{"page": 1, "printed_page": null, "text": ""} {"page": 2, "printed_page": null, "text": ""} {"page": 3, "printed_page": null, "text": "(/yCT.--^\n\n"} {"page": 4, "printed_page": null, "text": "Digitized by the Internet Archive\nin\n\n2007 with funding from\nIVIicrosoft Corporation\n\nhttp://www.archive.org/details/addressesproceed55natiuoft\n\n"} {"page": 5, "printed_page": null, "text": "ADDRESSES AND PROCEEDINGS\nOF THE\n\nNATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\n"} {"page": 6, "printed_page": null, "text": ""} {"page": 7, "printed_page": null, "text": "z\nNATIONAL EDUCATION ASSOCIATION\n'\"\nOF THE UNITED STATES\n\nAddresses and Proceedings\nOF THE\n\nFIFTY-FIFTH ANNUAL MEETING\nHELD AT\n\nPORTLAND, OREGON\nJULY 7-14\n1917\n\nVOLUME LV\n\nI9I7\npubllsbt bg tbe Tlssociatlon\nsecretary's office, WASHINGTON, D.C.\n\n"} {"page": 8, "printed_page": null, "text": "Id-\n\n%'^.\n\nComposed and Printed By\nThe University of Chicago Press\nChicajo, Illinois, U.S.A.\n\n"} {"page": 9, "printed_page": null, "text": "CONTENTS\nPAGE\n\nAct of Incorporation\n\ni\n\nBy-Laws\n\n5\n\nCalendar of Meetings\n\n13\n\nOfficers for 1916-17\n\n15\n\nSecretary's Minutes of General Sessions\n\n21\n\nGENERAL SESSIONS\nAddresses of Welcome\n•I.\n\nAlderman\n\n29\n\nII. Foster\n\n30\n\nPresident's Address\n\nAley\n\n32\n\nThe Imperative Necessity of a Food-Conservation Program Van Hise\nThe Press and Preparedness Piper\nHow the Public School Can Foster the American Ideal of Patriotism Fahey\nThe Normal School as an Agency for Teaching Patriotism Ackerman\nWomen and Preparedness: Their Part in National Life, Especially in Time of War\n.\n\n.\n\n.\n\n.\n\n.\n\n37\n42\n\n.\n\n48\n\n.\n\n57\n\n—Preston\n—A Veneer or a Fundamental—Which Will Our Schools Give Our\n\n63\n\nPreparedness\n\nChildren?\n\nThompson\n\n68\n\nThe Public School the Laboratory for Citizenship\n\nForce\n\nShall This Country Economize for or against Its Children ?\n\nLathrop\n\n—\n\n...\n\nBelgian Special Mission to the United States Remarks by Baron Moncheur\nMaintenance of Standards in All Schools as a Necessary Element of Preparedness\n.\n\n—Bolton\n\n73\n76\n80\n\n82\n\nSocial Hygiene in Relation to National Defense\n\nColeman\n\n88\n\nArt Teaching in the Nation's Service\n\nDow\n\n91\n\nAddress to Applicants for Citizenship\n\nKavanaugh\n\n96\n\nMust Be Patriotic and United Withycomhe\nAmerican Education and the Inner Life Young\nCost of the Inadequate Night School Hedger\nReligious Education as a Means of National Preparedness\nEducation and the World- War Kerr\nThe University and the Nation's Ideals Campbell\nNational Education and World-Polity Sisson\n\n98\n99\n104\n\nRugh\n\n.... m\n\n107\n119\n\n122\n\nTHE NATIONAL COUNCIL OF EDUCATION\nSecretary's Minutes\n\n—Portland Meeting\n\n1 29\n\nHow the School May Help Increase Food Production\n\nWilson\n\n.\n\n.\n\n,\n\n.\n\nWaste of Food from the Producer to the Household Bexell\nFood Storage and Preservation Daniel\nAdaptation of Courses in Domestic Economy and Industrial Arts to Meet Existing\nDemands Dempsey\nThrift, a Patriotic Necessity\n\nThrift in the Home\n\nStraus\n\n131\n\n134\n140\n143\n145\n\nBlake\n\n149\n\nV\n\n"} {"page": 10, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nvi\n\nPAGE\nAgricultural Preparedness and Food Conservation:\n\nA Study in Thrift\n\nChamber151\n\nlain\n\nOpportunities of the War\n\nBlake\n\n161\n\nObligations and Opportunities of the Schools during the War\n\nAley\n\n.\n\n.\n\nThe Obligations and Opportunities of the Schools during the War Barnum\nThe Obligations and the Opportunities of the Schools during the War Seerley\nThe Elementary School during the Wa.t—McN aught\nDiscussion:\n\nFood Prices\n\nPatriotism in the Schools\n\n162\n\n.\n\n162\n\n164\n166\n\nBrandenburg\n\nSims\n\n.\n\n168\n.\n\n169\n\n.\n\nThe Opportunities and the Obligations of the Schools during the War\nSecretary's Minutes\n\n.\n\nPearse\n\n.\n\n171\n\n.\n\n.\n\n173\n\n— Kansas City Meeting\n\nA Constructive Policy for the National Council of Education\n\n172\n\nOwen\n\n.\n\nThe Control of Educational Progress thru School Administration Wirt\nEdward Thompson Fairchild Towne\nThe Control of Educational Progress thru School Supervision Coffman\nThe Control of Educational Progress thru Educational Experimentation Meriam\nThe Control of Educational Progress thru Professional Preparation Bagley\nThe Direction of Educational Progress thru Professional Organization Pearse\nReport of Committee on Health Problems in Education Wood\nReport on Common Characteristics of EflBcient Courses of Study Yocum\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n179\n186\n187\n\n194\n201\n\n.\n\n208\n\n.\n\n.\n\n210\n\n.\n\n.\n\n213\n\nDEPARTMENT OF ELEMENTARY EDUCATION\nSecretary's Minutes\n\n221\n\nWhy Vocational Education ? Woolman\nWhy a Visiting Teacher ? Hodge\n\n222\n223\n\nRural Education as an Element in the Strength of the Nation\n\nBaylor\n\nThe Public School and the Nation in 191 7 Alderman\nThe Public School and the Nation in 191 7 Mary C. C. Bradford\nThe Democratic Trend in School Administration Mary D. Bradford\n\n.\n\n.\n\n.\n\n....\n\nSupervision as Liberating the Teacher\n\n.\n\n.\n\n.\n\nDorsey\n\n233\n\n234\n239\n\nThe Enfranchised Woman Teacher: Her Opportunity McN aught\nThe Democratic Significance of Recent Educational Movements in the Com.\n\nmunity\n\n226\n\n230\n\n.\n\n.\n\n.\n\nEllis\n\n244\n249\n\nDEPARTMENT OF SECONDARY EDUCATION\nSecretary's Minutes\n\n253\n\n.\n\nThe Conservation of the Student Jensen\nThe Girl Problem in the High School—iJowe//\nThe Evening High School, Its Needs and Possibilities—O^ftwrn\nThe Intermediate School or Junior High School Barker\nThe Junior CoWtgt—Frazier\n\n254\n258\n.\n\n.\n\n.\n\n.\n\n271\n\nEducation thru Socialization\n\nAndrus\nThe Responsibility of the High School for American lAtdXs—Reinhardt\nOrienting the High School—Sisson\n\n262\n\n266\n\n.\n\n.\n\n.\n\n275\n281\n282\n\nDEPARTMENT OF HIGHER EDUCATION\nSecretary's Minutes\n\n285\n\nRelation of the Governor to the Oregon Public Educational System— Withycombe\n\n286\n\nAdministrative Responsibility and the Current Doctrines of Academic Freedom\n\nand Academic Tenure\n\nElliott\n\n.\n\n290\n\n"} {"page": 11, "printed_page": null, "text": "CONTENTS\n\nVll\n\nPAGE\n\nWar Measures of Higher Educational Institutions\nEducational Institutions\n\nVan Rise\n\n.\n\n.\n\n.\n\n293\n\n.\n\nCrabtree\n\n296\n\nThe Four-Quarter Plan of University Operation During the War and After\nWidtsoe\n\n299\n\nCritical Present-Day Issues in Administration of State Higher Education\n\nBuck-\n\ningham\n\n305\n\nDEPARTMENT OF BUSINESS EDUCATION\nSecretary's Minutes\n\nPan-American Relations\n\n315\n316\n\nWoolman\n\nVocations for High-School Girls\n\nDubach\n\n317\n321\n\nThe Teaching of Salesmanship to High-School Girls Paine\nModifications in Commercial Training Suggested by Present World- Conditions\n\nDahm\n\n326\n\nHow to Teach Salesmanship in the High School\n\nYoung\n\n332\n\n—\n\nExpert Training Methods Their Necessity and Application in Your Typewriting\nDepartment Smith\n\n335\n\nHow Can the Higher Schools of Commerce Best Serve the High Schools ?\n\n339\n\nBexell\n\nDEPARTMENT OF SCHOOL ADMINISTRATION\nSecretary's Minutes\n\n345\n\nReport of the Committee of Standardization of Schoolhouse Planning and Construction\n\nCooper\n\n346\n\nCourt Decisions versus Social Progress Ella Flagg Young\nSome Unsolved Problems in School Administration Shorrock\n\nA Principle in School Administration\n\n350\n355\n\nPearse\n\nAdministration \"Safe for Democracy\"\n\n359\n362\n\nBarnum\n\nSome Essentials in the Planning of School Buildings for Community Use Bruce\nThe Relations between Boards of Education, Their Superintendents, and the\nArchitects\n\nDonovan\n\n366\n\n369\n\nThe Necessity of the Adaptation of the Building to the School Organization\nChallman\n\n373\n\nStandardization of School Buildings\n\nIttner\n\nConservation of National Ideals in War Time\n\n375\n380\n\nFoster\n\nDEPARTMENT OF NORMAL SCHOOLS\nPORTLAND MEETING\nSecretary's Minutes\n\n383\n\nHow Far Should the Principle of Standardization Be Followed by Normal Schools ?\nPearse\n\n384\n\nHow Far Should the Principles of Standardization Be Followed by the Normal\nSchools?\n\nCrabbe\n\n385\n\nThe Responsibility of the Normal School for Training Teachers for AU Lines of\nSchool Work—Nash\nThe Normal School and the Demands of Industrial Education Seerley.\nThe Practical Arts Barr\nThe Normal Schools and the Demand for Education in the Household Arts\nBarnum\nThe Commercial Arts Sprout\n.\n\n.\n\n388\n389\n\n392\n395\n\n399\n\n"} {"page": 12, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nviii\n\nPAGE\n\nThe Claims of Scholarship upon the Normal School Foster\nThe Responsibility of the Normal School for Training Teachers for All Lines of\nSchool Work\n\nCrabtree\n\n402\n\n403\n\nKANSAS CITY MEETING\n\nA Systematic Plan for the After-Training of Normal-School Graduates\n\nMcCracken\n\nGrowth in Service—ifcZmwy\nDiscussion: Standards in Teacher-Training\n\nClaxton\n\n404\n410\n416\n\nDEPARTMENT OF KINDERGARTEN EDUCATION\nSecretary's Minutes\n\nThe Kindergarten as an Organic Part of Every Elementary School Force\nThe Dramatic Arts in Kindergarten: Game, Song, and Story as the Basis of a\n.\n\nDemocratic Education\n\n.\n\nBaker\n\n417\n418\n421\n\nThe Kindergarten as an Agency for the Control of Pre-School Welfare and Educacation\n\nGrupe\n\n427\n\nDEPARTMENT OF VOCATIONAL EDUCATION AND PRACTICAL ARTS\nSecretary's Minutes\n\n431\n\nVocational Guidance a Distinct Function of the Public School Bartlett\nTraining of Girls and Women for Trade and Industry Woolman\n\n....\n\nExtension of the Field of Home Economics in the School Curriculum\nVocational Guidance Problems of Organization and Administration\n\n—\n\nThe Training of Teachers for Vocational Schools\nIndustrializing the Manual Arts Jensen\n\n.\n\n.\n\nRavenhill\n\n.\n\n438\n\nReed\n\n.\n\n443\n\n.\n\nShepherd\n\n449\n\n—\n\nPractical Fine Arts Emergency Art Courses for War-Time Service Dow\nThe Relation of Art to Vocational Education and Manual Training Johnson\nThe Betterment of Homes in Urban Communities thru Extension Work in Home\n.\n\n.\n\n.\n\nEconomics\n\n432\n436\n\nRefuse h\n\n454\n460\n464\n468\n\nMUSIC DEPARTMENT\nSecretary's Minutes\n\nPresident's Address\n\n473\nGantvoort\n\n475\n\nThe Music Preparation of the Grade Teacher as Provided in Teachers' Colleges\nSoper\n\nMusic Appreciation in the Elementary and Grammar Grades Stone\nMusic, a Required Subject in the High School, and Patriotic Music in All the\n.\n\nGrades\n\n.\n\nOwen\n\nMusic Appreciation in the High School\n\n476\n480\n483\n486\n\nFinn\n\nDEPARTMENT OF CHILD HYGIENE\nSecretary's Minutes\n\nSanitation of the Rural Schoolhouse in Oregon\n\n491\n\nPittman\n\n492\n\nThe Tacoma System of Health Supervision Layton\nPhysical Training versus Athletics Hunt\nSome Factors in Human Efficiency Ravenhill\nA State Program for School Health—£//w\nSome Phases of Child-Welfare Work Randall\nThe Work of the School Nurse Grittinger\nOral Hygiene: Its Relation to Economic and Educational EflSciency\n\n494\n499\n502\n506\n\n510\n513\nFixott\n\n.\n\n516\n\n"} {"page": 13, "printed_page": null, "text": "CONTENTS\n\nIX\n\nDEPARTMENT OF PHYSICAL EDUCATION\nPAGE\nSecretary's Minutes\n\n521\n\nWhat Should Be the Outcome of Physical Training in the Public Schools ?\nPreparedness thru Physical Education\nSchool Spirit\n\nFrazier\n\n522\n\nStrange\n\n525\n\nAndrus\n\n528\n\nThe Physical Bases of Character\n\nRugh\n\nIntercollegiate Athletics and the War\n\n.\n\n530\n\n.\n\nFoster\n\n532\n\nDEPARTMENT OF SCIENCE INSTRUCTION\nThe Legitimate Vocational Content of the Intermediate High-School Course\nKirkpatrick\n\nBiology in the Intermediate School\n\n535\n538\n\nPeirson\n\nGeneral or Elementary Science in Junior High Schools\nPhysics and Chemistry\n\nDeamer\n\n.\n\n.\n\n.\n\n542\n\n.\n\nKirkpatrick\n\nThe Training of Science Teachers\n\n545\n\nEdwards\n\n548\n\nWar Is a Highly Organized Science—The Soldier and Industrial Worker Both\nNeed Training in Scientific Thinking and Application\n\nSinclair\n\n.\n\n551\n\n.\n\n.\n\nLIBRARY DEPARTMENT\nSecretary's Minutes\n\n557\n558\n\nReport of Elementary School Committee Power\nReport of Committee on High-School Libraries Cross\n\n559\n\nProblem Method of Instruction and Its Probable Correlations in Library Service\nand Administration Lull\n\n562\n\nState Supervision of School Libraries\n\n572\n\nChurchill\n\nLibrary Opportunities in the Junior High School\n\nBailey\n\n576\n\nDEPARTMENT OF SPECIAL EDUCATION\nSecretary's Minutes\n\n583\n\nSpecial Classes and Preparedness\n\nByers\n\n584\n\nThe Oral Method of Education of the 'Dea.i—Tillinghast\nConstruction Work\n\n.\n\n.\n\n.\n\n\"\n\n—Its Value in the Subnormal School Kordsiemon\n\nThe Special Child and the Visiting Teacher\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n•\n\n585\n\n589\n\nJohnson\n\n593\n\nDEPARTMENT OF RURAL AND AGRICULTURAL EDUCATION\nSecretary's Minutes\n\nThe Rural People a Strong Factor in Rural Educational Problems Campbell\nResults Achieved in Secondary Agriculture and Methods Pursued in Actual\n.\n\nPractice\n\nGoddard\n\n599\n600\n603\n\nDEPARTMENT OF CLASSROOM TEACHERS\nSecretary's Minutes\n\n615\n\nVocational Guidance and Educational Preparedness\n\nReed\n\nDemands Made by the Public on the Teacher and the School\n\n615\nWillson\n\n.\n\n.\n\n619\n\nDEPARTMENT OF SCHOOL PATRONS\nSecretary's Minutes\n\nReport of the Committee on Vocational Supervision Moore\nReport of the Vocational Bureau in Chicago: A Summary Harding\n\n623\n\n624\n.\n\n.\n\n.\n\n625\n\n"} {"page": 14, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nPAGE\n\nReport of the Committee on School Health Hobson\nReport of Association of Collegiate Alumnae Martin\nReport of the Southern Association of College Women McVea\nReport of Committee on Education, Council of Jewish Women Long\nReport of Education Department, Qeneral Federation of Women's Clubs\nThe Work of the Department of School Patrons Harding\n\n626\n\n....\n.\n\nThe Past, Present, and Future of the Patrons' Department\nConserving the Children of Working Age Moore\nSome f*hases of the Rural-School Problem Bradford\n\nBarnum\n\n.\n\n.\n\nParker\n\n.\n\n.\n\n630\n631\n\n633\n636\n\n639\n645\n650\n\nMcN aught\n\nRural Schools and the War\n\n627\n\n651\n\nDEPARTMENT OF EDUCATIONAL PUBLICATIONS\nSecretary's Minutes\n\n653\nWilson\n\nFree or Rented Textbooks\n\n653\n658\n\nBruce\n\nRound-Table Discussion: Educational Journalism\n\nDEPARTMENT OF SUPERINTENDENCE\nSecretary's Minutes\n\n661\n\nAddresses of Welcome:\n\nLamkin\n\n669\n\n/\n\nCammack\n\n670\n\nResponse to Addresses of Welcome Corson\nThe School and the Nation Beveridge\nTopic:\n\n672\n678\n\nA Stronger Foundation for, and a Better Command of, Spoken and\nWritten English:\n\n*\n\nA. In the Elementary Schools\nB. In the High Schools\n\nC. In the Normal Schools\n\nD. In the Colleges\n\nPotter\n\n690\n\nNewlon\n\n694\n\nHosic\n\nHopkins\n\nStandards of School Architecture and Schoolhouse-Construction\nStandards of Individual Health among Children\n\nKeeler\n\n.\n\nRobertson\n\n713\n\nAre the Older \"School Virtues\" Obsolescent? Bagley\nStandardized Units of Achievement of Pupils and Measureable Standards of School\nAdministration\n\n699\n703\n708\n\nJudd\n\n717\n721\n\nThe Legitimate Range of Activity of the Junior College in a Public-School System\nCammack\n\n—\n\n724\n\nRelations and Lines of Demarcation between the Fields of Industry and Public-\n\nSchool Education\n\nShiels\n\nMultiple Use of Child-Welfare Agencies\n\n729\n\nWirt\n\n734\n\nReport of Committee on Relation between Boards of Education and Superintendents\n\n739\n\nObservable Tendencies toward National Education\n\nCharacter-Education-Methods Competition\n\nBlair\n\nFairchild\n\n......\n\n757\n763\n\nVariations in the Ratio of Time to Be Given to the Mental and Manual Elements\nin the Different Grades of the\n\nElementary Schools and Their Relative\n\nValues in Developing Educational Symmetry\n\nEducational Poise\n\nVan Sickle\n\nBaylor\n\n767\n769\n\nPreparedness\n\nWhite\nMilitary Training Camps\n\n....\n\n771\n\nClay\n\n774\n\nThe High-School Teacher's Professional Preparation—5w«7ey\n\n775\n\n"} {"page": 15, "printed_page": null, "text": "CONTENTS\n\nxi\nPAGE\n\nReport of the Committee on Military Training in the Public Schools\nSome Remarkable Achievements in Rural Schools Winship\nThe All- Year School Kennedy\nThe Two-Group Plan Alderman\nA Kindergarten Training for Every Child Locke\n\n778\n791\n795\n801\n\n804\n\nround tables\n\nRound Table of State and County Superintendents\n\nHow the State Department of Public Instruction and the County Superintendents May Best Cooperate for the Advancement of Education in the State\n\n—Pearson\n\n807\n\nRound Table of Superintendents of Cities with a Population of over\n250,000\n\nThe Duplicate School as an Educational Asset Taylor\nRound Table of Superintendents of Cities with a Population of from\n25,000 TO 250,000\nBooks as Tools Shields\nSilent Reading Dressel\n\n810\n\n813\n816\n\nTesting the Efficiency in Reading\n\nFordyce\n\n8x8\n\nRound Table of Superintendents of Cities with a Population under 25,000\nEarmarks of an Efl&cient School System\n\nHunter\n\n821\n\nRound Table on Compulsory Education, School Census, and Child Welfare\nWhat Provisions Should a Compulsory-Education Law Include from the Viewpoint of Aim and the Viewpoint of Enforcement ? Chatfield. (Discussion\n—Shiels)\n\nThe Federal Child-Labor Law\n\n828\n\nTwiggs\n\n829\n\nHorn\nHow They May Be ReaUzed\n\nChild Welfare as the Product of Civic Cooperation\n\nThe Factors of an Adequate School Census\n\n—\n\n831\n\nHabans\n\n835\n\nRound Table of Directors of Educational Research\nCorrelation between Ability to Think and Ability to Remember, with Special\nReference* to United States History\n\nBuckingham\n\nOrganized Effort in Educational Research in City School Systems\n\n837\n\nO'Hern\n\n.\n\n839\n\nFundamental Problems in Conducting a State Bureau of Educational Research\n\n—Fordyce\n\nThe Function of a Bureau of School Service in a State University\n\n842\nKelly\n\n.\n\n844\n\nNecrology\n\n847\n\nGeneral Index\n\n853\n\n"} {"page": 16, "printed_page": null, "text": ""} {"page": 17, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION OF\nTHE UNITED STATES\n1857-1870\n\nThe National Teachers Associaton\nOrganized August 26, 1857, at Philadelphia, Pennsylvania.\n\nPurpose\n\n— To\n\nelevate the character and advance the interests of the profession\n\nof teaching, and to promote the cause of popular education in the United\nStates.\n\nThe name of the association was changed at Cleveland, Ohio, on\nAugust 15, 1870, to the \"National Educational Association.\"\nI 870-1 907\n\nNational Educational Association\nIncorporated under the laws of the District of Columbia, February 24,\n1886, under the name, \"National Education Association,\" which was\nchanged to \"National Educational Association,\" by certificate filed\n\nNovember 6, 1886.\n1907-\n\nNational Education Association of the United States\nIncorporated under a special act of Congress, approved June 30, 1906,\nto succeed the \"National Educational Association.\"\n\nThe charter was\n\naccepted and by-laws were adopted at the Fiftieth Anniversary Convention held July 10, 1907, at Los Angeles, California.\n\nACT OF INCORPORATION\nAN ACT TO INCORPORATE THE NATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\nBe it enacted by the Senate and House of Representatives of the United States of America in\nCongress assembled:\n\nSection i. That the following named persons, who are now ofl5cers and directors\nand trustees of the National Educational Association, a corporation organized in the\nyear eighteen hundred and eight-six, under the Act of General Incorporation of the\nRevised Statutes of the District of Columbia, viz. Nathan C. Schaeflfer, *Eliphalet Oram\nLyte, *JohnW.Lansinger, of Pennsylvania; IsaacW. Hill, of Alabama; Arthur J.Matthews,\nof Arizona; John H. Hinemon, George B. Cook, of Arkansas; Joseph O'Connor, *Josiah\nL, Pickard, Arthur H. Chamberlain, of California; Aaron Gove, *Ezekiel H. Cook, Lewis\nC. Greenlee, of Colorado; Charles H. Keyes, of Connecticut; *George W. Twitmyer of\n:\n\nDelaware;\n\n*J.\n\nDeceased.\n\nOrmond Wilson, * William T. Harris, Alexander T. Stuart, of the District\n\n"} {"page": 18, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nClem Hampton, of Florida; William M. Slaton, of Georgia; *Frances Mann,\n\nof Columbia;\n\nof Idaho; J. Stanley Brown, *Albert G. Lane, Charles I. Parker, John W. Cook, * Joshua\nPike, Albert R. Taylor, *Joseph A. Mercer, of Illinois; *Nebraska Cropsey, Thomas A.\n\nMott, of Indiana; John D. Benedict, of Indian Territory; John F. Riggs, Ashley V.