to be studied and devel- oped. It is a challenge to every parent to enrich the life of his own child. Another of the human factors which this movement magnifies is the teacher. The school can rise no higher than its teachers. The intellectual life of the community can go no farther than those who lead it. Teachers are the largest public service group in modern society. They have taken the place of the mighty standing armies of the autocratic civili- zations of the past. Parent-teacher work emphasizes the place of the teacher— not only in the schoolroom but in the af- fairs of the community. It develops his leadership, widens his influence, and gives him a share in determining the conditions that surround child life and growth. Second, the parent-teacher movement aids in the development of the home as a place for rearing children. It emphasizes the privilege and importance of loyalty cease 70 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1927 to the home as the most abiding of our institutions. It elevates homemaking to the plane of a great adventure. There are more fine homes today than at any time in the history of the human race. But what a gulf separates the best homes from the worst! The teaching of homemaking in the school has given higher ideals of home life to many children who could have had them nowhere else. The elements that make a good home are as capable of anal- ysis as the elements that make a good school. Some of the problems of home- making can be solved only by coopera- tion. If one child is allowed to keep ir- regular hours, neighbor children are likely to be tempted by the example. If realtors insist on building homes with no place for children to play, the individual parent is often helpless. Parents working together can arrange for a beautiful com- mon in the place of useless back lots with their unsightly fences. They can find ways of making the home a more “grow- some”’ place for children. Third, this widening parent-teacher movement is making a large contribution to the improvement of the school. It is supporting boards of education in their efforts to get sufficient money to maintain good schools. It is working for more generous grounds with play space and flowers. It is asking for better equip- ment of buildings and rooms. Many a brilliant teacher is now struggling with equipment so inefficient and antiquated that it would not be tolerated in even a second-rate business establishment. This movement is helping our people to see that the time and energy of pupils and teachers is really precious—that it is not good economy to deny the school needed equipment, adequate library facilities, lr =} | RESIN RECORDING | CORRESP- SECRETARY] SECRETARY iOied I PELD SERVICE ) { | SECOND VICE- PRESIDENT DIRECTOR } = DEPARTMENT OF ORGANIZATION THIRD VICE- PRESIDENT CHURCHES PRE- SCHOOL NATIONAL BOARD OF << MANAGERS DIRECTOR DEPARTMENT OF EXTENSION CIRCLES DY CIRCLES and other aids to learning and teaching. The school curriculum is now in a state of transition. It contains much that is useless and lacks much that is needed. Try asking yourself and your friends First, what part of the two questions. | 900,000 }— || 850,000 } 800.000 750,000 700,000 650,000 600,000 time I spent in school was given to the study of material I have not used since? (Do not hide under the cloak of mental discipline or some vague notion of gen- eral culture. There is as much discipline in things needful as things useless and the only culture that really counts is the cul- ture that lasts.) Second, how many things have I learned or needed since leaving school that could have been learned better there than elsewhere ? The answers you will get to these questions will show why the curriculum is every- where being checked against the great objectives of education and life in an THE NATIONAL CONGRESS OF PARENTS AND TEACHERS NATIONAL ANNUAL CONVENTION Weeking Through wes | PUBLICITY | TE | oevEttenr] ERA” FOURTH VICE-PRESIDENT FIFTH VICE-PRESIDENT DIRECTOR DIRECTOR DEPARTMENT OF PUBLIC WELFARE DEPARTMENT OF EDUCATION ART HUMANE EDUCATION MOTION PICTURES Olly effort to make it fit today’s values. If progress is not to be hampered, parents must see why the new school is different from the one they attended. A million parents and teachers working shoulder to shoulder are making possible the better school of the new day. Fourth, the parent-teacher movement helps to create a better community. It exerts a steady and powerful influence on matters of local, state, national, and world policy. Its support of such efforts as the movement to create a Department of Education with a Secretary in the President’s Cabinet is typical of the way its power counts for better things. Two conflicting influences are always playing upon public policy. One is pri- marily selfish ; the other broadly patriotic. One represents some special group; the other is devoted to the whole people. Set over against special interests are such groups as the National Congress of Par- ents