\nStorm, of Iowa; John W. Spindler, Jasper N. Wilkinson, A. V. Jewett, *Luther D. Whittemore, of Kansas; William Henry Bartholomew, of Kentucky; *Warren Easton, of Louisi-\n\n*John S. Locke, of Maine;\n\nana;\n\nM. Bates Stephens, of Maryland;\n\nCharles W. Eliot,\n\nMary H. Hunt, Henry T. Bailey, of Massachusetts; Hugh A. Graham, Charles G. White,\nWilliam H. Elson, of Michigan; *William F. Phelps, *IrAvin Shepard, John A. Cranston, of\nMinnesota; Robert B. Fulton, of Mississippi; *F. Louis Soldan, *James M. Greenwood,\nWilliam J. Hawkins, of Missouri; *Oscar J. Craig, of Montana; George L. Towne, of\n\nNebraska; *Joseph E. Stubbs, of Nevada; James E. Klock, of New Hampshire; James M.\nGreen, John Enright, of New Jersey; *Charles M. Light, of New Mexico; *James H. Can-\n\nMurray Butler, William H. Maxwell, Charles R. Skinner, *Albert P. Marble,\nJames C. Byrnes, of New York; James Y. Joyner, Julius Isaac Foust, of North Carolina;\n*Pitt Gordon Knowlton, of North Dakota; Oscar T. Corson, Jacob A. Shawan, Wells L.\nGriswold, of Ohio; Edgar S. Vaught, Andrew R. Hickham, of Oklahoma; *Charles Carroll Stratton, Edwin D. Ressler, of Oregon; Thomas W. Bicknell, Walter Ballou Jacobs,\nof Rhode Island; David B. Johnson, Robert P. Pell, of South Carolina; Moritz Adelbert\nLange, of South Dakota; *Eugene F. Turner, of Tennessee; Lloyd E. Wolfe, of Texas;\nDavid H. Christensen, of Utah; *Henry O. Wheeler, Isaac Thomas, of Vermont; Joseph\nL. Jarman, of Virginia; Edward T. Mathes, of Washington; T. Marcellus Marshall,\nLucy Robinson, of West Virginia; Lorenzo D. Harvey, of Wisconsin; *Thomas T. Tynan,\nof Wyoming; Cassia Patton, of Alaska; Frank H. Ball, of Porto Rico; Arthur F. GriflSths,\nof Hawaii; C. H. Maxson, of the Philippine Islands, and such other persons as now are\nor may hereafter be associated with them as ofl&cers or members of said Association, are\nhereby incorporated and declared to be a body corporate of the District of Columbia\nby the name of the \"National Education Association of the United States,\" and by that\nname shall be known and have perpetual succession with the powers, limitations, and\nfield, Nicholas\n\nrestrictions herein contained.\n\nSec. 2.\n\nThat the purpose and object of the said corporation shall be to elevate the\n\ncharacter and advance the interests of the profession of teaching and to promote the cause\nof education in the United States.\n\nThis corporation shall include the National Council of\nEducation and the following departments, and such others as may hereafter be created by\norganization or consolidation, to wit: the Departments, first, of Superintendence; second,\nof Normal Schools; third, of Elementary Education; fourth, of Higher Education; fifth,\nof Manual Training; sixth, of Art Education; seventh, of Kindergarten Education; eighth,\nof\n\nMusic Education; ninth, of Secondary Education;\n\ntenth, of Business Education;\n\neleventh, of Child Study; twelfth, of Physical Education; thirteenth, of Natural Science\nInstruction;\n\nfourteenth, of School Administration;\n\nfifteenth, the Library\n\nDepartment;\n\nsixteenth, of Special Education; seventeenth, of Indian Education; the powers and duties\n\nand the number and names of these departments and of the National Council of Education may be changed or abolished at the pleasure of the corporation, as provided in its\nby-laws.\n\nSec. 3.\n\nThat the said corporation shall further have power to have and to use a\n\ncommon seal, and to alter and change the same at its pleasure; to sue or to be sued in any\ncourt of the United States, or other court of competent jurisdiction; to make by-laws not\ninconsistent with the provisions of this act or of the Constitution of the United States;\nto take or receive, whether by gift, grant, devise, bequest, or purchase, any real or personal\nestate, and to hold, grant, convey, hire, or lease the same for the purposes of its incorpora-\n\nand to accept and administer any trust of real or personal estate for any educational\npurpose within the objects of the corporation.\ntion;\n\n* Deceased.\n\n"} {"page": 19, "printed_page": null, "text": "ACT OF INCORPORATION\nSec. 4. That all real property of the corporation within the District of Columbia,\nwhich shall be used by the corporation for the educational or other purposes of the corporation as aforesaid, other than the purposes of producing income, and all personal property\n\nand funds of the corporation held, used, or invested for educational purposes aforesaid,\nor to produce income to be used for such purposes, shall be exempt from taxation;\nprovided, however, That this exemption shall not apply to any property of the corporation\nwhich shall not be used for, or the income of which shall not be applied to, the educational\npurposes of the corporation; and, provided further, That the corporation shall annually\nfile,\n\nwith the Commissioner of Education of the United States, a report in writing, stating\n\nin detail the property, real and personal, held by the corporation, and the expenditure\n\nor other use or disposition of the same, or the income thereof, during the preceding year.\n\nThat the membership of the said corporation shall consist of three classes of\nwhose qualifications, terms of\nactive, associate, and corresponding\nmembership, rights, and obligations shall be prescribed by the by-laws of the corporation.\nSec. 6. That the oflBcers of the said corporation shall be a President, twelve VicePresidents, a Secretary, a Treasurer, a Board of Directors, an Executive Committee, and\na Board of Trustees.\nThe Board of Directors shall consist of the President, the First Vice-President, the Secretary, the Treasurer, the chairman of the Board of Trustees, and one additional member\nfrom each state, territory, or district, to be elected by the active members for the term of\none year, or until their successors are chosen, and of all life directors of the National Educational Association. The United States Commissioner of Education, and all former\nPresidents of the said Association now living, and all future Presidents of the Association\nhereby incorporated, at the close of their respective terms of office, shall be members of\nthe Board of Directors for life. The Board of Directors shall have power to fill all vacancies\nin their own body; shall have in charge the general interests of the corporation, excepting\nthose herein intrusted to the Board of Trustees; and shall possess such other powers as\nshall be conferred upon them by the by-laws of the corporation.\nThe Executive Committee shall consist of five members, as follows: the President of\nthe Association, the First Vice-President, the Treasurer, the Chairman of the Board of\nTrustees, and a member of the Association, to be chosen annually by the Board of DirecThe said committee shall have authority to represent, and to act\ntors, to serve one year.\nfor the Board of Directors in the intervals between the meetings of that body, to the extent\nof carrying out the legislation adopted by the Board of Directors under general directions\nas may be given by said board.\nThe Board of Trustees shall consist of four members, elected by the Board of Directors\nfor the term of four years, and the President of the Association, who shall be a member\nex officio during his term of office. At the first meeting of the Board of Directors, held\nSec. 5.\n\n—\n\nmembers\n\nviz.,\n\n—\n\nduring the annual meeting of the Association at which they were elected, they shall elect\n\none trustee for the term of four years.\n\nAll vacancies occurring in said Board of Trustees,\n\nwhether by resignation or otherwise, shall be filled by the Board of Directors for the unexpired term; and the absence of a trustee from two successive annual meetings of the board\nshall forfeit his membership.\n\nSec. 7.\n\nThat the invested fund now known as the \"Permanent Fund of the National\n\nEducational Association,\" when transferred to the corporation hereby created, shall be\nheld by such corporation as a Permanent Fund and shall be in charge of the Board of Trustees, who shall provide for the safekeeping and investment of such fund, and of all other\n\nfunds which the corporation may receive by donation, bequest, or devise.\n\nNo part of the\n\nprmcipal of such Permanent Fund or its accretions shall be expended, except by a twothirds vote of the active members of the Association present at any annual meeting, upon\nthe recommendation of the Board of Trustees, after such recommendation has been\n\napproved by vote of the Board of Directors, and after printed notice of the proposed\nexpenditure has been mailed to all active members of the Associatiou. The income of th§\n\n•\n\n"} {"page": 20, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nPermanent Fund shall be used only to meet the cost of maintaining the organization of\nthe Association and of publishing its annual volume of Proceedings, unless the terms of the\n\ndonation, bequest, or devise shall otherwise specify, or the Board of Directors shall otherwise order.\n\nIt shall also be the duty of the Board of Trustees to issue orders on the Treas-\n\nurer for the payment of all bills approved by the Board of Directors, or by the President and\n\nSecretary of the Association acting under the authority of the Board of Directors.\n\nWhen\n\n•practicable, the Board of Trustees shall invest, as part of the Permanent Fund, all surplus\n\nfunds exceeding five hundred dollars that shall remain in the hands of the Treasurer after\n\npaying the expenses of the Association for the previous year, and providing for the fixed\nexpenses and for all appropriations made by the Board of Directors for the ensuing year.\n\nThe Board of Trustees shall elect the Secretary of the Association, who shall also be\nsecretary of the Executive Committee, and shall fix the compensation and the term of his\noffice for a period not to exceed four years.\n\nSec. 8.\n\nThat the principal oflSce of the said corporation shall be in the city of Wash-\n\nington, District of Columbia; provided, That the meetings of the corporation, its officers,\n\ncommittees, and departments, may be held, and that its business may be transacted, and\nan office or ofl&ces may be maintained, elsewhere, within the United States, as may be\ndetermined, by the Board of Directors, or otherwise in accordance with the by-laws.\nSec. 9. That the charter, constitution, and by-laws of the National Educational\nAssociation shall continue in full force and effect until the charter granted by this act shall\nbe accepted by such Association at the next annual meeting of the Association, and until\nnew by-laws shall be adopted; and that the present officers, directors, and trustees of said\nAssociation shall continue to hold office and perform their respective duties as such until\nthe expiration of terms for which they were severally elected or appointed, and until\nThat at such annual meeting the active members of the\ntheir successors are elected.\nNational Educational Association, then present, may organize and proceed to accept the\ncharter granted by this act and adopt by-laws, to elect officers to succeed those whose\nterms have expired or are about to expire, and generally to organize the \"National Education Association of the United States\"; and that the Board of Trustees of the corporation\nhereby incorporated shall thereupon, if the charter granted by this act be accepted, receive,\ntake over, and enter into possession, custody, and management of all property, real and\npersonal, of the corporation heretofore known as the National Educational Association,\n\nincorporated as aforesaid, under the Revised Statutes of the District of Columbia and\nall its rights, contracts, claims,\n\nand property of every kind and nature whatsoever, and\n\nthe several officers, directors, and trustees of such last-named Association, or any other\n\nperson having charge of any of the securities, funds, books, or property thereof, real or\npersonal, shall on demand deliver the same to the proper officers, directors, or trustees\nof the corporation hereby created.\n\nProvided, That a verified certificate executed by the\n\npresiding officer and secretary of such annual meeting, showing the acceptance of the\n\ncharter granted by this act by the National Educational Association, shall be legal evidence\nof the fact, when filed with the Recorder of Deeds of the District of Columbia; and, pro-\n\nvided further, That in the event of the failure of the Association to accept the charter\n\ngranted by this act at said annual meeting then the charter of the National Educational\nAssociation and its corporate existence shall be and are hereby extended until the thirtyfirst day of July, nineteen hundred and eight, and at\n\nany time before said date its charter\n\nmay be extended in the manner and form provided by the general corporation law of the\nDistrict of Columbia.\n\nSec. 10. That the rights of creditors of the said existing corporation, known as the\nNational Educational Association, shall not in any manner be impaired by the passage\nof this act, or the transfer of the property heretofore mentioned, nor shall any liability or\n\nobligation, or the payment of any sum due or to become due, or any claim or demand,\n\nin any manner, or for any cause existing against the said existing corporation, be released\n\nor impaired;\n\nand the corporation hereby incorporated is declared to succeed to the obli-\n\n"} {"page": 21, "printed_page": null, "text": "BY-LAWS\n\n5\n\ngations and liabilities, and to be held liable to pay and discharge all of the debts, liabilities,\n\nand contracts of the said corporation so existing, to the same effect as if such new corporation had itself incurred the obligation or liability to pay such debt or damages, and no\naction or proceeding before any court or tribunal shall be deemed to have abated or been\ndiscontinued by reason of this act.\nSec. II. That Congress may from time to time alter, repeal, or modify this act of\nincorporation, but no contract or individual right made or acquired shall thereby be\ndivested or impaired.\n\nApproved June 30, 1906.\nAccepted and adopted as the constitution of the National Education Association of\nthe United States by the active members of the National Educational Association in annual\nsession at Los Angeles, California, July 10, 1907.\n\nBY-LAWS\n(Amended at meeting of active members held in New York City, July 7, 19 16)\n\nARTICLE I—MEMBERSHIP\nSection i.\n\nTeachers, others actively engaged in educational work, and educational\n\ninstitutions as defined in Section 2, may become active members of the National Education\n\nAssociation of the United States upon the payment of an enrolment fee of two dollars\n\nand the annual dues for the current year.\nSec.\n\n2,\n\nEducational institutions shall include schools, school boards, library\n\nboards, educational publishers, and such clubs and similar organizations as are distinctly\n\neducational or have educational departments properly organized with a definite membership.\n\nSec. 3.\n\nEducational institutions as defined in Section 2 may be enroled as active\n\nmembers and represented by any person regularly connected with or a. member of the\ninstitution, and such representative may exercise all the rights and enjoy all the privileges\nof active membership, including the right to vote at business meetings; provided, That\nsuch representative presents a certificate showing that the person named therein has been\nregularly elected as such representative of the faculty or membership of such institution;\n\nbut no person shall under any circumstances have the right to cast more than one\nvote.\n\nSec. 4.\n\nThe annual dues of active members are two dollars, which shall be paid\n\nat the time of the annual meeting of the Association, or shall be sent to the Secretary\n\nbefore November\n\ni\n\nof each year.\n\nAn active member may discontinue his memberNovember i. An active member\n\nship by giving written notice to the Secretary before\nforfeits his\n\nmembership by being two years in arrears.\n\nThose who have forfeited or\n\ndiscontinued their membership may exercise the option of renewing the same by paying\nall arrears and getting the publisht Proceedings of\n\nmembers on the same terms as new members.\n\nthe intervening years, or of becoming\n\nActive members shall be entitled to the\n\npublisht Proceedings without coupon or other conditions.\n\nSec. 5. All life-members and life-directors shall be denominated active members,\nand shall have all the rights and privileges of such members without the payment of the\n\nannual dues.\nSec. 6. The right to vote and to hold office in the Association or the departments\nopen to all active members whose dues are paid; the right to vote and hold office in\nthe Council is open to members of the Council whose dues are paid.\nSec. 7. Any person may become an associate member for one year by paying a\nmembership fee of two dollars.\n\nis\n\n1\n\n"} {"page": 22, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nEminent educators not residing in America may be elected, by the Board\nThe number of corresponding members shall at\nno time exceed fifty. They shall not pay any dues.\nSec. 9. The names of active and corresponding members shall be printed in the\nSec.\n\n8.\n\nof Directors, corresponding members.\n\npublisht Proceedings, or the Yearbook of the Association, with their respective educational titles, offices, and addresses.\n\nARTICLE II—ELECTION OF OFFICERS\nSECTION I. The President, Vice-Presidents, Treasurer, and Directors of the\nNational Education Association of the United States shall be chosen by the active\nmembers of the Association by ballot, at their annual business meeting, a majority of\nthe votes cast being necessary for a choice.\n\nThey shall continue in office until the close\n\nof the annual meeting subsequent to their election, and until their successors are chosen,\n\nexcept as herein provided.\n\nThe Secretary and the Treasurer shall enter upon their\n\nduties at a date which shall be determined by the Board of Trustees and which shall\n\nnot be later than the first of October and shall continue in office during the terms for\n\nwhich they are separately chosen and until their successors are duly elected.\n\nARTICLE III—DUTIES OF OFFICERS\nSection\n\ni.\n\nThe President shall\n\npreside at all meetings of the Association,\n\nand\n\nshall perform the duties usually devolving upon the chief executive of such an association.\n\nIn his absence, the ranking Vice-President who is present shall preside; and in the absence\nchairman pro tempore shall be elected. The President shall\n\nof all Vice-Presidents a\n\nprepare the program for the general sessions of the annual meeting of the Association,\nand, with the approval of the Executive Committee, shall determine the time and place\nof the general meeting of the Association and of the various departments not definitely\nfixt\n\nby these by-laws, and shall have the power to require such changes to be made in\n\nthe programs of the Council and the departments as will promote the interest of the\n\nannual meeting. The President shall be a member ex officio of the Board of Trustees and\nchairman of the Board of Directors and of the Executive Committee. He shall sign all\nbills approved for payment by the Board of Directors, and all bills approved or authorized\nby the Executive Committee between the meetings of the Board of Directors. On the\nexpiration of his term of office as President, he shall become first Vice-President for the\n\nensuing year, anfl shall be chairman ex officio of the Committee on Publication.\nSec.\n\n2.\n\nThe Secretary shall keep a full and accurate record of the proceedings of\n\nthe general meetings of the Association and all meetings of the Board of Directors and\nof the Executive Committee, shall conduct the business of the Association as provided\nin the articles of incorporation and the by-laws, and, in all matters not definitely pre-\n\nscribed therein, shall be under the direction of the Executive Committee, and, in the\n\nabsence of direction by the Executive Committee, shall be under the direction of the\nPresident, and shall receive or collect all moneys due the Association and pay the same\n\neach month to the Treasurer, shall countersign all bills approved for payment by the\n\nBoard of Directors, or by the Executive Committee in the interval between the meetings\nof the Board of Directors, or on the approval of the President acting under authority of\nthe Board of Directors, or Executive Committee. The Secretary shall have his records\npresent at all meetings of the active members of the Association, of the Board of Directors,\nand of the Executive Committee. He shall keep a list of members as required by Section 9\nof Article I of these by-laws and shall revise said list annually.\nHe shall be secretary of\nthe Board of Directors, and a member of the Committee on Publication. He shall be the\ncustodian of all the property of the Association not in charge of the Treasurer and\nthe Board of Trustees. He shall give such bond for the faithful performance of his\nduties as may be required by the Board of Trustees. He shall submit his annual report\n\n"} {"page": 23, "printed_page": null, "text": "BY-LAWS\nto the Executive\n\nCommittee not later than July i prior to the annual meeting of the\n\nAssociation, which report shall be transmitted to the Board of Directors at its annual\n\nAt the expiration of his term of ofl&ce, he shall transfer to his successor all\nmoney, books, and other property in his possession belonging to the Association. The\nSecretary shall not print, publish, nor distribute any ofl&cial report or other document\nmeeting.\n\nwithout the approval of the publication committee.\nSec. 3. The Treasurer shall receive from the Secretary and under the direction of\nthe Board of Trustees shall hold in safekeeping all moneys paid to the Association; shall\npay the same only upon the order of the Board of Trustees; shall notify the President of\nthe Association and the Chairman of the Board of Trustees whenever the surplus funds\nin his possession exceed five hundred dollars; shall keep an exact account of his receipts\nand expenditures, with vouchers for the latter; and said accounts, ending on the thirtieth\nday of June of each year, he shall render to the Executive Committee not later than\nJuly I, and when approved by said committee they shall be transmitted by the committee to the Board of Directors at the first regular meeting of the board held during the\nweek of the annual meeting and to the active members at their annual business meeting.\nThe Treasurer shall give such bond for the faithful performance of his duties as may be\nrequired by the Board of Trustees. At the expiration of his term of office, he shall\ntransfer to his successor all moneys, books, and other property in his possession belonging to the Association.\n\nSec. 4. The Board of Directors shall elect corresponding members as prescribed\nby Section 8 of Article I of these by-laws, shall elect members of the National Council\nof Education as provided in Section 3 of Article IV of these by-laws, shall have power\nto fill all vacancies in its own body and in the Board of Trustees; shall recommend to\nthe Executive Committee the place for holding the annual meeting of the Association,\nthe Council of Education, and the departments. The Board of Directors shall approve\nall bills incurred under authority of the Board of Directors, the Executive Committee,\nor the President and Secretary acting under the authority of the Board of Directors or\nExecutive Committee, shall appropriate from the current funds of the year the amounts\nof money ordered by the active members at their annual business meeting for the work\nof all special committees of research and investigation authorized and provided for by such\nactive members at their annual business meeting, shall make a full report of the financial\ncondition of the Association (including the reports of the Secretary, the Treasurer, and\nthe Board of Trustees) to the active members at their annual business meeting, and shall\ndo all in its power to make the Association a useful and honorable institution.\nSec. 5. The Executive Committee shall assist the presiding officer in arranging\nfor the time and place of the annual meeting of the Association, of the National Council\nof Education, and of the various departments.\nThe Executive Committee shall recommend to active members at their annual\nbusiness meeting the appointment of special committees for investigation or research,\n\nthe subjects for which may have been suggested by the National Council or by the active\n\nmembership of the National Education Association or by any of its departments;\nshall recommend the amount of money to be appropriated for such investigations.\n\nit\n\nWhen\n\nsuch special committees are provided for and duly authorized by the active members at\ntheir annual business meeting, the Executive Committee shall have general supervision\n\nof them, shall receive and consider all reports made by them, and shall print such reports,\n\nand present the same, together with the reports received from the Secretary, the Treasurer,\nand the Board of Trustees and the recommendations of the Executive Committee thereon,\nto the active members at their annual business meeting. All such special committees\nshall be appointed by the President of the National Education Association.\nThe Executive Committee shall fill all vacancies occurring in the body of officers\nof the Association except vacancies in the Board of Directors, Board of Trustees, and the\noffice of\n\nSecretary.\n\n"} {"page": 24, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n8\nSec. 6,\n\nThe Board of Trustees shall require of the Secretary and Treasurer bonds\n\nof such amount as may be determined by said board for the faithful performance of their\nduties, shall make a full report of the finances of the Association to the Executive Com-\n\nmittee not later than July i prior to the annual meeting of the Association, which report\nshall be transmitted by the Executive Committee to the Board of Directors at the first\n\nregular meeting of the board held during the week of the annual meeting of the Association.\n\nIt shall choose annually its own chairman and secretary.\n\nARTICLE IV—THE NATIONAL COUNCIL OF EDUCATION\nSection i.\n\nThe National Council of Education shall discuss educational questions\n\nof public and professional interest;\n\npropose to the Executive Committee, from time to\n\ntime, suitable subjects for investigation and research; have a report made at its annual\n\nmeeting on \"Educational Progress- during the Past Year\";\n\nand in other ways use its\n\nbest efforts to further the objects of the Association and to promote the cause of education\nin general.\n\nSec. 2. The National Council of Education shall consist of one hundred and\ntwenty regular members, selected from the active membership of the National Education\nAssociation.\n\nAny active member of the Association is eligible to membership in the\n\nCouncil, and each member shall be elected for six years and until his successor is elected.\n\nThe annual election of members of the Council shall be held at the time\nThe Board of Directors of the Association\nshall annually elect ten members and the Council ten members, and each body shall\nSec. 3.\n\nof the annual meeting of the Association.\n\nfill\n\nall vacancies in its quota of members.\n\nNo state, territory, nor district in the United\n\nStates shall have at one time more than seven regular members in the Council.\n\nSec. 4.\n\nThe annual meeting of the Council shall be held during the week of the\n\nannual meeting of the Association.\nSec.\n\n5.\n\nThe absence of a regular member from two successive annual meetings\n\nof the Council shall be considered equivalent to his resignation of membership.\n\nPersons\n\nwhose regular membership in the Council has expired shall be denominated honorary\n\nmembers of the Council during the time of their active membership in the Association\nwith the privilege of attending the regular sessions of the Council and participating in its\ndiscussions.\nA member who discontinues or forfeits his active membership in the Association forfeits his membership in the Council.\nSec. 6. The ofl&cers of the Council shall consist of a president, a vice-president,\na secretary, and such standing committees as may be prescribed by its by-laws, all of\nwhom shall be regular members of the Council. The Secretary of the Council shall, in\naddition to performing the duties pertaining to his office, furnish, the Secretary of the\nAssociation a copy of the proceedings of the Council for publication.\n\nSec. 7.\n\nThe National Council of Education is hereby authorized to adopt by-laws\n\nfor its government not inconsistent with the act of incorporation or the by-laws of the\n\nAssociation; provided, That such by-laws be submitted to, and approved by, the Board\nof Directors of the Association before they shall become operative.\n\nSec. 8.\n\nThe powers and duties of the Council may be changed or the Council\n\nabolisht upon a two-thirds vote of the Association taken at the annual business meeting\nof the Association; provided, That notice of the proposed action has been given at the\npreceding annual business meeting of the Association.\n\nARTICLE V—DEPARTMENTS\nThe following departments are now (1914) in existence, to wit: The\ndepartments, first, of Superintendence; second, of Normal Schools; third, of Elementary\nSection i.\n\nEducation;\nArts;\n\nsixth,\n\nfourth, of Higher Education;\nof Kindergarten Education;\n\nfifth,\n\nand Practical\nMusic Education; eighth, of\n\nof Vocational Education\n\nseventh, of\n\n"} {"page": 25, "printed_page": null, "text": "BY-LAWS\nSecondary Education; ninth, of Business Education; tenth, of Child Hygiene; eleventh,\nof Physical Education; twelfth, of Science Instruction; thirteenth, of School Administration;\n\nfourteenth, the Library Department;\n\nof School Patrons;\n\nfifteenth, of Special\n\nEducation; sixteenth,\n\nseventeenth, of Rural and Agricultural Education;\n\neighteenth, of\n\nClassroom Teachers; nineteenth, for the Promotion of the Wider Use of Schoolhouses;\ntwentieth, of Educational Publications.\nSec. 2.\n\nThe active members of the Association, and no others, are members of each\n\ndepartment of the Association.\nSec. 3. Each department shall hold its annual meeting at the time and place of\nthe annual meeting of the Association, except the Department of Superintendence, which\n\nmay hold its annual meeting in February of each year, or at such other time as may be\ndetermined by said department, subject to the approval of the Board of Directors of the\nAssociation.\n\nThe object of the meetings of the departments shall be the discussion of\nThe programs\nof these meetings shall be prepared by the respective presidents in conference with, and\nunder the general direction of, the President of the Associatiftn. Each department shall\nbe limited to two sessions, with formal programs, unless otherwise ordered by the PresiSec. 4.\n\nquestions\n\npertaining to their respective fields of educational work.\n\ndent of the Association, except that a third session for business or informal round-table\nconference may be held at the discretion of the department officers.\nSec. 5.\n\nThe officers of each department shall consist of a president, a vice-president,\n\nand a secretary, who shall be elected at the last formal session of the department to serve\none year and until their successors are duly elected, and who shall, at the time of their\n•election, be active members of the Association.\nIn case there is a vacancy in the office\nof president of any of the departments, it shall be filled by an appointment made by the\nPresident of the Association. Any other departmental vacancy shall be filled by appointment made by the president of the department.\nSec. 6.\n\nThe secretary of each department shall, in addition to performing the\n\nduties usually pertaining to his office, furnish the Secretary of the Association a copy of\n\nthe proceedings of the meetings of the department for publication.\nSec. 7.\n\nAll departments shall have equal rights and privileges, with the exception\n\nThey shall be named in Section i of this article in the\nEach\ndepartment may be governed by its own regulations in so far as they are not inconsistent\nstated in Section 3 of this article.\n\norder of their establishment and shall be dropt from the list when discontinued.\n\nwith the act of incorporation or these by-laws.\nSec. 8.\n\nA new department may be establisht by a two-thirds vote of the Board of\n\nDirectors taken at a regular meeting of the board or by a two-thirds vote of the active\n\nmembers at any annual business meeting;\n\nprovided, That a written application for said\n\ndepartment, with title and purpose of the same, shall have been made at the regular\n\nmeeting of the board next preceding the one at which action is taken, or at the preceding\n\nannual business meeting, by at least twenty-five members engaged or interested in the\nlabor in the interest of which the department is purposed to be establisht. A\ndepartment already establisht may be discontinued by the Board of Directors upon a\nfield of\n\ntwo-thirds vote taken at a regular meeting, or by a two-thirds vote of the active members\nat any business meeting of the active members; provided, That announcement has been\n\nmade of the proposed action at a regular meeting of the board the preceding year, or at\nthe preceding annual business meeting. A department shall be discontinued when it\nfails to hold a regular meeting for two successive years.\n\nARTICLE VI— COMMITTEES\nSection i. On the first day of each annual meeting of the Association, unless\nappointment has already been made, the President shall appoint a Committee on\nResolutions, consisting of seven active members, and a Committee on Necrology,\n\n"} {"page": 26, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nlo\n\nconsisting of five active members,\n\nand on the third day of such meeting he shall\n\nappoint a Committee on Nominations, consisting of one active member from each\nEach state, territorial, and\nstate, territory, and district represented at the meeting.\ndistrict representative shall\n\nbe appointed on the nomination of the active members in\n\nattendance from said state, territory, or district; provided, That three or more active\nmembers participate in said nomination in accordance with these by-laws; and\nprovided further, That in case of the failure of the active members of any state, territory,\nor district to nominate a member of the nominating committee in accordance with these\n\nby-laws, the President shall appoint an active member from said state, territory, or district,\n\nto serve on said committee.\n\nAt the regular meeting of the Board of Directors on\n\nthe first day of the annual meeting, the President shall appoint an Auditing Committee\nconsisting of three active members of the Association, no one of whom shall be either a\ntrustee or a director; to this committee shall be referred the report of the expert accountant, together with the communication of the President transmitting the same, as provided\nin Section 6 of this article;\n\nactive members.\n\nand the committee shall report its findings at the meeting of\n\nThe chairman of each of the foregoing committees shall be designated\n\nby the President of the Association at the time of its appointment.\nSec. 2. The meetings of active members present from the several states, territories,\netc., to nominate members of the nominating committee shall be held on the first day of\nthe annual meeting of the Association, at such time and places as shall be designated\non the annual program by the President of the Association.\nSec. 3. The Committee on Nominations shall meet on the fourth day of the annual\nmeeting at 9:00 a.m., at a place designated by the President of the Association, and shall\nnominate persons for the following ofiices in the Association, to wit: one person for Presi-»\ndent, eleven persons for Vice-Presidents, one person for Treasurer, and one person from\neach state, territory, and district in the United States as a member of the Board of Directors.\n\nIt shall report to the active members at their annual business meeting.\n\nSec. 4.\n\nThe Committee on Resolutions shall report at the annual business meeting\n\nof active members, and, except by unanimous consent, all resolutions shall be referred to\n\nsaid committee,\n\nwithout discussion.\n\nThis committee shall receive and consider\n\nresolutions proposed by active members, or referred to it by the President;\n\nall\n\nsome time\n\nduring the second day of the annual meeting of the Association the committee shall hold\na meeting, at a place and time to be announst in the printed program, for the purpose\nof receiving proposed resolutions and hearing those who may wish to advocate them.\n\nSec. 5.\nlist\n\nThe Committee on Necrology shall prepare for the publisht Proceedings a\n\nof the active and corresponding members that have died during the year, accom-\n\npanied by memorial sketches whenever practicable.\nSec. 6.\n\nWithin thirty days prior to the time of the annual meeting of the Associa-\n\ntion, the President shall appoint a competent person, firm, or corporation licenst to do\n\nbusiness as expert accountants; the accountants so appointed shall examine the accounts,\npapers, and vouchers of the Secretary, the Treasurer, and the Board of Trustees,\n\nand\ncompare the same, and shall also examine the securities of the Permanent Fund held by\nthe Board of Trustees. The report of the said accountants shall be filed with the Presi-\n\ndent before the opening day of the annual meeting of the Association, and shall be by\n\nhim submitted with such comments as he may think proper, to the Board of Directors,\nat their meeting held on the first day of the annual meeting of the Association.\n\nARTICLE VII—MEETINGS\n\nA\n\nSection i.\nstated meeting of the Association, of the Council of Education, and\nof each department shall be held annually at such time and place as shall be determined\n\nby the Board of Directors or the Executive Committee acting for the board in accordance\nwith these by-laws.\n\nAn annual meeting of the Association and its subordinate bodies\n\n"} {"page": 27, "printed_page": null, "text": "BY-LAWS\n\nII\n\nmay be omitted for an extraordinary cause, upon the written consent of two-thirds of\nthe directors of the Association, obtained by the Executive Committee.\nSec.\n\n2.\n\nThe annual meeting of the Association shall be held in July, beginning on\n\na day determined by the Executive Committee.\n\nTwo sessions shall be held daily, unless\n\notherwise ordered by the President of the Association.\n\nThe annual business meeting of\n\nthe active members shall be held on the fifth day of the annual meeting at 1 1 oo a.m.\n:\n\nA regular meeting of the Board of Directors shall be held on the first day of the annual\nmeeting at 10:30 a.m.\n\nThe first regular meeting of the new Board of Directors shall be\n\nheld as soon as practicable and within twenty-four hours after the close of the last session\nof the annual meeting, the place and time of the meeting to be announst in the printed\n\nprogram.\n\nThe Board of Trustees shall hold its annual meeting at some convenient\n\ntime and immediately following the meeting of the new Board of Directors referred to\n\nabove in this section. Special meetings of the trustees may be called by the chairman,\nand shall be called on request of the majority of the Board of Trustees. Due notice of\nall meetings of the Board of Trustees shalf be given to every member of the board by\nthe secretary thereof.\n\nARTICLE VIII—PROCEEDINGS\nSection i. The proceedings of the meeting of the Association, the Council, and\nthe departments shall be publisht under the direction of a committee consisting of the\nPresident, the First Vice-President, and the Secretary, the First Vice-President acting\n\nas chairman of the committee; provided, That in the opinion of the Executive Committee\n\nthe funds of the Association warrant the publication.\nshall be entitled to a copy of the Proceedings.\n\nEach member of the Association\n\nAssociate members must make written\n\napplication to the Secretary on or before November\n\ni for a copy in order to obtain it.\nCorresponding members, and active members whose dues are paid, will receive the\npublisht Proceedings without written application.\n\nSec.\n\n2.\n\nNo paper, lecture, nor address shall be read before the Association or any\n\nof the departments in the absence of its author, without the approval of the President\n\nof the Association or of the departments interested, nor shall any such paper, lecture, or\n\naddress be publisht in the Proceedings, without the approval of the Executive Committee.\n\nARTICLE DC— ELECTIONS, QUORUM\nSection i. The certificate of membership, in connection with the official list of\nactive members, shall be accepted as evidence that members are entitled to vote.\nSec.\n\n2.\n\nRepresentatives from twenty-five states and territories shall constitute\n\na quorum in all meetings of active members and of the Board of Directors.\n\nARTICLE X—APPROPRIATIONS\nSection i.\n\nUnless otherwise ordered by the active members at their annual busi-\n\nness meeting, not less than 10 per cent of the gross income of the Association each year\nshall be set aside for such educational investigations and studies as may be ordered in\n\naccordance with Section 5 of Article III.