and Teachers and the National Education Association which think not primarily of dollars but of the race. Parents and teachers working together help to quicken the public conscience, They are influential for better films, law observance, finer radio programs, cleaner newspapers and magazines, higher stand- ards of honesty in political life and in world affairs. Where could any father or mother or teacher invest a part of his time and in- fluence to greater advantage? What wonderful service these million conse- crated men and women are giving their day and generation! Better children, bet- ter teachers, better homes, better schools, and better communities; a mighty bring- ing together of the factors that mean better human beings—the supreme task of the race.—J. E. M. >> NATIONAL EXECUTIVE COMMITTEE NATIONAL_OFFICERS posse ra ats [NATIONAL_OFGERS ree ae [emo TIRST VICE-PRESIDENT | SECOND TO SEVENTH VICE fe Slee | "Eas wee — PRESIDE SEVENTH RECTOR DEPARTMENT OF HEALTH. S\z 2 58 8 B\% & SIXTH VICE-PRESIOENT OMECTOR DEPARTMENT OF HOWE SERVICE The Future of School Gardens Davip A. Warp Superintendent of Schools, Wilmington, Delaware EASURED by the criterion of use- fulness, school gardening should have a future. There are three educational values which the garden, properly used, will contribute to the child’s development. ‘The first of these is its utilitarian value. Scientific farm- ers, landscape gardeners, agricultural ex- perts, and foresters may be discovered through the school garden. The commonly accepted definition of the school garden includes any garden enterprise from the growing of a plant in an eggshell or a pot on the windowsill to an extensive area of land under super- vised cultivation. ‘The time for dis- covering talent and for developing ten- dencies is in youth. Many children brought up in the city might develop into agriculturalists or other kindred workers if the opportunity for a first hand ac- quaintance with nature were provided, but, who, for want of such opportunity follow occupations to which they are less adapted. Landscape gardening, growing of flowers, and other occupations involving a knowledge of nature, may easily be developed in city children if opportunity is afforded them for the discovery of their aptitudes. Gardening for profit as carried on by some schools, notably in Portland, Oregon; Cleveland, Ohio; and many rural schools of the country, offers opportunity for developing a prac- tical interest in agriculture. There is no doubt that scientific farmers are being developed through the girls and boys clubs of the rural schools. It is not ex- Nisrceses and other growing plants sug- gest some spring activities of nature, and birds’ nests recall the advent of feath- ered friends. pected that all children would be adapted to such pursuits as nature offers, but the school garden certainly can be the means of discovering occupations for many who would otherwise never be found and who would contribute to one of the fundamental industries of mankind. From the utilitarian point of view then, the school garden has a place in public education. Aside from its utilitarian aspect, there is a second value in the school garden. It is the esthetic influence that may be had by the arrangement of plants in the schoolroom, in the schoolyard, and other available places. Beauty is a spiritualiz- ing force. There is no more wholesome source of beauty than nature. With a developed sense of the appreciation of natural beauty, the environment of the home will assume a_ higher standard whether the garden be on the farm, in the backyard, or on the windowsill of an apartment. Better parks and more at- tractive city streets will result from a higher and more general appreciation of the beauty of nature. From the esthetic point of view, there is the possibility of supplying a community need through the school garden. Character development is the highest phase of education and its influence on this important function of the school is the third value which the school garden may contribute to public education. The school garden is a means of oc- cupying the leisure time of the child and is therefore a deterrent of the evil which comes with idleness. Ownership, a nec- essary feature of the school garden, develops respect for ownership by others and therefore a respect for private and IRST GRADERS in the Wilmington, Delaware, schools keep eggshell gardens. eggshell and later transplants it. Higher grades use cigar boxes. The plants are dug up at stated times to note the growth of root System and stem and the development of the leaves. [71] Each child plants a bean, pea, or nasturtium seed in an THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION public property in general. To be a producer, and conscious of it, elevates the ideal of the child and develops a sense of importance and responsibility in the community. ‘There is no sham in nature. Fidelity to one’s trust is a by- product of the nurture and observation of plants