\n\nARTICLE XI—AMENDMENTS\nSection i. These by-laws may be altered or amended at the annual business\nmeeting of the active members by unanimous consent, or by a two-thirds vote of the\n\nmembers present if the alteration or amendment shall have been substantially\nproposed in writing at the annual business meeting next preceding the one at which action\n\n.active\n\nis taken;\n\ndue announcement of the proposed action shall be made in the annual publisht\n\nProceedings.\n\n"} {"page": 28, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n12\n\nNATIONAL EDUCATIONAL ASSOCIATION\nNOW KNOWN AS THE\nNATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES\nCERTIFICATE\nof Acceptance of Charter and Adoption of By-Laws under Act of Congress approved\n\nJune 30, 1906.\n\nWe, the undersigned, Nathan C. SchaeflFer, the presiding officer, and Irwin Shepard,\nthe Secretary of the meeting of the National Educational Association held at Los Angeles,\nCalifornia, on the loth day of July, 1907, said meeting being the annual meeting of the\nAssociation held next after the passage of an act of Congress entitled \"An Act to Incor-\n\nporate the National Education Association of the United States,\"\n\nDo hereby certify, that at said meeting held pursuant to due notice, a quorum being\npresent, the said Association adopted resolutions of which true copies are hereto attached,\n\nand accepted the charter of the National Education Association of the United States,\ngranted by said act of Congress, and adopted by-laws as provided in said act and elected\nofficers; and the undersigned pursuant to said resolutions\n\nDo hereby certify that the National Education Association of the United States has\nduly accepted said charter granted by said act of Congress, and adopted by-laws, and is\nthe lawful successor to the National Educational Association.\n\nIn witness whereof, we have hereunto signed our names this 20th day of August, 1907.\n\nNathan C. Schaeffer, Presiding Officer\nIrwin Shepard, Secretary\n\nVERIFICATION\n\nRESOLUTIONS ADOPTED BY THE ACTIVE MEMBERS, JULY lO, I907\n1.\n\nResolved, That the National Educational Association hereby accepts the charter\n\ngranted by an act of Congress entitled \"An Act to Incorporate the National Education\nAssociation of the United States,\" passed June 30, 1906, and that the President and\nSecretary of this meeting be authorized and directed to execute and file with the Recorder\nof Deeds of the District of Columbia a verified certificate showing the acceptance by the\n\nAssociation of the charter granted by said act.\n2.\n\nResolved, That the proposed by-laws of which notice was given at the annual meet-\n\ning of the Association held on July 6, 1905, which are printed in full in the Journal of\nsaid meeting, be and the same are hereby adopted to take effect immediately.\n3. Resolved,\n\nThat the Association adopt as its corporate seal a circle containing the\n\ntitle \"National Education Association of the United States,\" and the dates \" 185 7-1907.\"\n\n4. Resolved,\n\nThat the Association do now proceed to elect officers, and to organize\n\nunder the charter granted by the act of Congress.\n\nFiled in the office of the Recorder of Deeds of the District of Columbia, September 4,\n1907.\n\n"} {"page": 29, "printed_page": null, "text": "CALENDAR OF MEETINGS\n1873—ELMIRA, N.Y.\n\nNATIONAL TEACHERS ASSOCIATION,\n\nB. G. Northrop, President.\n\n1857-1870\n\nS. H. White, Secretary.\n\n1857—PHILADELPfflA, PA. (Organized)\n\nJohn Hancock, Treasurer.\n\nJaues L. Enos, Chainnan.\nW. E. Sheldon, Secretary\n\n1874—DETROIT, MICH.\nS. H. White, President.\n\n1858— CINCINNATI, OHIO\n\nA. P. Marble, Secretary.\n\nZ. Richards, President.\nJ.\n\nJohn Hancock, Treasurer.\n\nW. BuLKLEY, Secretary.\n\nA. J. RiCKOFF, Treasurer.\n\n187s—MINNEAPOLIS, MINN.\n\n1859—WASHINGTON, D.C.\n\nW. T. Harris, President.\nM. R. Abbott, Secretary.\n\nA. J. RiCKOFF, President.\nJ.\n\nA. P. Marble, Treasurer.\n\nW. BuLKLEY, Secretary.\n\nC. S. Pennell, Treasurer.\n\n1876—BALTIMORE, MD.\nW. F. Phelps, President.\nW. D. Henkle, Secretary.\nA. P. Marble, Treasurer.\n\ni86o—BUFFALO, N.Y.\nJ.\n\nW Bulkley, President.\n\nZ. Richards, Secretary.\n\nO. C. Wight, Treasurer.\n\n1877—LOUISVILLE, KY.\nM. A. Newell, President.\nW. D. Henkle, Secretary.\nJ. Ormond Wilson, Treasurer.\n\nNo session.\n1863— CHICAGO. ILL.\n1861, 1862\n\nJohn D. Philbrick, President.\nJames Cruikshank, Secretary.\nO. C. Wight, Treasurer.\n\n1878\n\n1864—OGDENSBURG, N.Y.\nW. H. Wells, President.\nDavid N. Camp, Secretary.\nZ. Richards, Treasurer.\n\ni86s—HARRISBURG, PA.\n\n1880—CHAUTAUQUA, N.Y.\nJ. Ormond Wils—BOSTON, MASS.\n\n189s—DENVER, COLO.\nNicholas Murray Butler, President.\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\n1896—BUFFALO, N.Y.\n\nJames Y. Joyner, President.\nIrwin Shepard, Secretary.\nArthur H. Chamberlain, Treasurer.\n\n1911—SAN FRANCISCO, CAL.\nElla Flagg Young, President.\n\nNewton C. Dougherty, President.\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\n1897—MILWAUKEE, WIS.\nCharles R. Skinner, President.\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\n1898—WASHINGTON, D.C.\nJ. M. Greenwood, President.\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\n1899—LOS ANGELES, CAL.\nE. Oram Lyte, President.\n\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\n1900— CHARLESTON, S.C.\nOscar T. Corson, President.\nIrwin Shepard, Secretary.\nCarroll C. Pearse, Treasurer.\n\n1901—DETROIT, MICH.\nJames M. Green, President.\nIrwin Shepard,\" Secretary.\nL. C. Greenlee, Treasurer.\n\n1902—MINNEAPOLIS, MINN.\nWiLiJAM M. Beardshear, President.\nIrwin Shepard, Secretary.\nCharles H. Keyes, T;reasurer.\n\nIrwin Shepard, Secretary.\n\nDuRAND W. Springer, Treasurer.\n191\n\n2—CHICAGO, ILL.\nCarroll G. Pearse, President.\nIrwin Shepard, Secretary.\nKatherine D. Blake, Treasurer.\n\n1913—SALT LAKE CITY, UTAH\nEdward T. Fairchild, President.\nDuRAND W. Springer, Secretary.\nGrace M. Shepherd, Treasurer.\n\n1914—ST. PAUL, MINN.\nJoseph Swain, President.\nDxjRAND W. Springer, Secretary.\nGrace M. Shepherd, Treasxurer.\n\n1915—OAKLAND, CAL.\n(International Congress of Education)\n\nDavid Starr Jordan, President.\n\nDuRAND W. Springer, Secretary.\nGblace M. Shepherd, Treasurer.\n1916—NEW YORK, N.Y.\nDavid B. Johnson, President.\n\nDuRAND W. Springer, Secretary.\nGrace M. Shepherd, Treasurer.\n1917—PORTLAND, ORE.\nRobert J. Aley, President.\n\nDuRAND W. Springer, Secretary.\nThomas E. Finegan, Treasurer.\n\n"} {"page": 31, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION OF\nTHE UNITED STATES\nOFFICERS FOR 1916-17\nGENERAL ASSOCIATION\nRobert J. Aley\nDuRAND W. Springer\nThomas E. Finegan\n\nSecretary\n\nOrono, Me.\nAnn Arbor, Mich.\n\nTreasurer\n\nAlbany, N.Y.\n\nPresident\n\nVICE-PRESIDENTS\nRock Hill, S.C.\n\nDavid B. Johnson, President, Winthrop Normal and Industrial College\nBradford, State Superintendent of Public Instruction\nMary C.\n\nC\n\nGuy E. Cornelius, Superintendent of Schools\n\nDenver, Colo.\nWinslow, Ariz.\n\nCharles J. Koch, Superintendent of Schools\n\nBaltimore, Md.\n\nJ. A. Churchill, State Superintendent of Public Instruction\n\nSalem, Ore.\n\nF. M. Longanecker, Superintendent of Schqols\n\nParkersburg, W.Va.\n\nFrancis W. Wenner, Superintendent of Schools\n\nBartlesville, Okla.\n\nE. G. GowANS, State Superintendent of Public Instruction\n\nSalt Lake City, Utah\n\nJosephine Corliss Preston, State Superintendent of Public Instruction\n\nOlympia, Wash.\n\nFrances E. Harden, Teacher, Stewart School\nJoseph L. Henderson, Professor of Secondary Education, University of Texas.\nPayson Smith, State Commissioner of Education\n\nChicago, 111.\n.\n\n.\n\nAustin, Tex.\n\nBoston, Mass.\n\nBOARD OF TRUSTEES\nCarroll G. Pearse, Chairman\nJames Y. Joyner, Secretary\nAgnes E. Doherty\n\nMilwaukee, Wis\n\nWalter R. Siders\n\nPocatello, Idaho\n\nI\n\nTerm expires in 1918\nTerm expires in 1920\nTerm expires in 1917\nTerm expires in 1919\nEx officio\n\nRaleigh, N.C\nSt. Paul, Minn\n\nOrono, Me\n\nRobert J. Aley\n\nEXECUTIVE COMMITTEE\nRobert J. Aley\nDavid B. Johnson\n\nPresident\n\nOrono, Me.\n\nFirst Vice-President\n\nThomas E. Finegan\n\nTreasurer\n\nRock Hill, S.C.\nAlbany, N.Y.\n\nCarroll G. Pearse\nGeorge B. Cook\n\nChairman, Board of Trustees\n\nDurand W. Springer\n\nSecretary\n\nMember by Election\n\n,\n\nMilwaukee, Wis.\nLittle Rock, Ark,\n\nAnn Arbor, Mich.\n\nBOARD OF DIRECTORS\nDirectors ex officio\n\nThomas E. Finegan, Albany, N.Y.\n\nRobert J. Aley, Orono, Me.\nDavid B. Johnson, Rock Hill, S.C.\n\nCarroll G. Pearse, Milwaukee, Wis.\n\nDurand W, Springer, Ann Arbor, Mich.\nLife-Directors\nCorson, Oscar T., Columbus, Ohio\nEliot, Charles W., Cambridge, Mass.\nGove, Aaron, Denver, Colo.\nGraham, H. A., Mt. Pleasant, Mich.\nGreen, James M., Trenton, N.J.\nHarvey, Lorenzo D., Menomonie, Wis.\nJewett, A. V., Abilene, Kans.\n\nBiCKNELL, Thomas W., Providence, R.I.\nBoard of Education, Nashville, Tenn.\nBrown, Elmer Ellsworth; New York, N.Y.\nButler, Nicholas Murray, New York, N.Y.\nClaxton, P. P., Washington, D.C.\nCook, John W., DeKalb, 111.\nCooley, Edwin G., Chicago, 111.\n\nIS\n\n"} {"page": 32, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni6\n\nJohnson, David B., Rock Hill, S.C.\nJordan, David Starr, Stanford University, Cal.\nJOYNER, Jabies Y., Raleigh, N.C.\n\nMarshall, T. Marcellus, Stouts Mills, W.Va.\n\nMaxwell, William H., New York, N.Y.\nPearse, Carroll G., Milwaukee, Wis.\nSchaeffer, Nathan C, Harrisburg, Pa.\n\nSkinner, Charles R., Albany, N.Y.\nState Teachers' Association of Illinois\nSwain, Joseph, Swarthmore, Pa.\nTaylor, A. R., Decatur, 111.\n\nTeachers Institute, Philadelphia, Pa.\nWhite, Charles G., Menomonie, Wis.\nYoung, Ella Flagg, Chicago, 111.\n\nDirectors by Election\n\nAlabama\n\nSamuel S. Murphy, Superintendent of Schools\n\nArizona\nArkansas\n\nGeorge B. Cook, State Superintendent of Public Instruc-\n\nCalifornia\n\nSusan M. Dorsey, Assistant Superintendent of Schools.\n\nCO. Case, State Superintendent of Public Instruction\n\n.\n\ntion\n\nConnecticut\n\nDelaware\nFlorida\n\nLittle Rock\n\nLos Angeles\nDenver\nVerplanck,\nF. A.\nSuperintendent of Schools\nSouth Manchester\nA. H. Berlin, Principal of High School\nWilmington\nF. E. Farrington, Bureau of Education\nWashington\nWilliam N. Sheats, State Superintendent of Public In.\n\nAnna L. Force, Principal, Lincoln School\n\nColorado\n\nDistrict of Columbia.\n\n.\n\n.\n\nstruction\n\nGeorgia\n\nIdaho\n\nMobile\nPhoenix\n\n.\n\nTallahassee\n\nM. L. Brittain, State Superintendent of Education\nWalter R. Siders, Superintendent of Schools\n\nAtlanta\nPocatello\n\nMassachusetts\n\nR. O. Stoops, Superintendent of Schools\nJoliet\nM. H. Stuart, Principal, Technical High School\nIndianapolis\nL. H. MiNKEL, Superintendent of Schools\nFort Dodge\nJohn F. Eby, County Superintendent of Schools\nTopeka\nGilbert, State Superintendent of Public Instruction Frankfort\nV.\nThomas H. Harris, State Superintendent of Education. Baton Rouge\nDeForest H. Perkins, Superintendent of Schools\nPortland\nA. J. Pietsch, Assistant Superintendent of Schools\nBaltimore\nRobert J. Fuller, Superintendent of Schools\nNorth Attleboro\n\nMichigan\n\nFred L. Keeler, State Superintendent of Public Instruc-\n\nMinnesota\n\nBessie A. Tomlinson, Grade Teacher\n\nLansing\nMinneapolis\n\nMississippi\n\nE. E. Bass, Superintendent of Schools\n\nGreenville\n\nMissouri\n\nW. H. Martin, Supervising Principal of Schools\nW. K. Dwyer, Superintendent of Schools\nF. M. Hunter, Superintendent of Schools\n\nIllinois\n\nIndiana\n\nIowa\nKansas\nKentucky\nLouisiana\n\nMaine\nMaryland\n\nC\n\n.\n\ntion\n\nMontana\nNebraska\n\nKansas City\nAnaconda\n\n:\n\nNevada\n\nB. D. Billinghurst, Superintendent of Schools\n\nNew Hampshire\n\nH.\n\nLincoln\n\nReno\n\nC Morrison, State Superintendent of Public Instruction\n\nConcord\n\nNew Jersey\nNew Mexico\n\nFrank H. Lloyd, Supervisor of Schools\nPerth Amboy\nAlvan N. White, State Superintendent of Public Instruc-\n\nNew York\n\nJ. H. Finley, State Commissioner of Education\n\nSanta Fe\nAlbany\n\nNorth Carolina\nNorth Dakota\n\nF. M. Harper, Superintendent of Schools\n\nRaleigh\n\nN.C. Macdonald, State Superintendent of Public Instruc-\n\nOhio\n\nI. N.\n\nOklahoma\nOregon;\n\nEdwin S. Monroe, Superintendent of Sc*hools\nO. M. Plummer, Member, Board of Education\n\nPennsylvania\n\nR. B. Teitrick, Deputy State Superintendent of Public\n\nRhode Island\n\nWalter\n\nSouth Carolina\n\nJ.\n\ntion\n\ntion\n\nBismarck\n\nKeyser, Superintendent of Schools\n\nUrbana\nMuskogee\nPortland\n\nInstruction\n\nE.\nSchools\n\nHarrisburg\n\nRanger, State Commissioner\n\nof\n\nPublic\n\nProvidence\n\nE. Walmsley, Professor of History and Political Science, Winthrop Normal and Industrial College\n\nSouth Dakota\n\nstruction\n\nTennessee\n\nRock Hill\n\nCharles H. Lugg, State Superintendent of Public InJ.\n\nPierre\n\nR. Lowry, Superintendent of Park City and Oakwood\nSchools\n\nKnoxville\n\nTexas\n\nArthur W. Evans, Superintendent of Schools\n\nUtah\nVermont\n\nD. C. Jensen, Superintendent of Schools.\nBrigham City\nCaroline S. Woodruff, President, State Teachers Asso-\n\nVirginia\n\nS. P. Duke, Head,\n\ntion\n\nUvalde\n\nSt. Johnsbury\n\nDepartment of Education, State Nor-\n\nmal and Industrial School for Women\n\nFarmville\n\n"} {"page": 33, "printed_page": null, "text": "DEPARTMENT OFFICERS\nWashington\n\nWest Virginia\nWisconsin\n\nWyoming\nAlaska\nHawaii\n\n17\n\nElmer L. Cave, Superintendent of Schools\nM. P. Shawkey, State Superintendent of Schools\n\nBellingham\nCharieston\n\nNellie Minehan, Principal, Clybourn School\nC. A. Dundvay, President, University of Wyoming\nL. D. HE^fDERSON, Superintendent of Schools\n\nMilwaukee\nLaramie\nJuneau\n\nVaughan MacCaughey, Professor of Botany, College of\nHonolulu\nManila\n\nHawaii\nPhilippine Islands\n\nWalter W. Marquardt, Director of Education\n\nPorto Rico\n\nRalph S. Garwood, Dean, College of Agriculture and\nMayaguez\n\nMechanic Arts, University of Porto Rico\n\nDEPARTMENT OFFICERS\nNational Council\nChicago, 111.\nWilliam B. Owen, Principal, Chicago Normal College.\nAugustus S. Downing, First Assistant Commissioner of\n\nPresident\n\n.\n\nVice-President\n\n.\n\nAlbany, N.Y.\nEducation\nAdelaide Steele Baylor, Vocational Division, State\nIndianapolis, Ind.\nDepartment of Public Instruction\nTempe, Ariz.\n(A. J. Matthews, President, Normal School of Arizona.\nEllen C. Sabin, President, Milwaukee-Downer College. Milwaukee, Wis.\nDavid B. Johnson, President, Winthrop Normal and\nIndustrial College\nRock Hill, S.C.\n\nSecretary\n\n.\n\n.\n\n.\n\nKindergarten\nPresident\n\nElizabeth A. Woodward, Supervisor, Brooklyn Free\n\nVice-President\n\nKindergarten Society\nBrooklyn, N.Y.\nGail H. Calmerton, Supervisor of Primary Instruction Fort Wayne, Ind.\nEUensburg, Wash.\nClara Meisner, State Normal School\n\nSecretary\n\nElementary\nGeorgia A. Alexander, Supervising Principal of Schools Indianapolis, Ind.\nGrace DeGraff, Principal, Kenton School\nPortland, Ore.\n\nPresident\nVice-President\nSecretary\n\nLida Lee Tall, Supervisor of Grammar Grades, Baltimore Co\nBaltimore, Md.\n\nPresident\n\nEmma J. Bbieck, Head of English Department, The Uni-\n\nVice-President.\n\nM. R. McDaniel, Principal, Oak Park Township High\n\nSecretary\n\nJeanette Taylor, Teacher, Girls High School\n\nSecondary\nOakland, Cal.\n\nversity School\n\nOak Park, 111.\n\nSchool\n\nBrooklyn, N.Y.\n\nHigher\nPresident\n\nEdward C. Elliott, Chancellor, University of Montana Helena, Mont.\n\nVice-President\n\nCharles H. Johnston, Professor of Secondary Educa-\n\nSecretary\n\nJohn E. Rouse, Head of School of Education, James\n\ntion, University of Illinois\n\nUrbana, 111.\n\nMillikin University\n\nDecatur, 111.\n\nNormal\nPresident\n\nJ. Asbury Pitman, Principal, State Normal School\n\nVice-President\n\nNatalie Thornton, Dean\n\nSecretary\n\nJohn Sims, President, State Normal School\n\nPresident\n\nJohn D. Shoop, Superintendent of Schools\nChicago, 111.\nF. L. Keeler, State Superintendent of Publiclnstruction Lansing, Mich.\nJohn Dietrick, Superintendent of Schools\nHelena, Mont.\nMargaret T. Maguire, Supervising Principal of Wash-\n\nof\n\nWomen,\n\nState\n\nSalem, Mass.\n\nNormal\nMoorhead, Minn.\n\nSchool\n\nStevens Point, Wis.\n\nSuperintendence\n\nFirst Vice-President.\n\n.\n\n.\n\nSecond Vice-President.\n\n.\n\nSecretary\n\nington School\n\nPhiladelphia, Pa.\n\n"} {"page": 34, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1\n\nVocational Education and Practical Arts\nWilliam J. Bogan, Principal, Lane Technical School .... Chicago, 111.\nEllsworth Woodward, Director of School of Art, Tulane\n\nPresident\nFirst Vice-President\n\nNew Orleans, La.\n\nUniversity\n\nSecond Vice-President.\n\n.\n\nIsabel Bevier, Professor of Household Science, Uni-\n\nSecond Vice-President.\n\n.\n\nAnna H. Talbot, State Department of Education\n\nUrbana, 111.\n\nversity of Illinois\n\nAlbany N.Y.\n\nMusic\nPresident\n\nA. J. Gantvoort, Teacher of Public School Music and\nSight Reading, College of Music\nCincinnati, Ohio\n\nVice-President\n\nHerman Owen, Supervisor of Music\nM. Teresa Finn, Supervisor of Music\n\nSecretary\n\nSan Jose, Cal.\nSt. Louis, Mo.\n\nBusiness\nPortland, Ore.\n\nVice-President\n\nA. H. Sproul, Principal, High School of Commerce\nH. R. Hatfield, University of California\n\nSecretary\n\nMrs. G. Holmes Lawrence\n\nPortland, Ore.\n\nPresident\nVice-President\n\nLinnaeus N. Hines, Superintendent of Schools\nCrawfordsville, Ind.\nLewis M. Terman, Associate Professor of Education,\n\nSecretary\n\nC. Ward Crampton, Director of Physical Training, City\n\nPresident\n\nBerkeley, Cal.\n\nChild Hygiene\n\nLeland Stanford Junior University\n\nStanford University, Cal.\n\nNew York, N.Y.\n\nSchools\n\nPhysical\nPresident\n\nBaroness Rose Posse, President, Posse Normal School\n\nVice-President\n\nC. Ward Crampton, Director of Physical Training, City\n\nSecretary\n\nE. H. Arnold, Director, Normal School of Gymnastics.\n\nPresident\n\nW. H. Timbie, Head of Applied Science Department,\n\nVice-President\n\nBoston, Mass.\nWentworth Institute\nChester B. Curtis, Principal, Central High School\nSt. Louis, Mo.\nFred D. Barber, Professor of Physics, State Normal\n\nBoston, Mass.\n\nof Gymnastics\n\nSchools\n.\n\nNew York, N.Y.\nNew Haven, Conn,\n\nScience\n\nSecretary\n\nNormal, 111.\n\nUniversity\n\nSchool Administration\nVice-President\n\nO. M. Plummer, Member, Board of Education\nFrank D. Wilsey, Member, Board of Education\n\nSecretary\n\nWilliam C. Bruce, Editor, School Board Journal\n\nPresident\n\nSecretary\n\nEpfie L. Power, Carnegie Library\nPittsburgh, Pa.\nMary C. Richardson, The Lewis and Clark High School Spokane, Wash.\nNancy Thompson, State Normal School\nNewark, N.J.\n\nPresident\n\nDaniel P. MacMillan, Director, Department of Child-\n\nVice-President\nSecretary\n\nStudy and Educational Research\nBurchard W. Debusk, University of Oregon\nNellie A. Goodhue, Director, Special Classes\n\nPresident\n\nHatxie Hover Harding, Secretary, Vocational Super-\n\nVice-President\n\nMay L. Cheney, Appointment Secretary, University of\n\nPresident\n\nPortland, Ore.\n\nNew York, N.Y.\nMilwaukee, Wis.\n\nLibrary\nVice-President\n\nSpecial\n\nChicago, 111.\n\nEugene, Ore.\nSeattle, Wash.\n\nSchool Patrons\nvision League\n\nCalifornia\nSecretary. . ^\n\nSarah F. Clarke, Assistant Principal, Eighth Grade\n\nChicago, 111.\nBerkeley, Cal.\n\nScranton, Pa.\n\n"} {"page": 35, "printed_page": null, "text": "I\n\nDEPARTMENT OFFICERS\n\n19\n\nRural and Agricultural\nPresident\n\nWalter H. French, Professor of Agricultural Educa-\n\nVice-President\n\nZora M. Smith, Superintendent of Agricultural Educa-\n\nSecretary\n\nCharles H. Lane, Chief Specialist in Agricultural EduWashington, D.C.\ncation, United States Department of Agriculture.\n\nLansing, Mich.\n\ntion, Michigan Agricultural College\n\ntion, Purdue University\n\nLafayette, Ind.\n\n.\n\n.\n\n.\n\nClassroom Teachers\n\nSecretary\n\nSara H. Fahey, Teacher of English, Seward Park School New York, N.Y.\nCrawfordsville, Ind.\nAnna Willson, Principal of High School\nMary V. Donoghue, Sixth Grade Teacher, Stewart School Chicago, 111.\n\nPresident\n\nHenry M. Leipziger, Supervisor of Lectures, Board of\n\nPresident\nVice-President\n\nPromotion of Wider Use of School Houses\n\nVice-President\nSecretary\n\nNew York, N.Y.\nEducation\nCharles C. Kelso, Director of Social Center, High School Los Angeles, Cal.\nRaymond F. Crist, Deputy Commissioner of Naturalization, Department of Labor\nWashington, D.C.\nEducational Publications\n\nChairman\nSecretary\n\nArthur H. Chamberlain, Editor, Sierra Educational\nNews\nSan Francisco, Cal.\nGeorge E. Towne, Editor, Nebraska Teacher\nLincoln, Nebr.\n\n"} {"page": 36, "printed_page": null, "text": ""} {"page": 37, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\nOF THE\n\nFIFTY-FIFTH ANNUAL MEETING\nOF THE\n\nNATIONAL EDUCATION ASSOCIATION OF\nTHE UNITED STATES\nPORTLAND, ORE., JULY 7-14, 1917\n\nEDUCATIONAL SUNDAY\nIn the Sunday services of the various Portland churches sermons were preacht bearing\non the general problem of education.\nAt 3:00 o'clock, in the City Auditorium, there was a special musical service. Prayer\nwas offered by Rt. Rev. Walter T. Sumner, Bishop of Oregon. Remarks were made by\nRobert J. Aley, president of the University of Maine and president of the National Education Association. Music was fumisht by the Auditorium Orchestra, under the direction\nof Harold Bayley.\nW. H. Boyer conducted the singing.\nHis Grace, Most Reverend A, Christie, Archbishop of Oregon, held a reception for\nvisitors to the National Education Association convention on Sunday afternoon at 4:00\no'clock, immediately following the service at the Auditorium, at St. Mary's Academy and\nCollege, Fourth and Market streets.\n\nFIRST DAY'S PROCEEDINGS\nOPENING SESSION Monday Afternoon, July 9, 2:00 o'clock\nThe Fifty-fifth Annual Convention of the National Education Association was\nopened in the City Auditorium, Portland, Ore., at 2:00 p.m. on July 9.\nVice-President David B. Johnson, of Winthrop Normal and Industrial College,\nRock Hill, S.C., presided at the opening of the session.\nThe program was opened by the rendering of \"The Beautiful Willamette,\" by the\nTriole Singers.\n\nScripture reading by Minnie Richards Blanc, College of Speech Arts, Denver, Colo.,\n\nfollowed the music.\n\nThe addresses of welcome were given by: George L. Baker, mayor, Portland, Ore.;\nL. R. Alderman, superintendent of schools, Portland, Ore.;\n\nW. T. Foster, president,\n\nReed College, Portland, Ore.\n\nA response to the addresses of welcome was made by C. A. Duniway, president. University of Wyoming, Laramie, Wyo.\n\nFollowing the addresses of welcome and response, Vice-President Johnson introduced\nRobert J. Aley, president, University of Maine, Orono, Me., president of the National\nEducation Association, and transferred to him the conduct of the convention.\nPresident Aley then delivered the presidential address, which was entitled \" Cooperation in Education.\"\n\n21\n\n"} {"page": 38, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n22\n\n\"The Imperative Necessity of a Food-Conservation Program\" was the title of an\naddress given by Charles R. Van Hise, president, University of Wisconsin, Madison, Wis.\nAn address by James Withycombe, governor of Oregon, Salem, Ore., followed.\n\nThe following committees were announst by President Aley:\nCOMMITTEE ON RESOLUTIONS\nJ.\n\nW. Crabtree, of Wisconsin, Chairman\n\nF. L. Keeler, of Michigan\n\nW. M. Davidson, of Pennsylvania\nE. O. Holland, of Washington\nM. H. Stuart, of Indianapolis\nE. E. Bass, of Mississippi\nSusan M. Dorsey, of California\n\nFrancis G. Blair, of Illinois\nP. L. Campbell, of Oregon\nJosephine Corliss Preston, of Washington\nMary C. C. Bradford, of Colorado\nC. A. Duniway, of Wyoming\nA. C. Barker, of California\n\nCOMMITTEE ON NECROLOGY\nJ. Stanley Brown, of Illinois, Chairman\n\nFrank Strong, of Kansas\n\nCharles S. Foos, of Pennsylvania\n\nFollowing the announcements, the convention adjourned to Monday evening, the\nactive members of the Association reassembling by states at 5:30 p.m., at the places\ndesignated at Hotel Multnomah, for the election of members of the nominating committee.\n\nSECOND SESSION—Monday Evening, July 9, 7:00 o'clock\nPreceding the addresses of the evening, the following musical program was given:\n\n\"The Legends of Seaside.\"\n\nA song cycle for women's chorus and soli. Music by Emil Enna, words by Virginia\nDrake. A typical American composition. The story is pertaining to legends and true\nhappenings on the Pacific Coast.\nOctet\n\nParticipants\n*\n\nEmil Enna, Conductor\nGoldie Peterson, Soprano\nKatherine Brandes, Contralto\nAnne Mathison, Contralto\nMrs. Percy W. Lewis, Reader\nAlbert S. Brown, Tenor\nand the\nMonday Musical Club Chorus\n\nAdel Bamickel\n\nLaura Korell\nMabelle Holmes\nFlorence Gilmore\nKatherine Brandes\n\nAnne Mathison\nAnna Bergstrom\nGarcie Byars\n\nprogram\nSong of the Sea\n\nChorus\nSoprano Solo\nAlto and Chorus\nSoprano and Tenor\n\nThe Sea Gull\nThe Fire Fly's Lullaby\nThe Sea Shell's Secret\n\nThe Legend of the Kinnie-Kinnie\n\nAlto and Octett\n\nSoprano Solo\nTenor, Soprano, and Chorus\nContralto and Chorus\nRecitation and Piano\n\nThe Song of the Star Fish\nThe Song of Neptune\nSweet and Low\n\nTo Tillamook Head\nThe Fisherman's Song\nSacajawea's Lullaby\nThree Graves at Seaside\n\nTenor Solo\nSoprano Solo\nTenor and Chorus\n\nFollowing the musical program, the meeting was called to order by President Aley,\n\nand the following addresses given:\n\"The Press and Preparedness\"\n\n—E. B. Piper, editor The Oregonian, Portland, Ore.\n\n\"How the Public School Can Foster the American Ideal of Patriotism\" — Sara H.\nFahey, Seward Park School, New York, N.Y.\n\"The Normal School as an Agency for Teaching Patriotism\"\npresident, Normal School, Monmouth, Ore.\n\"Newsboy Service An Opportunity for Educational\nAnna Y. Reed, Seattle, Wash.\n\n—\n\n—\n\n^J.\n\nH. Ackerman,\n\nand Vocational Service\"\n\n"} {"page": 39, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\n\n2^\n\nSECOND DAY'S PROCEEDINGS\nTHIRD SESSION\n\nTuesday Afternoon, July io, 2:00 o'clock\n\nPreceding the addresses of the afternoon, music was fumisht by the High School\nOrchestra.\n\nFollowing the musical program, the meeting was called to order by President Aley,\nand the following addresses given:\n\"Women and Preparedness: Their Part in National Life, Especially in Time of War'\n—Josephine Corliss Preston, State Superintendent of Public Instruction, Olympia, Wash*\n\"Preparedness. A Veneer or a Fundamental: Which Will Our Schools Give Our\nChildren?\" Mrs. Alexander Thompson, member, Oregon Legislative Assembly, The\n\n—\n\nDalles, Ore.\n\n—Ella Flagg Young, Chicago,\n—Anna Laura Force,\nLincoln School, Denver, Colo.\n\"Shall This Country Economize\nor against\nChildren \" —Julia C. Lathrop,\nChildren's Bureau, Department\nLabor, Washington, D.C.\n\"American Education and the Inner Life\"\n\n111.\n\n\"The Public School, the Laboratory for Citizenship\"\n\nprincipal,\n\nfor\n\nIts\n\n?\n\nchief,\n\nof\n\nDuring this program the Belgian special mission to the United States was introThe party consisted of Baron Moncheur, chief of the Belgian special mission;\nLieu tenant-General Leclercq, chief of the Belgian military mission to the United States;\nMajor Osterrieth, First Regiment of Guides, Belgian army; Mr. Hugh Gibson, Department of State; Captain T. C. Cook, U.S.A., military aide to General Leclercq, and James\n\nduced.\n\nG. Whiteley, of the Belgian Legation.\n\nA short address of welcome was given by President Aley and responded to by Baron\nMoncheur and Lieutenant-General Leclercq.\n\nTHIRD DAY'S PROCEEDINGS\nFOURTH SESSION—Wednesday Evening, July ii, 7:00 o'clock\nPreliminary to the evening program, W. C. McBride, Portland, Ore., gave an illustrated lecture on \"Mesa Verde National Park.\"\n\nUnder the direction of A. J. Gantvoort, president, Department of Music Education,\nmembers of that department sang the following song (the audience joining in the chorus),\nwhich was written by Upton Sinclair.\n\nCanning the Kaiser\n(Tune: \"Marching through Georgia\")\n\n—\n\nNews despatch London, June 30: The newspapers declare today that the American\nand marines have already found a slogan, which is, \"Can the Kaiser!\" The\nBritish are much puzzled by the ability of the Americans to invent new slang, and the\npapers explain that the word \"can\" is used in the sense of hermetically sealing the Kaiser\nto prevent his further activity.\nsoldiers\n\nBring the good old bugle, boys, we'll sing another song.\nSing it with a spirit that will move the world along.\nSing it as we need to sing it, half a million strong\nWhile we are canning the Kaiser.\n\nChorus\nOh, Bill! Oh, Bill! We're on the job today!\nOh, Bill! Oh, Bill! We'll seal you so you'll stay!\nWe'll put you up with ginger in the good old Yankee way\nWhile we are canning the Kaiser.\n\nHear the song we're singing on the shining roads of France\nHear the Tommies cheering, and see the Poilus prance;\nAfricanders and Kanucks and Scots without their pants\nWhile we are canning the Kaiser. (Chorus.)\n\n•\n\n"} {"page": 40, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni4\n\nBring the guns from Bethlehem, by way of old New York;\nBring the beans from Boston, and don't leave out the pork;\nBring a load of soda-pop, and pull the grape-juice cork\n\nWhile we are cannmg the Kaiser.\n\n(Chorus.)\n\nCome, you men from Dixieland, you lumber-jacks of Maine;\nCome you Texas cowboys, and you farmers of the plain;\nFrom Florida to Oregon, we boast the Yankee strain\nWhile we are caiming the Kaiser. (Chorus.)\n\nNow we've started on the job, we mean to put it through;\nShip the kings and kaisers all, and make the world anew;\nClear the way for common folk, for men like me and you\nWhile we are canning the Kaiser. (Chorus.)\n\nAt the close of the song. President Aley called the meeting to order, and the following\naddresses were given:\n\n—\n\n\"The War Danger to Children\" Kate Devereaux Blake, principal. Public School\nNo. 6, New York, N.Y.\n\"Maintenance of Standards in All Schools as a Necessary Element of Preparedness\"\nF. E. Bolton, dean. College of Education, University of Washington, Seattle, Wash.\n\"Social Hygiene in Relation to National Defense\" N. F. Coleman, professor of\nEnglish, Reed College, Portland, Ore.\n\"Art-Teaching and the Nation's Service\" Arthur W. Dow, professor of Fine Arts,\nTeachers' College, Columbia University, New York, N.Y.\nAt the close of the program, President Aley announst the following Committee on\n\n—\n\n—\n\nNominations:\n\nCommittee on Nominations\nA. M. Matthews\nJames A. Davis\nGeorge B. Cook\nC. H. Covell\nJ. G. Crabbe\n\nKatherine M. Cook\nS. Phillips\n\nEthel Redfield\nW. S. Booth\nHorace Ellis\nZ. C. Thornburg\n\nJohn R. Kirk, of Missouri, Chairman\nTheodora Richardson. .New Hampshire\nAlaska\nNew Nexico\nArizona\nJohn V. Conway\nNew York\nKate D. Blake\nArkansas\nNorth Dakota\nArthur Deamer\nCalifornia\nOhio\nA. J. Gantvoort\nColorado\nOklahoma\nDist. of Columbia Charles B. Smith\nOregon\nSamuel C. May\nFlorida\nIdaho\n\nWalter W. Haviland.\n\nIllinois\n\nD. B. Johnson\nCharles H. Lugo\n\nIndiana\n\nIowa\nKansas\nMaine\n\nA. A. Kincannon\nE. R. Bentley\nE. A. Smith\nC. C. Bras\n\n.\n\n.\n\nPennsylvania\nSouth Carolina\nSouth Dakota\nTennessee\nTexas\n\nR. P. Willis\nMargaret E. Brann\nF. A. FiTZPATRiCK\nBessie P. Miller\nR. J. Cunningham\n\nMassachusetts\nMinnesota\n\nJ.\n\nMontana\n\nH. A. Schofield\n\nWisconsin\n\nGeorge L. Towne\n\nNebraska\n\nJ. E.\n\nBurch\n\nWyoming\n\nG. F. James\n\nNevada\n\nFrank Marsh\n\nUtah\nWashmgton\nWest Virgmia\n\nFOURTH DAY'S PROCEEDINGS\nFIFTH SESSION—Thursday Evening, July 12, 7:00 o'clock\nPreliminary to the regular program, the Circuit Court of the State of Oregon for\n\nMultnomah County was in session for the purpose of final hearings on petitions for\nnaturalization and administration of oath of allegiance.\n\nJohn P. Kavanaugh, presiding judge.\n\nThomas M. Hurlburt, sheriff of Multnomah County; Joseph W. Beveridge,\nJohn B. Easter, deputy clerk, and Samuel W. Poole, bailiff.\n\nPresent:\nclerk;\n\nThe court was opened in due form by the sheriff.\n\nFive petitioners and their witnesses\n\nwere sworn by the clerk and questioned under the direction of the court as to their qualifications by Naturalization Examiner Henry B. Hazard, Portland, Ore., representing the\n\nUnited States Bureau of Naturalization.\n\nThese petitioners were students of the public\n\n"} {"page": 41, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\n\n25\n\nnight schools of Portland, Ore., in which they had been trained for their citizenship\nduties and responsibilities under the supervision of L. R. Alderman, superintendent of\nschools, and John C. Veatch, supervisor of night schools.\n\nThe court admitted the peti-\n\ntioners as citizens upon their qualifying, also 136 other petitioners of various nationalities\n\nwho were present and who had previously past their examinations before the court,\nsubject to taking the oath of allegiance.\n\nTheir wives and minor foreign-bom children,\n\npresent, derived citizenship thru the naturalization of husband and father.\n\nThis hearing\n\nwas made possible thru the desire of the court to aid the Bureau of Naturalization and the\npublic-school authorities in the cooperative work for the better preparation of the prospective citizens.\n\nFollowing the examination, James F. Ewing, vice-president, Oregon Society, Sons of\nthe American Revolution, Portland, Ore., presented American flags to applicants for\n\nJohn P. Kavanaugh, presiding judge, gave an address to the applicants.\n\ncitizenship.\n\nAll of the petitioners renounst allegiance to foreign sovereignties and took the oath of\n\nallegiance to the United States, after which the audience and the petitioners, led by W. H.\n\nBoyer, of Portland, Ore., joined in singing \"America\" and the \"Star Spangled Banner.\"\n\nAt the close of the singing, President Aley called the meeting to order, and the following\naddresses were given:\n\n—\n\n\"Cost of the Inadequate Night School\" Caroline Hedger, Americanization Committee Worker, Chicago, 111.\n\"Religious Education as a Means of National Preparedness\" Charles E. Rugh,\nSchool of Education, University of California, Berkeley, Cal.\n\n—\n\nAddress, E. O. Holland, president. State College of Washington, Pullman, Wash.\n\nAt the close of the addresses, Hugh McStay, San Francisco, Cal., gave an illustrated\nlecture on \"Yosemite, the Incomparable.\"\n\nFIFTH DAY'S PROCEEDINGS\nSIXTH SESSION\n\nFriday Afternoon, July 13, 2:00 o'clock\n\nA special program was provided as follows:\n\"Life in\n\nWar-Time France\"\n\n(Illustrated)\n\nSchool, Oakland, Cal.\n\n—\n\n—Ruberta Tanquarry, Technical High\n\n\"Beauties of Hawaii\" (Illustrated) Fred J. Halton, San Francisco, Cal.\n\"Legends and Languages of Oregon Indians\" ^J. D. Lee, Portland, Ore.\n\n—\n\nSEVENTH SESSION—Friday Evening, July 13, 7:00 o'clock\nPreliminary to the regular program, an illustrated lecture on \"Oregon Wild Life\"\nwas given by William Finley, of Portland, Ore.\n\nFollowing the lecture. President Aley called the meeting to order, and the following\naddresses were given\n\n\"Education and the World War\"\nlege, Corvallis, Ore.\n\n—W.\n\nJ.\n\nKerr, president, Oregon Agricultural Col-\n\n—\n—\n\n\"The University and the Nation's Ideals\" P. L. Campbell, president, University of\nOregon, Eugene, Ore.\n\"National Education and World Polity\" E. O. Sisson, state commissioner of\neducation, Boise, Idaho.\nPresident Aley presented the president-elect, Mary C. C. Bradford, state superintend-\n\nent of public instruction, Denver, Colorado, who spoke as follows:\nI feel that the challenge of the present hour is more insistent and fundamental than\nhas been heard by the world or the Association for many decades. The world crisis means\nthe testing of democratic institutions as the product of democratic education. The\ngreat experiment in human brotherhood, called \"United States of America,\" can only\nsurvive in spirit and in truth if all the children of all the people are afforded the enrichment, discipline, and stimulus of a vital, potent, character-building education.\nEurope is suffering today from a war caused by a perfectly organized educational\nsystem based upon absolutely false educational and sociological ideals. To turn the tide\n\nL\n\n"} {"page": 42, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n26\n\nof war in favor of the peoples whose educational system has taught respect for the individual, the sanctity of human life, equal and free opportunities for all, has become our\ngreat task. And in this mighty effort to win the war that shall end wars, the schools must\nplay their part. \"The last line of defense,\" as President Wilson has called the educational\norganization of the country, must be kept intact, ready for all the varied forms of service\nthat the world's struggle must necessarily impose upon each unit of our life. But fully\nas imperative as this is the task of so deepening, broadening, and strengthening our educational vision and vitalizing our educational administration that the rebuilding of civilization, after the war-storm shall have past, may receive its crowning contribution from\n\nthe school world.\nTo save civilization thru the agency of the United States, a nation which is largely\nthe product of the public schools, is the task of the present. To rebuild civilization across\nthe sea in a fairer form and on a more enduring basis, is the mission of the future. Neither\nof these duties can be fulfilled unless we, the school people of the United States, realize\nour responsibility, dedicate ourselves to the work, assume the burden, and answer the\ncall of the God of Nations with a glad response and the triumphant achievement of willing\nservice.\n\nLet us, the National Education Association, as the composite interpretation of the\neducational thot and life of the country, offer ourselves to the President of the United\nStates as a unit in the army of soldiers of the common good, to be used by him as the\ndeveloping needs of our present mighty struggle may indicate, to the end that we may help\nto \"come true\" the mighty dream of human brotherhood thrown upon the screen of history when this nation was born.\nLet us each say in our hearts, with our lips, and in our lives: \"Lord God of Nations,\nhere am I, what wouldst thou have me to do?\"\nAfter brief remarks of thanks and appreciation, President Aley announst the adjourn-\n\nment of the Convention.\nD. W. Springer, Secretary\n\nREPORT OF THE COMMITTEE ON RESOLUTIONS\nThe members of this Association express their grateful appreciation to the Committee\non Arrangements, under the leadership of Superintendent L. R. Alderman, and O. M.\nPlummer, of the Portland Board of Education, for the extensive measures taken for the\nsuccess of this meeting; to the local press and to the representatives of the Associated Press\nand of the United Press, for complete and reliable reports of our meetings and encouraging\nand valuable editorial comments on educational' topics; to the special committees on\nentertainment, to the teachers, to the Board of Education, to the city officials, and to the\ncitizens of Portland, for the royal welcome and the whole-souled generous hospitality\naccorded to this Association.\n\nDECLARATION OF PRINCIPLES\nThe National Education Association, assembled in annual convention in the city of\nPortland under unprecedented conditions of world- war, recognizes that the first duty of the\nhour is whole-hearted national loyalty. Our supreme wish is to give the fullest measure of\nservice for the sacred cause of our country and our allies, in defense of democracy and\nrighteousness.\n\nWe pledge to President Wilson and the national administration, and to governors and\nother authorities of our respective states, that we will conduct all educational affairs committed to our care in this spirit, putting aside for the present the consideration of all other\nquestions, however important.\nWe rejoice that the young men and young women of our country have manifested\nsuch a splendid spirit of patriotic devotion to the national cause. The records of our\nsecondary schools, colleges, and universities give proof that the American educational\nsystem has not failed to inculcate the spirit of patriotism. We are proud of the work that\nour young people are doing in army, navy, training camps, hospitals, and Red Cross\nservice.\n\nRealizing that this is not to be a war of a few months, that victory is to be won not so\nmuch by individual valor as by organization and full use of the resources of the nation,\n\nwe are convinst that the educational system miist be maintained in the highest possible\nstate of efficiency.\nAll are agreed that standards in the elementary, secondary, and industrial schools rnust not be allowed to deteriorate during this crisis, but, if possible, must be\nimproved. Likewise, collegiate and professional education must be encouraged and\n\n"} {"page": 43, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\n\n27\n\nfurther developt, because one of the greatest needs of the country, both in war and in\nperiods of national reconstruction, is trained leadership.\nIn this spirit we recommend to all who are responsible for educational organization\nand administration that they survey present conditions and evaluate the work being done,\nRevision of\nin order that the greatest possible efficiency may be immediately secured.\ncourses of study, im{)rovement of methods of instruction, alterations in the lengths and\ndates of school terms, shortening of vacations and holidays, adaptations of school days\nwith provision for part-time work, the maintenance of continuation schools, the wider use\nof school plants, prompt organization and further development of industrial and other\nforms of vocational work all these matters should receive immediate attention and\n\n—\n\nprompt action.