in their growth. There is a wholesome spiritualizing and uplifting influence in close communion with na- ture. In our local schools of Wilmington, the school garden is not a part of the curriculum except such indoor gardening as can be carried on in the classroom. Considerable attention, however, is given to the growing of plants in the schools through the nature study depart- ment. One distinctly evident result of this work with the related instruction is a higher respect for public and private property. Children have become more interested in the conservation of flowers and trees and there are fewer depreda- tions on private flower gardens. This is an illustration of the civic pride which results from the esthetic and character- forming influence of the school garden. Historically, school gardening, as an educational movement, had its beginning when, in 1890, the Massachusetts Horti- cultural Society sent H. L. Clapp to Europe where he studied school gardens in several countries. In 1891, Mr. Clapp instituted in his school at Rox- bury, the first school garden in America. Through the encouragement of the Hor- ticultural Society, the movement spread slowly but steadily. In 1897, the presi- dent of the National Cash Register Com- pany of Dayton, Ohio, established, as an experiment, one of the largest and most complete school gardens in the country. The experiment proved so successful that the garden became an outstanding fea- ture of the welfare work of the company. That, with the offering of courses of in- struction to teachers in several normal schools, gave impetus to the movement and its growth was rapid. In 1915, Congress established a division of school and home gardens in the United States Bureau of Education, with a small ap- propriation for the promotion of school gardening. ‘The movement spread until, in 1917, school directed home gardens were conducted in 488 cities with an en- rolment of 355,715 children, and in 278 cities, there were 29,308 children enroled in school gardens. In March of 1918, the United States School Garden Army was organized on a food production basis as a war measure and 1,500,000 children were enroled in 4390 cities. March, 1927 My Workshop Mary Roperta Corcoran M WORKSHOP place. You would like it. Thirty-five intelligent little faces, wearing Sixth Grade bodies, fit into these seats each day. They call it school. is an interesting | | | | It is my workshop. In it I see more than the simple sums and spelling words set in neat rows together. I try to analyze, to get behind these little faces who peer at me each day. It is the most interesting of places—this human shop of mine. I see their woes, their joys, their gay desires. Because I remember, only too well, the grey-eyed somber little girl I used to be in school (a world of globes, and pointers, dust of chalk, and other things), we make the hard things gay; give them new clothes to wear, talk them, and laugh them. Now a small boy stalks across the stage. He is brave Charlemagne— world glory in his eyes. Another— Great Columbus. Sometimes I think they all will go to Hollywood. They act so well. To make the dull hard grind of mathe- matics easy, we keep a graph, a rec- ord of each one’s work in which we try to “beat” ourselves—make our own records better. Sometimes, while walking up and down these avenues of mortals, I bless each busy head. Something joyous—full of gratitude rises with- in me. Something that thanks the power that gave me my _ small worldly niche to fill. Once a small one, busy with his own endeavors, unconsciously—not think- ing—called his teacher, “Mother.” Dull red confusion mounted up to stain his cheeks with color. He did not know what fierce exultant joy rose up to choke this makeshift of a “Mother.” Dear Lord, for such poor stumbling efforts as are mine; Thy recompense is great. President Wilson made an allotment of $50,000 from the National Security and Defense Fund for organizing the army and later set aside $200,000 for its pro- motion. It is not surprising, with the coming of peace and the consequent disbanding of this immense army of gardeners, that there should be an apparent lack of in- terest in school gardening generally. If the literature in the Wilmington Public Library is representative, then, the de- cline in discussion since the war has been marked. Less discussion may not mean less activity, but it does indicate that the gardening movement is not being pushed with the vigor which characterized its earlier periods. It is not a time for dis- couragement, however. School garden- ing does make a contribution to educa- tion that is worthy of promotion. A movement that persists after thirty- five years, and still commands the inter- est of thoughtful leaders and money from public funds, must certainly have demon- strated its right to survive on the basis of usefulness to mankind. Its attain- ment to a recognized position in the school curriculum rests with its leaders, If school gardening is to have a future, the