\nPhysical education, including medical inspection for all children in all schools, should\nbe workt out wisely and emphasized as never before.\nIn technical institutions, colleges, and universities, where young men are of suitable\nage, we recommend that the government give every encouragement to genuine military\ntraining,\n\nample in scope and practical in character.\n\nThe nation needs the benefits of genuine thrift and conservation of all resources. To\nthis end we recommend that all schools and institutions make definite provision for the\nteaching of these practical virtues. We recommend that the existing extension departments of our land-grant colleges, normal schools, and other institutions be strengthened in\norder that their advantages may be brought to all people.\nWe reaffirm the previous recommendations of this Association on the justice and educational value of manhood and womanhood suffrage; the establishment of a national\nuniversity; the creation of a national department of education under the direction of a\nsecretary of education; the protection of teachers and institutions from designing partisanship; and the maintenance of improved standards of salaries commensurate with conditions of living.\n\nWe urge that patriotism be taught by every teacher of whatever grade, by methods\nadapted to the mental and spiritual life of pupils, whether this be by heroic story, by song,\nbiography\nand history, by social ethics, or by a revised and vitalized civics.\nby\nWe ask the cooperation of the National Council of Defense, state councils of defense,\ngovernors, superintendents, and all school officers, in order that these recommendations\nmay be put into practice in the shortest possible time and in the wisest possible way.\nFinally, as President Wilson has given us the vision, we ask the blessing of God upon\nthe cause of the nations in alliance to save the world from militarism and autocracy, and\nwe pledge again that we will work with entire devotion for the establishment of triumphant\npeace after victory, a peace to be administered by a \"Veritable League of Honor,\" an\ninclusive league of nations, founded upon the principle of national loyalty extended into\nworld citizenship.\nJ.\n\nW. Crabtree, president, State Normal School, River Falls, Wis., Chairman.\n\nF. L. Keeler, state supermtendent of public instruction, Lansing, Mich.\nW. M. Davidson, superintendent of schools, Pittsburgh, Pa.\nE. O. Holland, president, State College, Pullman, Wash.\nM. H. Stuart, principal, Technical High School, Indianapolis, Ind.\nE. E. Bass, superintendent of schools, Greenville, Miss.\nSusan M. Dorsey, assistant superintendent of schools, Los Angeles, Cal.\nFrancis G. Blair, state superintendent of public instruction, Springfield, 111.\nP. L. Campbell, president, University of Oregon, Eugene, Ore.\nJosephine Corliss Preston, stat6 superintendent of public instruction,\n\nOlympia, Wash.\n\nMary C. C. Bradford, state superintendent of public instruction, Denver,\nColo.\n\nC. A. DuNiWAY, president, university of Wyoming, Laramie, Wyo.\nA. C. Barker, superintendent of schools, Oakland, Cal.\n\n"} {"page": 44, "printed_page": null, "text": ""} {"page": 45, "printed_page": null, "text": "GENERAL SESSIONS OF THE ASSOCIATION\nADDRESSES OF WELCOME\nI.\n\nL. R.\n\nALDERMAN, SUPERINTENDENT, CITY SCHOOLS, PORTLAND, ORE.\n\nIt is not very long since this\n\nwas a land of pioneers.\n\nDo you know that\n\nthe Oregon pioneers made the greatest overland pilgrimage ever made by\n\nany pioneers in the world?\n\nThe pioneers came and settled in this vast\nThe social hunger they felt\n\nland, and their homesteads were far apart.\n\nmade them give whoever came a welcome that was real and not perfunctory.\nWhen a new immigration came from \" the\n\nIt was a welcome from the heart.\n\nstates,\" the news spread to all parts of the country, and each family vied\n\nwith the other in giving the newcomers a hearty welcome.\n\nWhen our states\n\nout here were territories, we used to speak of the East as \"the states.\"\n\nYou have come from \"the states\" to this state at the end of the Oregon\ntrail.\nAnd you are finding that this habit of being glad to see folks has\npersisted among us to some considerable degree. We hope it will always\ncontinue. Today we are giving you a real pioneer welcome to our hearts\nas well as to our country, city, and homes.\n\nWe are glad to see you. We are glad to see anybody, but we are espe-\n\n—\n\n—\n\nwell it's you! Just think who you are\nYou are the educators of the United States. There is no other gathering\nin the world that has as much influence in affecting the world as the National\ncially glad to see you, because\n\nOut of this great gathering will come\n\nEducation Association of America.\n\na better understanding of our problems.\n\nI believe that under your influence\n\nwe shall have new hopes for our schools.\nOur war-time motto has been, \"School as usual.\" I believe it must\ngive way to the saying, \"School as unusual.\" While the nation is at war\nwe need better schools, and when peace returns we shall need still better\nschools.\n\nFor service in the great war we are now conscripting the young men of\nthe nation, and in a certain sense are conscripting the wealth of the nation.\n\nFor our schools, too, we must conscript talent, labor, and wealth, so that\nwe may have more talent, more wealth, and more effective labor.\n\nFrom the talent that has been conscripted for our service in the twentyone departments and the general meetings of this great convention we are\nto get new conceptions of our problems and many valuable ideas and plans\nfor doing better work.\n\nWe want to prevent waste—the waste of human\n\ntalent caused by lack of development.\n\nAt the present time, in Portland, we\n\nare sending about 70 per cent of all our grammar-school graduates into the\n\nhigh schools, and we have seen our high schools in the past four years double\n29\n\n"} {"page": 46, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n30\n\n[General\n\nin number and in attendance, and we have been gratified.\n\nthe 30 per cent that did not go to high school ?\n\nBut what about\nIn many cases these young\n\npeople had parents dependent upon them. In order to reach them we must\nestablish some form of continuation school. Their problem is one of those\nthat you will help us to solve.\n\nThere are a few features of the Portland schools that I should like to call\nto your notice.\n\nBecause we believe that after all is said and done the biggest factor in\neducation is the teaching, we have tried to increase, and have wonderfully\nincreast, the influence of the teacher by having her continue longer with her\n\npupils than a single term or year.\n\nWe have a variant of the Gary plan,\n\nwhich we call the two-group plan, whereby we have specialists teaching all\nthe special subjects, and yet have a \" mother- teacher \" to teach the major\"\nsubjects and to be the children's adviser.\n\nWe have tried to connect closely the schools and homes, so that the\nteacher may be in effect a third parent and so that the parent may realize\n\nthat to be a real parent he or she must also be, especially in the practical\narts,\n\na teacher.\n\nIn order to make our schools fit all grades of talent we\n\nhave woven into all of them a great deal of industrial education, and we\nhave special trade schools. That we might have more money for teaching, and in the conviction that neither machinery nor buildings are the\nmost important factors in education, we are trying a new and economical type of building,\n\nthe one-story building, to which\n\nwe invite your\n\nattention.\n\nWe want you to notice our school gardens and our home gardens. We\nwant you to get a glimpse of the wholesome, friendly, home-loving spirit\nthat is behind the beauty of our beautiful Portland.\n\nWILLIAM T. FOSTER, PRESIDENT OF REED COLLEGE, PORTLAND, ORE.\nThis should become a day memorable in the history of Portland, memorable in the history of the National Education Association\n\n—the day upon\n\nwhich we welcome the teachers of the nation in this, the first year of our\nentrance into the world war.\nThis convention is fittingly dedicated to conservation, patriotism,\nand nationalism; for the school the only agency of society that reaches\n\n—\n\nvirtually all those\n\nwho are to become the next generation\n\n—\n\n^has\n\nthereby\n\nundertaken a special responsibility for the conservation of national ideals.\n\nThe school is patriotic in so far as it meets this obligation.\nThe dominant theme of this convention, therefore, is fixt by world\nevents. We could not escape it if we would. Our new and controlling\nproblem is how to use this war to clarify our vision and intensify our national\npurposes.\n\n—\n\nWar which elsewhere breeds brutality, bigotry, cupidity, race-\n\nhatred, intolerance\n\n—must in our schools and colleges be interpreted to\n\n"} {"page": 47, "printed_page": null, "text": "Sessions]\n\nADDRESSES OF WELCOME\n\ndevelop catholicity of\n\nspirit,\n\n3I\n\nhuman sympathy, sacrificial devotion to\n\nconvictions, and passion for truth and for justice.\n\nYe who are kicking against Fate,\nTell me how it is that on this hillside,\nRunning down to the river,\nWhich fronts the sun and the south wind,\nThis plant draws from the air and soil\nPoison and becomes poison ivy ?\n\nAnd this plant draws from the same air and soil\nSweet elixirs and colors and becomes arbutus ?\n\nAnd both flourish ?\nYou may blame Spoon River for what it is,\nBut whom do you blame for the will in you\nThat feeds itself and makes you dock weed,\nJimpson, dandelion, or mullen,\n\nAnd which can never use any soil or air\nSo as to make you jessamine or wistaria ?\n\n—\n\nThe dominant question before our schools and colleges today and\nmost important question before us this week is how the\nblood-stained soil and poisoned air of this war can be made to bring forth\n\n—\n\ntherefore the\n\nthe finest flowers of the human spirit.\n\n\"America,\" says Henri Lafontaine,\n\nBelgian statesman, \"America has to liberate Europe from its burdens, its\nprejudices, its hatreds.\n\nIt is your duty, it is your highest duty, to reconcile\n\noutside your borders the people you have reconciled within your borders.\n\nFor indeed the American people .... is the elect people which can alone\ntransform all of the peoples of the earth into a family of nations\n\n—a brother-\n\nhood of men.\"\nThis is a duty worthy of our best national traditions, but one we can\nnever perform if, with the battles of Europe, we also take over its prejudices\n\nand its hatreds.\n\nThe war thrusts upon the nation the need of burnishing\n\nThere is always danger, thru the bitterness\nand sacrifice of conflict, of falling to lower planes of doing violence to the\nvery ideals we started out to exalt and defend. Armies and navies and\naeroplanes alone cannot make the world safe for truth; and the world\ncannot be safe for democracy until it is safe for truth. Democracy is a\nbody of ideals. Its last citadel of refuge from the enemy therefore must\nbe an institution dedicated to the conservation of ideals. Such an instituideals as well as armaments.\n\n—\n\ntion is the school.\n\nThousands of the noblest young men of America are now on their way\nfrom the universities to the front trenches of the fight for ideals. We\nare giving the best we have.\n\nSome of them will never return.\n\nThat will\n\nbe a loss beyond the power of imagination; but it will be a greater tragedy\nif,\n\nwhile they are dying at the front, we who are intrusted at home with the\n\nconservation of national ideals fail to do our part.\n\nWe shall fail unless\n\n—\n\nwe make our schools and universities safe places for continuing even under\nstress of war-=-to inculcate the principles for which we went to war.\nFor\n\n"} {"page": 48, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n32\n\n(General\n\nwhat shall it profit us if we gain the whole world for democracy and thereby\nlose the soul of democracy ?\n\nWe have declared again and again by the most solemn official utterances\nthat we have undertaken a war for freedom, freedom from tyranny, freedom\nfrom autocratic power, freedom of the seas, freedom to the seas, freedom\nof small nations to live their lives without fear of subjugation, freedom from\n\ninjury without due process of law, freedom in the pursuit of truth.\n\nWe\n\nhave declared that our purposes are humanitarian, free from the suspicion of\nselfishness; that we ask no indemnities, no spoils of war, no conquest of\nland, no monopolies of trade; in short, that we ask nothing for ourselves\n\nthat we do not ask for all mankind.\n\nIt is the function of the school, as the\n\nmust therefore be the central purpose of this\nconvention to which we welcome you today, in the first flush of our entrance\nconservator of ideals;\n\nit\n\ninto the war, to keep the vision of these, our noblest national aspirations,\n\nunblurred; for where there is no such vision, the people perish.\n\nPAPERS AND DISCUSSIONS\nPRESIDENTS ADDRESS\nCOOPERATION IN EDUCATION\nROBERT J. ALEY, PRESIDENT, UNIVERSITY OF MAINE, ORONO\nThese are strange and startling times.\n\nThe old world of peace, class\n\nconservatism, self-satisfaction, and clashing nationalities is passing thru a\n\ndeath struggle.\n\nOut of this mighty contest there must come a new world\n\na world of enduring peace, broad liberalism, and patriotic internationalism.\nThis great association has never held a meeting when national and\nworld conditions were as they are now. Our country for the first time in her\nhistory is part of a world conflict.\n\nWe joined the Allies because of our\n\nlove of liberty, our faith in mankind, our desire to see justice given to the\nopprest,\n\nand our willingness to fight\n\nbrotherhood.\n\nfor\n\nthe establishment of a world\n\nWe are a united people, overflowing with a new spirit of\n\npatriotism, and ready to make all the sacrifices that may be demanded of us.\n\nThe principles upon which our government rests have stood the test of time.\nWe have an abiding faith that these principles are permanent. Democracy rests upon them. The world struggle is between democracy and\nautocracy.\n\nCivilization cannot longer exist, half democratic\n\nautocratic.\n\nThis world war must decide the\n\nissue.\n\nand\n\nhalf\n\nUnless democracy\n\nwins, all the struggles and sacrifices of the past have been in vain.\n\nLast August Congress establisht the Council for National Defense.\nthe United States to appoint an\n\nIt also authorized the President of\n\nadvisory commission to the council.\n\nOne of the seven members of the\n\n"} {"page": 49, "printed_page": null, "text": "PRESIDENTS ADDRESS\n\nSessions]\n\n33\n\nadvisory commission is Dr. HoUis Godfrey, president of Drexel Institute,\nPhiladelphia.\n\nHe is chairman of engineering and education.\n\nBy the\n\nterms of the Federal Act this gives official recognition to education as a\nnational resource. It is significant that this is the first time that education\nhas been so recognized.\n\nWe have a right to rejoice in, and be proud of,\n\nthis recognition.\n\nChairman Godfrey by conferences with the representatives of higher\neducation and thru committees representing the various college and uni-\n\nmuch to unify and harmonize\nThe colleges and universities have been made aware of what is expected of them and how they\nversity organizations has already done\n\nthe work of our institutions of higher learning.\n\ncan best serve the nation in her hour of great need.\n\nDr. Godfrey recently\n\nheld an important conference with representatives of secondary schools\nfor the purpose of making plans and suggestions by which these schools\n\nmay be able to render a larger service, not only to young people of highschool age, but also to adults.\n\nIt is expected that a conference representing\n\nelementary education will soon be held.\n\nAs teachers, we certainly appreci-\n\nate the confidence of the government in our work, and the efforts to help\n\nus make our work of greater value.\n\nWe need not make new pledges. We\n\nsimply renew the pledges that our work of the past has verified and offer\nourselves unreservedly for the great work ahead of us.\nall\n\nWe cheerfully lay\n\nwe have upon the altar of our country.\nWar demands the best. It gets the best, because those who have had\n\ngreatest advantages appreciate their country most and are the first to offer\n\nthemselves for service.\n\nOur Allies, because of conditions which they could\n\nnot control, due to the suddenness with which the war opened, were compelled to sacrifice\n\nmany men who ought to be leaders now.\n\nThe com-\n\nmissions from the Allies that have recently visited our country have been\ninsistent in urging the importance of proper selection\n\nof men.\n\nand conservation\n\nIt is of supreme importance that every man be put where he can\n\nrender the greatest service.\n\nIn this important selective process the school\n\ncan take a most valuable part.\nIf this war is to continue for a number of years, as it seems probable\n\n—\n—not only continue the pace of normal\n\nthat it will, it is incumbent upon this country to see that the schools\n\nmentary, secondary, and higher\ntimes, but,\n\nif\n\npossible, increase that pace.\n\nele-\n\nOrganized education must\n\nmen and women. In addition,\nit must speed up its machinery and produce men and women specially\ncontinue to produce broadly educated\n\nprepared to handle the difficult and complex problems of the Great War.\n\nWe must have the first to conserve our civilization and to help in the\nWe must have the second so that\n\nrehabilitation of the world after the war.\n\nthe victory may come more speedily.\n\nIt is also essential that organized\n\neducation do more than heretofore to disseminate knowledge and to teach\nthose beyond school age how to produce more and how to conserve it better.\n\n"} {"page": 50, "printed_page": null, "text": "34\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nNo one can prophesy all the results of this world war. One result is\nOld things will have past away. New things\n\ncertain—a changed world.\n\nThey will require care, management, and direction.\nThe changing conditions of the present and the greater changes that the\nfuture will bring make it necessary to review and revise our notions of education.\nWe may also need to change the measure by which we have deterwill be on the stage.\n\nmined the educated man.\nOur Allies, England, France, and the others, have found by experience\nthat every type of knowledge, skill, and culture that the various forms of\neducation have produced is needed. More than that, they have been\ncompelled to develop new types of education and new forms of skill to meet\nthe immediate necessities of the war. Our experience is sure to be similar.\nThe democracy of this country has produced a multitude of schools of\nIn this crisis we need the hearty and united\ndifferent aims and ideals.\nservice of all the men and women produced by all these schools. This is not\nthe time to interfere with progress by criticizing any worker because his\nknowledge and skill came from a school and by a method different from ours.\nWhat is education? It is that practical, intellectual, and spiritual\nresult that comes from individual and organized effort to conserve all that\nthe world has found necessary and useful, to transmit the same to others,\nto enlarge the field of that which is worthy to be transmitted, and to assist\nthe folk in applying knowledge skilfully and accurately to the affairs of life.\nWho is the educated man? That man is educated, or at least has\neducation, who sees the affairs of life clearly, who thinks straight enough\nto attack his problems logically, who has skill enough to apply his knowledge\npractically, who knows enough of some form of art to retain a sane idealism\nand who has sufficient realization of his divine origin to keep himself in\nharmony with the laws of God.\nIn the past we have spent much time in trying out the fads and fancies\nWe have argued and discust the strength\nof educational doctrinaires.\nculture and utility, theory and pracdifference,\nlikeness\nand\nand weakness,\nSometimes the convincing logic\ntice, of our various t3^es of education.\n.\n\nof the classicist has persuaded us that the only education of value is that\n\nderived from a long-continued study of the literature, art, and science of\n\nGreece and Rome.\n\nAgain the subtle arguments of the scientist have made\n\nus willing to throw aside the learning of the past and devote ourselves to the\nmaterial studies of the present. Sometimes we have held culture as an ideal\nand have scorned the practical. At other times we have been enamored\nof the practical and have decided that culture is a mere incident that may\nor may not come to the practical man. Occasionally our desire to train the\nindividual for complete living has been so strong that we have forgotten\nthe primal necessities of food and raiment. Then again the trade or vocation has loomed up so large that we have lost sight of the individual and\nfailed to see that he must be larger than his work.\n\n"} {"page": 51, "printed_page": null, "text": "PRESIDENrS ADDRESS\n\nSessions]\n\n35\n\nThese discussions and arguments have been valuable because they have\nThey have, however, fixt us in our opinions,\nstrengthened our conservatism, and unduly emphasized differences. We\nought now to open our minds to new needs, to let go some of our conservatism, and to place a mighty emphasis upon fundamental likenesses.\nIt has been made clear upon the battlefields of Europe that the old and\nthe new, the spiritual and the material, the cultural and the practical, are\nall needed.\nIt has also been made equally clear that all these in their\nfundamental qualities have many and striking resemblances. The poet,\nthe artist, and the story-teller have been of inestimable value both in the\ntrench and back of it. The scientist, abstract and applied, the engineer, the\ninventor, the organizer, the business man, the mechanic, have all alike been\nhelpt us to clarify our notions.\n\nnecessary in devising methods of offense and defense, in increasing production, and in devising better methods of conservation.\n\nAll types of men\n\nhave found places to serve in useful ways. All types of education have\njustified their work.\nThe need of the hour is for more worthy representatives of all the various schools.\n\nAmerican education both nationally and in the states has been largely\nIt has developt along the traditional lines, and\nhas been modified to meet local needs or has been changed because of the\ndominating influence of some strong teachers. In a general way it has\nresponded to the needs of a democracy. Our successes nationally and\nindividually, however, have been due more to the abundance of opportunities and the profusion of resources than to education.\nIn a country\nlike ours, where saving has been unnecessary, keenness of wit and an ability\nto profit by failure have been fairly good substitutes for systematic training and scientific knowledge. The rapid increase of our population, the\nhigher plane of living expected and demanded of our citizens, the increasing complexity of modern life, the calls of our Allies in the present crisis, and\nthe part that we must take at the close of the war in the remaking of the\nworld, all unite to give American education an opportunity and to place\nupon it a great responsibility* It has been weaker than it ought to be\nwithout system or unity.\n\nbecause neither national nor state oflicials have been able to coordinate the\nvarious types and bring\n\nthem into that helpful cooperation that would\n\nproduce good results without undue loss.\n\nIf education accepts its oppor-\n\ntunity and assumes its responsibility, there must be coordination and co-\n\nThere must be also more constructive builders and fewer\nIf the educational boat is to move safely and\nsurely up stream, there must be no one to rock it and no idle passengers.\n\noperation.\n\ncarping destructive critics.\n\nEveryone must do full duty at the oars.\nI think we are ready to announce a constructive program based upon\nthe following statements of belief:\nI.\n\nWe believe that the body of common academic knowledge which the race\n\nhas found fundamental and mcessary should be taught to all the youth of the\n\n"} {"page": 52, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n36\nland.\n\n[General\n\nIt should he increast hy the addition of new knowledge developt in the\n\nprogress of civilization.\n\nOld forms of knowledge that have become obsolete and\n\nuseless should be eliminated.\n\nEvery form of activity, physical, mental, and spiritual, necessary for the\nand progress of the people rests upon knowledge and skill, both of which\nmay and should be the result of organized education. All types of education,\ntherefore, that fit the individual better to do necessary work are worthy of hearty\n2.\n\nlife\n\nrecognition and support.\n3.\n\nWe believe that, since a democracy rests upon the foundation principle of\n\nequal opportunity to all, our education ought to be so organized that individual\n\nambitions and qualities may have ample opportunity for complete realization.\n\nThe age of special education, therefore, should be delayed long enough to reduce\nthe misfits to a minimum and to prevent the formation of a caste system based\n\nupon trade or industry.\n4.\n\nWe believe in the poise that comes from straight thinking, the patriotism\n\nthat comes from an understanding of the principles of a free government, the\n\nreverence for law that comes from the practice of obedience, and the clean and\n\nwholesome living that results from an active faith in God.\n\nAll schools, there-\n\nfore, of whatever grade, general or special, should give much practice in logical\n\nthinking and in drawing necessary conclusions.\n\nThe meaning of our flag\n\nand the principles of our government should be taught so thoroly that in a\ngeneration every American will know and appreciate the soul of this nation.\nObedience based upon understanding and reason should be so much a part of\nschool life that presently we shall be changed from a nation of law breakers to a\nnation of law observers. The wisdom of prophets, seers, and teachers of righteousness should be freely used to make clear the care of an overruling Providence\nand to make sure the faith in an eternal Father.\n5. We believe that, if our nation is to grow, prosper, and be strong, knowlThe schools,\nedge and skill must be thoroly diffused among all the people.\nNight\ntherefore, should be centers for the education and training of adults.\nschools, extension work, correspondence, lectures,\n\nmoving pictures, practical\n\ndemonstrations, and all other available and elective means should be used to\ngive every individual an opportunity to continue to grow and to better his condition.\n6.\n\nWe believe that modern civilization with all its complexities and compe-\n\ntitions can only advance as the circle of human knowledge widens.\n\nBoth state\nand nation, therefore, should spend mu^h larger sums of money in subsidizing\nresearch and encouraging investigation.\n7. We believe that, not only now in the crisis of war, but for all time,\npreparedness, patriotism, conservation, and internationalism are virtues of\n\nsupreme and permanent value and that all the educational forces of the country\nwill unite to make them real in the life of the American people.\n\n"} {"page": 53, "printed_page": null, "text": "Sessions]\n\nNECESSITY OF FOOD-CONSERVATION PROGRAM\n\n$7\n\nTHE IMPERATIVE NECESSITY OF A FOOD-CONSERVATION\nPROGRAM\nCHARLES R. VAN HISE, PRESIDENT OF THE UNIVERSITY OF WISCONSIN,\nMADISON, WIS.\nIn order that the war may be carried to a successful conclusion, it is\nnecessary that four things be done:\n\nfirst,\n\nmen must be sent to France by\n\nthe hundreds of thousands; second, our men and those of the Allies must be\nfurnisht with vast quantities of munitions;\n\nthird, ships\n\nmust be built\n\nwith suflGicient rapidity, not only to transport men, munitions, foods, and\nother supplies, but also to make up for the losses by submarines.\n\nThe\n\nfourth and final great problem is that of food for ourselves and the Allies.\n\nThis is the one that I shall consider.\n\nThere is no question that at the present time there is a shortage of food\nfor the entire civilized world such as has not occurred in modern times.\n\nThis year the Argentina wheat crop was nearly 100,000,000 bushels short.\n\nThe Australia crop is short by 50,000,000 bushels.\nerable accumulated surplus\n\nis\n\nMoreover, the consid-\n\nmostly unavailable because of the severe\n\nshortage in shipping. Last year the United States wheat crop was short\nby more than 200,000,000 bushels, and Canada produced little more than a\nhalf-crop.\nThe result is that the reserve of wheat at the present time is\nvery small, not more than 100,000,000 bushels, which is but a fraction of\nthe amount which is ordinarily available at this period of the year.\nThe United States wheat crop for this year is estimated at about 655,000,000 bushels. The Canadian crop will again probably be short because\nNormally\nof insufficient labor.\nIt may be placed at 250,000,000 bushels.\nin the United States and Canada there are used for flour about 550,000,000\nbushels of wheat, and for seed and other purposes 100,000,000 bushels.\nIf these amounts were consumed, this would leave for export from North\nAmerica only 255,000,000 bushels from this year's crop. Taking into\naccount. on a liberal basis all the wheat that can be obtained from other\ncountries than the United States and Canada, the Allies need from North\nAmerica 550,000,000 bushels, but probably the best we can do even if the\nconservative program proposed below is carried out is to furnish them\n400,000,000 bushels. The rest must be made up by other cereals.\n\nJust as there is a world shortage of wheat, so there is a world shortage\n\nThe production of sugar in France has been greatly redust and\nnone is available from the Central Powers. The main available sources\nare Cuba, Hawaii, and the United States, since the sugar of Java cannot\nreadily reach the market.\nComputations indicate that, if the Allies are to\nbe furnisht with the barest necessities in the way of sugar, we should reduce\nour consumption by one-fourth, that is, from four ounces to three ounces\nper person per day. This ounce, which seems small for the people of the\nUnited States, means for a year the vast total of 1,100,000 tons.\nof sugar.\n\n"} {"page": 54, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n38\n\n[General\n\nThe third fundamental shortage of food for the Allies is the fats.\n\nIt\n\nis difficult to estimate the requirements in fats because of the consumption,\n\nnot only for food, but for munitions.\n\nThe vast shortage of the fundamental\n\nfood products of wheat, sugar, and fat shows the seriousness of the problem\nwhich confronts us. It can only be solved by a clear comprehension of\nthe facts and an intelligent application of measures necessary to meet them.\n\nIn order successfully to carry on the war, it is just as essential for the\nUnited States to furnish the Allies with food as it is to furnish them with\nThis can be done by three lines of action upon our part:\nwe should increase our production; we should decrease waste; we should\n\nmen or money.\n\nreadjust our food ration.\n\nFor the most part, the campaign for an increase of food production has\nbeen finisht for this year. It has been highly successful and there is no\ndoubt that in consequence of it we shall have a great increase over what\nwould otherwise have been the case for all the cereals wheat, corn, barley,\nrye, oats\n\n—\n—a vast increase in potatoes, beans, and peas, and a similar\n\nincrease in other less important vegetables.\n\nWith regard to waste, it is estimated on a conservative basis that we\nthrow away each year not less than $700,000,000 worth of food, which in a\nEuropean country would have been utilized. Anyone who has been able\nto compare the habits of a family in America with those in France or England knows that each day the waste is relatively very large in America. In\nEurope it is planned to cook just enough food for the family; and if anything is left over, even a scrap of bread, this is saved and goes into some\nfuture dish.\n\nIn America the scraps and left-over food largely go into the\n\ngarbage pail.\n\nThe contrast between the hotel and restaurant service in\n\nAmerica and in Europe is even more glaring. One is appalled by the waste\nof food in hotels and restaurants in America.\nAlready, however, a campaign of education has been begun which has\nresulted in greatly lessening waste. This is proved by the reports of the\ncity officials, who state that for many cities the amount of garbage has been\nredust to one-third or one-fourth of the former amounts.\n\nWhile improve-\n\nments have been made, there is still opportunity for large savings, and the\ncoming year no food should be thrown away.\nThe ehmination of waste will help, but it will not be sufficient to furnish\nthe essential food to the Allies. We must readjust our daily program.\nFor wheat we should eliminate white bread one meal a day, seven meals a\nweek from our tables. This does not mean that we shall go hungry, but\nthat we shall use, as a substitute for white bread, corn bread, hominy,\nbarley bread, oatmeal, or rice.\n\nTo such an extent have we become white-\n\nbread eaters that these other thoroly wholesome and abundant foods are\nlargely neglected; and by careful thought a menu could be made even more\nvaried which uses rice, barley, corn, oats, and other substitutes for onethird of the wheat.\n\nIf this proposed substitution were made, this\n\nwould\n\n"} {"page": 55, "printed_page": null, "text": "I\n\nSessions]\n\nNECESSITY OF FOOD-CONSERVATION PROGRAM\n\n39\n\nincrease the amount of wheat which we could send to the Allies by more\n\nthan i\"5o,ooojooo bushels.\n\nFor sugar, the solution is not so much that of substitution as of reducIf we eliminated candy altogether it would probably be a benefit\nrather than a detriment. The same may be said of sweet soft drinks.\ntion.\n\nSugar could be left out of tea or coffee or redust to one-half or one-third of\nthe amount. Beets and carrots contain much sugar and an increase of\ntheir use will\n\ncompensate for the decrease in sugar.\n\nWith a little self-\n\ndenial and thought on the part of all there would be no difficulty in reducing\n\nthe daily consumption of sugar per person from four ounces to three ounces.\n\nThe necessary saving in fats will come by reducing the amounts used\nAs substitutes for meat, beans and peas\nserve admirably; and an increase in their use will decrease the amount of\nmeat used. Soy beans and cow peas, not ordinarily used in the human\nof fat meat, butter, lard, etc.\n\ndiet, are excellent articles of food.\n\nA saving of fat of one-third ounce per\n\nperson per day would add in one year to our exports to the Allies about\n350,000 tons.\n- Additional help in the matter of wheat, meat, fat, and sugar will be an\n\nThis we can do this year because of the extenand successful campaign to increase the vegetable gardens and the\nacreage of potatoes. The vegetables which have been grown should be\n^'iit^d'as near their source as possible, and the surplus of vegetables not\nneeded in the season should be canned or dried. If the consumption of\npotatoes were to be increast three or four ounces per day and in addition\nturnips, carrots, beets, and cabbage, etc., were used more largely than\nbefore, all this would help greatly in reducing the amount of food which\nheretofore has been supplied by wheat, meat, and butter.\nIn short, a survey of the situation shows that there is an ample amount\nof wholesome food for all, besides furnishing a minimum sufficient amount\nof wheat, sugar, meat, and fats to the Allies.\nWe need but eliminate waste\nand readjust our daily food program in order that these things shall be\naccomplisht. But how shall we succeed in getting the people of the United\njncre.'ist use of vegetables.\n\nsive\n\nStates to make the necessary changes ?\n\nFirst, all the educational forces of\n\nthe country should harmoniously cooperate to place the facts before the\n\npeople and induce them to adopt the program.\n\nIn the schools of the\n\ncountry, from the primary school to the university, courses should be given,\n\nadapted in each case to the pupils, in the elimination of waste and in the\nreadjustment of the daily food program to accomplish the purposes desired.\nIf courses of this kind are given in an intelligent and interesting way, the\n\nchildren will carry back to their parents the story and thus get quick reaction\nin the household.\n\nWhile the teachers of the country have a great function\n\nto perform, so pressing is the emergency that this will not be sufficient.\nIt is planned by Mr. Hoover to work out a daily program for the households\n\nof the country, or rather alternative\n\nprograms adapted to the different\n\n"} {"page": 56, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n40\n\nsections and different families.\n\n[General\n\nThe women's organizations of the country\n\nare headed by Dr. Anna Shaw, chairman of the Women's Advisory Com-\n\nmittee of the Council for National Defense.\n\nAll the great women's organi-\n\nzations in the United States have recognized this headship.\n\nIt is planned\n\nby the women to make a house-to-house canvass of the nation.\n\nEach\n\nhead of the household will be presented with a conservative food program,\nwhich it is desired she should use; and she will be asked to sign a statement that she will put the program in force in her household. Upon\nso doing, she will receive a card, indicating that she\nservice of the country.\n\nis\n\nin the\n\nwar\n\nIf she desires it and is willing to pay ten cents,\n\nshe will receive a bronze button, which will give evidence of her enlistment\nin the war work.\n\nFinally, the President's Food Administration bill must be enacted into\n\nlaw, and Congress should do this at the earliest possible moment.\nbill, authorizing the President to establish agencies\n\nThis\n\nto control the distribu-\n\ntion of the essential food supplies of the country, is now in the Senate.\nThe President is authorized to prevent market manipulation which unduly\nenhances prices and thus works a severe hardship upon the wage earlier\nand the men receiving small salaries. At the present time becausje of\nhoarding and manipulation, the workingman of this country is paying a\n\nhigher price for his loaf of bread than is the Englishman or Frenchman,\n\nwhose bread is made from American wheat.\n\nIndeed, the workingmaliU\n\nfamily is actually suffering, owing to the present sky-high prices, produst\nin a large measure by evil practices.\n\nTo manipulate the market so as to\n\npractice extortion upon the poor in this time of war is the very opposite\nof patriotism.\n\nThe bill authorizes the President to secure a fair price by\n\nrestricting the right to deal in the essentials of life to organizations having\n\na license, and such license may be discontinued if discriminatory or unfair\nprices are charged.\n\nIt authorizes him, if necessary, to purchase any portion\n\nof each of the cereals and to sell them again at fair prices to the consumer.\n\nOther comprehensive powers are given by this bill.\nIt is a pleasure to note that this bill was introdust into the United\n\nStates Senate by Senator Chamberlain, and he upon the floor of the Senate\nis at\n\nthe present moment the able leader who is guiding this bill thru the\n\nupper house of Congress.\n\nThe President has already announst that when\n\nthis law is enacted Mr. Herbert Hoover will be made food administrator.\n\nIt will be his duty to see that a sufficient amount of wheat and other essential foods are retained in this country to meet the needs of our population.\n\nThe surplus will go, first, to the Allies, and any residue will finally go to the\nneutrals.\n\nThe harvest has already begun and the food bill should be made a\nThe full power of the National Education Associa-\n\nlaw without delay.\n\ntion should be behind the President, Senator Chamberlain, and Mr. Hoover\nin their attempts to secure prompt action\n\nupon the bill for food control.\n\n"} {"page": 57, "printed_page": null, "text": "NECESSITY OF FOOD-CONSERVATION PROGRAM\n\nSessions]\n\n41\n\nWhen the world war began in far-off Germany in August, 19 14, it seemed\nimpossible that the United States should become involved; and yet the\n\nworld conflagration starting in Europe has spread to the United States.\n\nWhy should we make the mighty sacrifices which are necessary to carry\nthis war to a successful conclusion ?\n\nLaboriously thru the centuries, with vast losses of blood and treasure,\n\na system of international law has been built up, which has been respected\n\nby beUigerents in past wars; but in this war every international obligation\nhas been disregarded by Germany under the plea of necessity. The doctrine of frightfulness has been deliberately adopted in order to intimidate\n\nWe,\n\nthe enemies of Germany, little Belgium being the first to be overrun.\n\nthe people of the United States, have been told that we may sail our ships\n\non the sea in restricted areas, but on other parts of the sea we are to remain\noff!\nIf we meekly accepted this behest we might as well at once declare\nthat the United States is a vassal of Germany. But the violation of international law is but a sign of the great principles involved. If Germany\ndictates the terms of peace, she will have forst upon the world the doctrine\nthat might makes right.