teaching force of the country must recognize its value to the general product of the schools. It cannot be expected that all teachers will be attracted to the work of gardening any more than they will all elect to teach art or music. To some teachers the direction of a school garden will be a welcome opportunity; to a larger number it will be accepted as a duty to be performed, and to many it will be a positive burden. It rests, there- fore, with the directorship of nature study to create in the teachers of Amer- ica a conception of the school garden as an instrument to aid them in accomplish- ing the end for which the school exists, namely, the development of citizens with high ideals of economic usefulness, of esthetic standards, and of substantial character. The common sentimental en- thusiasm over recognizing the songs of birds or the tedious devotion to the draw- ing of the maple leaf which so often characterizes the nature study work of the school, will not in itself, convince the teaching force or the public that nature study means something vital in the child’s life. Such instruction, interesting as it may be, is bound to be as ephemeral as it is superficial unless related in some way to the fundamental principles underlying the relation of man to nature. To this end, boards of education should finance school gardening by employing well- trained directors and supervisors 0 nature study. There is no evidence that in the imme- diate future there will be a rapid growth of gardening as a part of the curriculum. With its contribution to the economic, the esthetic, and the spiritual standards of citizenship, and with better-trained directors and supervisors constantly edu- cating the teachers and the public in its possibilities, the school garden should slowly assume a significant place as af educational agency in the American pub lic school. the ure Id’s s it as it way ying this ance vell- of nme- ywth Jum. yMIC, lards 1ined edu- in its sould as an -pub- Peasantry or Power? Macy CAMPBELL Head, Department of Rural Education, Iowa State Teachers College, Cedar Falls; LONG LOOK once A saved my life. Our boat was caught in a jam of float- ing logs below the high dam. We hoped it would soon drift free and per- mit us to continue safely down the river. The great jam of logs that hemmed us in seemed to be standing perfectly still; they seemed not to be moving at all. Sud- denly we were conscious that the roar of the river iin A Mim it AHH] Nl WH ut = Less than 10 per c apes | 10 to 20 per cent 20 to 30 per cent ZZ to 40 per cent 40 to 50 per cent author, “Rural Life at the Crossroads.” 5 ; ? MONT. sats 4 a icc : Vy See? atid a } IDAHG | os Hi] hls N.MEX: WANA NULL ent eae 50 per cent and over plunging down over the dam above us was grow- ing louder. We looked once more at the logs about us; they seemed to stand perfectly still. But the roar of the river was grow- ing louder and louder. Then we lifted up our eyes and took a long look at dis- tant objects; we were not standing still! We were moving slowly, steadily, re- morselessly, straight toward destruction. The logs that seemed to be lying so quietly about us were carrying us steadily toward the place where the great river bristling with floating logs came plung- ing and roaring down over the dam. No boat could live a moment there. The near look had deceived us; the long look told us of our peril. “Iwas the long look that saved us from destruction. What does a long look show us about the farm people of America? What has it to tell us of the way in which we are drifting? Are we standing still as a near look seems to indicate or are we drifting toward destruction ? A long look backward over our history shows us that there were no finer farm- ing lands in all the world than those which lay waiting for man in North America. These farm lands were settled by the very choicest people from the dominant nations of Europe—a people of great virility, industry, enterprise, Courage, and high ideals. These farm families were the leading families of the new nation; they produced the author of the Declaration of Independence— Thomas Jefferson; the first president of row EXTENT to which absenteeism threatens the integrity of farm life is sug- gested by this map which shows the percent of improved farm land operated by tenants in the various states for 1920. the Republic—George Washington; the leader of northern thought — Daniel “Webster ; the leader of southern thought —John C. Calhoun; and those towering figures of the Civil War period—Abra- ham Lincoln of the north, and Robert E. Lee of the south. What does a long look at the drift of agricultural conditions since that early period show us? What do the farm peo- ple themselves say about it? During the past fifteen years I have gone into farm homes and have talked with farm fam- ilies from ocean to ocean and from Can- ada to Mexico. I talked with these people about farming in their communi- ties and about the hopes they have for their children in the future. The things they tell, often with quivering lips, set one thinking. They suggest a problem which is greater and more farreaching than the problem of slavery which brought on the Civil War. That was a problem of the freedom or servitude of three million blacks. This is a problem of the economic freedom or servitude of thirty million white people—the very people who form the economic founda- tion of the nation. In making these studies I investigated farm communities in Virginia, Delaware, Maryland, and Maine from 250 to 300 years oid; farm communities in Tennes- see, Ohio, and Michigan from a 100 to 150 years old; farm communities in IIli- [73] nois, Wisconsin, Mis- souri, lowa, Arkansas, Kansas, Nebraska, and Texas from 60 to 100 years old; and farm com- munities in Minnesota, North Dakota, South Dakota, Oklahoma, and California from 20 to 60 years old. The age of the farming community is important because of what happens as one gen- eration goes and another comes. The farm people tell me that those who do the actual work of farm- ing in their communities are losing the owner- ship of the land ; that every year the peo- ple who till the soil own less of it than they owned the year before—that “dirt” farmers are becoming landless—that they are steadily losing the ownership of the farms. They say that farm land is now so high and the earnings of the farm so low that many young people just start- ing out in farming will never be able to pay for their land and must remain ten- ants for life. The United States Census records confirm this; they show that by 1880, 26 percent of the farm people had become landless and that by 1920 the proportion of landless farmers had in- creased to 38 percent of the entire num- ber of farmers in the United States. In nine leading agricultural states nearly 50 percent of the farmers are now land- less and in two states more than one half the farmers are without land of their own. What about increasing landlessness by the mortgage route? The farm people tell me that the mortgages against the farms in their communities constantly in- crease and that the farmers who till the soil actually own a smaller share every year in the mortgaged farms than they owned the year before. The census rec- ords verify this statement. They show that by 1890, 28 percent of the farms were mortgaged and that by 1920, the number of farms mortgaged had risen to 40 percent of all the farms in the United 74 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION March 9 1927 States. In 1920 the farmers who tilled these mortgaged farms owned 70 per- cent of the value of the farms; the hold- ers of the mortgages owned 30 percent of their value. By 1925, the share which the farmers owned had shrunk to 60 percent and the share which the holders of the mortgages owned had increased to +0 percent. Before the World War the mortgaged indebtedness against Ameri- can farms was about 44 billions; at the close of the war it was about eight bil- lions, and it is estimated to be now about eleven billions. Every year American farmers lose more of their land by the mortgage route and the burden of inter- est on the increasing farm mortgages is bleeding many farm communities white. The mortgaged indebtedness of the father is growing so great that the chil- dren will never be able to pay it off. What would we say of the great United States Steel Corporation if every year it owned less of its producing prop- erties, its furnaces and mills, than it did the year before? What would we say of Henry Ford’s great business if every year he owned less of his producing prop- erties than he did the year before? Would we say that in the long run they were headed toward success or toward failure? Serious as is the loss by the farmers of their basic producing properties it is not as serious as the loss of the best brains from the land. ‘The farm people tell me that their more capable young people will not stay on the farm. They say that their brighter ones see that the farm is a losing business—that it is los- ing its buying power and losing its land and these farseeing young people go to join prosperous big business in the cities. The farm people say that their smartest young people leave the losing game on the land and go to join in the winning game in other lines of business which en- joy the prosperity that President Cool- idge and Secretary Hoover talk about. Recently I heard a brainy farm leader in Lowa remark that he did not know whether his son, a capable young man of twentyone, should stay with the farm or accept one of the many better opportunities that are offered him else- where. Not long ago I visited the farm home of the most famous farmer in Ne- braska—J. Sterling Morton—who was chosen by Grover Cleveland to be Secre- tary of Agriculture. On the mantle over the fireplace in the living room of this farm home I saw a photograph of this farmer, his wife, and four fine, intelli- gent sons. 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