\nThis world war cannot cease; it must not cease until Germany shall\nrecognize that the laws of nations must be obeyed, that the conquest\nof small and weak nations is wrong.\nIt is to establish these great principles that we entered the war.\n\nIn order that they may be maintained, all\n\nthe sacrifices which are necessary must be made by this nation.\n\nIf the\n\nfundamental principles of freedom and democracy call for the death of\nhundreds of thousands of our young men, the sacrifice must be made.\nit calls for\n\ncoming.\n\nIf\n\nthe expenditure of billions of dollars, the money must be forth-\n\nIf it requires the concentrated ability of the best intellect of the\n\ncountry to devise ways and means to build ships to destroy the submarine\n\nmenace, that ability must be dedicated to those purposes.\n\nAnd, last of all, if it requires that we eliminate waste and that we\nreadjust our food program in order that the Allies shall not starve, this\n\nmust be done.\n\nIndeed, as compared with the giving of our young men,\n\nas compared with the simply incredible sacrifices that the Allies have\n\nalready made for these principles, it is a trivial thing to ask that our people\n\nbe self-denying in order that the Allies may be fed.\nI ask that this great group of teachers do everything possible in order\n\nto make the nation appreciate the absolute necessity for the adoption of a\n\nconservative readjusted food program as one of the imperatively essential\nsteps which are necessary to maintain in the world the principles of free-\n\ndom and democracy upon which this nation was founded.\n\n"} {"page": 58, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n42\n\n[General\n\nTHE PRESS AND PREPAREDNESS\nEDGAR B. PIPER, EDITOR OF THE \"OREGONIAN,\" PORTLAND, ORE.\n\nNot long ago in the city of Washington there was a hearing before the\nSenate Finance Committee of the newspaper publishers of America on the\nquestion of a proposed tax to be imposed against the papers by the govern-\n\nment in its new war revenue bill.\n\nThere was protest by the publishers and\n\neditors because of the discriminatory and unusual nature of the intended\nlevy.\n\nA senator from a Middle Western state displayed surprising spleen\n\nagainst the papers, asking this pointed question: \"Don't you newspapers\nwant to help pay for your war ? \" The reply, of course, was that the news-\n\npapers expected to be assest as all business and industry should be assest\nto pay for any war in which the nation might be involved.\n\nI cite this incident as illustrative of a certain kind of mind, in Congress\n\nand out of Congress, in its bearing toward a great and vital patriotic enterprise in which the country as a whole is now concerned.\nThose who are\nof this mind think, some of them, and some of them say, that but for the\nnewspapers the war might have been avoided. Some of them belong to the\nwilful twelve who last spring opposed the President in his request for an\noutright declaration of support in his attitude toward Germany and its\nOthers of them, out of Congress, have been active in the\nallied powers.\ncampaign against any kind of overt act toward the enemies of the country.\nStill others have met in convention under various guises, such as peace\nleagues, or disarmament organizations, or international brotherhoods, and\nhave made forthright expressions against preparedness. This vastly\ndiminishing minority of the American people is now united only in the\nopinion that but for the newspapers the great test of democracy against\nautocracy might not have come.\nI am not here to say that the newspapers are responsible for the war\nnor am I here primarily to defend them against any accusation that they\nhave any such accountability. But if they are to be held responsible for\na policy which in the name of the nation resorts to any measure, however\nheroic or extreme, in defense of liberty and democracy, then I am here to\nplead guilty. The newspapers of the country, with some exceptions, have\nplayed a prominent part in the preparedness campaign which brought the\npeople to a state of mind in which they were ready to support the measures\nof miHtary preparedness devised by the government in this emergency.\nIt was not a contemptible part.\nBut to\nIt was not a questionable part.\n\nme it seems obvious that it has been a part played with high patriotic\npurpose and with united, aggressive, and outspoken loyalty to certain\nideals which have markt the course of the RepubHc during 140 years.\n\nIt\n\nseems very strange now, looking over the history of the past three years,\nto read some of the things that have been said by distinguisht speakers and\nmore or less distinguisht writers on the subject of preparedness. Almost\n\n"} {"page": 59, "printed_page": null, "text": "Sessions]\n\nTHE PRESS AND PREPAREDNESS\n\n43\n\ninconceivable to the patriotic mind are the pusillanimous arguments set\nforth by some opponents of an adequate preparedness for the emergency\n\nthat has for three years and more been imminent before our very eyes.\n\nSome of these fatuous spellbinders and eager stargazers profess to think\nthat the true place of America in the overthrow of nations and wreck of\ncivilizations was to assume the innocent role of a playful and trusting lamb\n\namid the ravenous wolves and roaring lions and hydrophobic coyotes of\nmilitarism. They profess to think that we could impress upon the imperial\npower mad with the lust of conquest the disinterestedness of our purposes\nand the loftiness of our aims to such a degree that they would let us alone.\nOthers of these were ladies and gentlemen who thought that an army and\nnavy of any pretensions or size were a real peril to democracy. They forgot,\nof course, that any army raised in America would be an army of American\ncitizens, and would not be and could not be made to spring to arms overnight, for now we are beginning to understand the long course of prepared-\n\nness necessary to create a real military establishment.\n\nLet us hope that\n\nthey have come to know that an American army is an army of American\n\ndemocracy and therefore an army to be trusted by free Americans.\nSo it has come to pass that there are no vocal alarms or silly apprehensions such as were raised a year or two ago about the menace to our\ninstitutions furnisht by a great miUtary and naval establishment.\nWhen\nan American army and an American navy are not to be trusted to uphold\nAmerican ideals and protect the American flag at home and abroad, then\nAmericans cannot trust America itself. For the present state of public\nfavor, then, toward a real army and a real navy, the American press, which\nfor the most part has unceasingly by day and by night advocated universal\nmiUtary training, is in great part to be credited. American newspapers\nearly saw that our troubles were likely to be the same troubles that were\nencountered in England early in the war. When the Prussian Kaiser set\nabout his insane enterprise of overthrowing all democracy and enthroning\nautocracy in the seats of power thruout the world, Great Britain, except\nfor its fleet, was in a condition of incredible impotency.\n\nThe newspapers began at once a campaign for an army, but it was to be\nThey feared there, as many fear here, the very words\ndraft or conscription, and they supported various devices designed to make\na volunteer army.\n\nmihtary service open to all but compulsory upon no one.\n\nNothing but\n\nthe overwhelming peril, nothing but the universal apprehension of what\n\nGermany intended to do, made such a scheme, or any of the volunteer\nIf Great Britain had it to do over again undoubtedly\nwould propose and effect universal military service just as Canada now\nat last is about to resort to that method of raising new armies.\nWhen the newspapers of Great Britain began to talk about the faults\nof Britain's miUtary system they were immediately put under ban of the\ncensor, the only mailed fist that Great Britain seemed to be free and willing\n\nschemes, possible.\nit\n\n"} {"page": 60, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n44\nto use.\n\n[General\n\nBut after two long years of struggle with the censorship Great\n\nBritain has found out that the men in the sanctum are just as patriotic as\n\nthe men in the camps or at headquarters, and that they know vastly more\n\nabout what the people ought to know than the men who have followed the\nprofession of arms all their lives and know and pretend to know little else.\n\nSo again now the press of Great Britain is free in the sense that it was not\nfree at the beginning of the war and discusses poUcies and problems with-\n\nout any kind of restriction from the censor except possibly as to specific\nDuring all this time the press in this country\n\nmilitary or navy movements.\n\nhas been free and in great part has sought to show that, in the titanic struggle going on, on European soil, the American nation was not to be left in its\n\nhappy isolation, and that the issues being fought out there were of profound\nand of immediate concern to all the people of this free Republic.\nI will take the liberty of stating for your benefit, if you will pardon me,\nsome foundation facts as to this great contest, for we cannot too frequently\nrefresh our minds about the difficulties and perils of our position.\nYou\n.\n\nteachers in your service to your state have, with true patriotic willingness,\n\nlong been instructing your pupils in the perfection of the American ideal of\nliberty, equality, opportunity.\n\nof our very existence.\n\nThey have come to be the commonplaces\n\nTo us, or to most of us, they seem to have been\n\nbestowed upon us by our forefathers without any condition, and have been\nreceived as our rightful heritage just as we take as a matter of course the\n\nsun that shines above our heavens, and the air that we breathe so freely\ninto our lungs.\n\nOur eyesight is a precious gift which we use almost without\nYet if we were suddenly\n\nthought of its marvelous and indispensable nature.\n\nto be deprived of the inestimable physical function of vision, the horror of\n\nthe calamity upon any one of us as an individual would be no greater than\n\nthe black tragedy you and I would suffer if the national endowment of\n\nand opportunity were to be taken from us. So these\nOur forefathers fought\nfor them\ndid not merely negotiate for them but fought for them because\nthey were denied by a German king on an Enghsh throne. They fought\nfor the right of representation in government, for freedom, equality, and\nopportunity, and they won it. In 1812 they fought again for the freedom\nof the seas and they won that.\nIn 1861, being free themselves, they welcomed the Civil War and fought again through four long years of bloody\nstruggle for the liberation of the black man on our own soil.\nIn 1898 once\nmore they fought for freedom of an opprest people under another flag,\nextending the beneficent influence of that ideal which they have cherisht\nduring more than a century to the downtrodden Cubans laboring under the\n\nliberty, equality,\n\nthings in a free republic are the American ideal.\n\n—\n\n—\n\niron heel of a Spanish oppressor.\n\nSo during more than 140 years, when any vital right of an American\ncitizen, white or black, has been concerned, or it has appeared that democ-\n\nracy itseK was in any danger from inside enemies or outside foes, the Ameri-\n\n"} {"page": 61, "printed_page": null, "text": "I\n\nTHE PRESS AND PREPAREDNESS\n\nSessions]\n\n45\n\ncan people did not merely meet in convention and pass resolutions and\ndeclare the high purity of their purposes, but they buckled on their armor\n\nand as men fought for their rights.\n\nDuring the present generation, except\n\nfor the brief interlude of the Spanish-American War, there has been until\n\nnow no warfare, no peril, no menace, no dark cloud in a perfect sky of\ntranquillity\n\nand peace to excite the alarms of the American people.\n\nIt\n\nseems to me, then, that to a great extent the American ideal and what it\nrepresents had come to merely something that our children read about in the\n\nschool books.\n\nIn this same period when an American democracy threw\n\noff\n\nthe\n\nand potentates and grew into a young giant among the\nnations of the earth, a pillar of cloud by day and a pillar of fire by night for\nencouragement of all peoples desirous of liberty everywhere, there has\nbeen establisht and fostered another ideal. It is the Prussian ideal, with\nmilitary power as the foundation stone in a vast temple of education, of\n\nfetters of kings\n\nscience, of philosophy, of art, of eloquence, all the things that make life\n\nworth while.\n\nUpon the priiftiple of a socialized paternalism, or of a paternal\n\nsocialism, with a great army as a basis, and a kaiser as its crown piece, we\n\nhave seen the development of a great people. It has thrived and prospered\nunder another system of government than the American system. This\n\nGerman or Prussian ideal was probably the creation originally of Frederick\nWilliam I two hundred years ago and it had been fostered and protected\n\nand developt during two centuries, with some vicissitudes, by his many\nsuccessors until the entrance upon the scene of the Iron Chancellor more\nthan fifty years ago. Then and there the German ideal came to its full\nfruit and flower.\nThis great militarism, the German ideal, clad in the\npoHsht habiliments of civilization and Christianity, triumpht over Austria\nand exacted an indemnity. The German ideal lookt with envy upon\nSchleswig-Holstein and took that unhappy state away from Denmark.\nThen it profest to find reasons for being angry with France, and it made\nwar upon that unsuspecting and unprepared country, and exacted, according to the German fashion, an indemnity of a billion dollars in gold for a\nwar which France lost. There, too, on French soil Prussia and all the\nNorth German states were made over into the German Empire, and at\nVersailles, the French capital, the German Emperor was crowned, literally\nwith his heel upon the neck of the prostrate French people.\nIs it necessary to show or necessary to say what has occurred in Germany, on European soil, during the past forty-five or fifty years ? Over\nthere is told the story of the growth of German power in commerce, in\nindustry, in agriculture, in education, in science and all the arts and industries that make up modern civilization.\nHere, living under the grateful\ninfluence of American idealistic conditions, we thought it possible to live\nin harmony with the German ideal.\nWe did not look with envy upon anything that Germany was doing and it did not occur to us that we in our\n\n"} {"page": 62, "printed_page": null, "text": "46\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nisolation and in the development of our own destiny could possibly have\n\nexcited any kind of resentment in any body of the German people, or any\n\nking or kaiser or prince who was the creation or symbol of German power.\nBut we have had a rude awakening. There came the fateful 19 14. Ger-\n\nmany had erected with care its vast structure of German imperialism.\nassassination in an Austrian Serbian city set the world afire.\n\nAn\n\nThen, indeed,\n\nthe hour of its destiny had struck, and the German ideal put its shining\narmor on its head, took its flaming sword in its mailed fist, pulled on its\nseven-league boots, and set out to conquer the world. The legions of the\nCerman Kaiser, clad in their fleckless gray, poured in upon defenseless but\nundaunted Belgium. Is there anyone here, or anywhere, that would have\nhad Belgium meet the conqueror at its border with flowers and honey, and\nother emblems of peaceful submission, and notify him that he was free to\nset foot upon its soil in his grand march against civilization? Not one\nbut now looks with pride upon valiant and freedom-loving Belgium, while\ndropping a tear at the sacrifice of its sons and martyrdom of its daughters.\nNot one. Somehow Belgium, and Germany, ^00, are to me symbolized in\nthe incident of the little boy who, early in the war, was seized by a brave\nGerman captain and brought before a drumhead court-martial on the charge\nHe was instantly found guilty. This poor little\nof being a Belgian spy.\nboy was then blindfolded and his back was placed to the wall and German\nKultur with a capital K stood before him with its loaded weapons leveled,\nand vindicated the German ideal by shooting its tender and helpless\nvictim to death. If the world did not before that terrible and fateful\nincident understand the true meaning of German Kultur, what excuse\nthereafter could it have had for remaining in ignorance that German Kultur\nwas German frightfulness and German frightfulness was the practice of\nterrorism upon all the world, belligerents and neutrals alike.\nWe are to know that the great European war is not merely a moving\nspectacle, however tremendous and thrilling, in which we are to be only\nspectators.\nIt is not merely a vast military panorama, not a great moving\npicture, not something just to be read about daily in the papers.\nI was out in the country the other day, and I saw a tramp sitting in the\n\nNear him was burning a bright fire and\non it a kettle was boiling, doubtless in preparation of the tramp's breakfast.\nWith his back against the tree, his shoeless feet out in the sun, he was reading a newspaper, calmly indifferent to everything in the world, evidently,\nexcept what he saw in the paper and except the feast that was in preparation\nfor him.\nThat tramp seems to me to have typified pretty well the American\nattitude.\nHere our skies are bright, our fields are rich with ripening grain,\nour orchards are heavy laden with fruit, our children go in happiness to their\nschools, our boys play in the streets or in the open.\nOur men, and our\nwomen too, go, or for nearly three years have gone until now, about their\n\nshade of a tree by the roadside.\n\nusual occupations.\n\nIt has been well-nigh impossible for us to understand\n\n"} {"page": 63, "printed_page": null, "text": "Sessions]\n\nTHE PRESS AND PREPAREDNESS\n\n47\n\nthat under the same skies, the same sun, and the same God there is black\n\ntragedy and bleak horror for some fifteen nations of the world.\n\nOver\n\nthere are leveled orchards, devastated fields, wreckt homes, broken fire-\n\nand death. But we shall know\nOur sons and our brothers are going to the war. Now\nthey are in the National Guard or in the training camps, and every day or\ntwo we get letters from them about their occupations and their pastimes.\nSome day soon they will go to France. Perhaps we shall have more letters\nfrom them, but for some of them there are to be other things. There are\nto be misery and wounds and battlefields and hospitals and all the dread\ntragedy of bloody war. Then there will be no letters; only silence and\nunmarkt graves. For any of us to whom such a calamity may come there\nwill indeed be an appalling realization of what warfare means.\nWe ought\nto make an effort to grasp it now. We must. We have heard at times\nthat it is the duty of nations to have business as usual. So it is. But just\nnow our business is the business our forefathers undertook wten they\nachieved our liberty and made the world free for us.\nWas it possible, or is it possible, for the American ideal to live forever\nin harmony with the German ideal, or was the war between them inevitable ?\nNow it is as clear as the noonday sun that one or the other, the American\nideal or the German ideal, must die that the other may survive.\nLincoln\nsaid that the nation could not survive half slave and half free.\nIt was\ntrue.\nNow we see that civilization cannot live half democratic and half\nimperiahstic. Is there any question now about the duty of the American\npeople in this crisis ? Is there any remaining doubt about the things that\nwe must do for the world, giving our sons and our brothers and even our\ndaughters to the service of humanity? Just as we fought a century ago\nto make the nation free, so now it is clear that we must fight to make civilization free, our civilization and not Prussian civilization with a capital K\nand a capital F. If the newspapers, as I have said, have any responsibility for the state of the public mind in America at this time, they have\nevery reason to avow it and to be proud of it, and I am here as one witness\nfor them to testify before you that in the future as in the past they will\ncontinue to do their share for the protection and preservation of the American ideal, for the priceless heritage of liberty, equality, and opportunity\nwhich our fathers won for us, and which, untarnisht and complete, we must\nin sacred honor and in solemn duty pass on to our sons and their sons and\nsides, tumult, destruction, devastation,\n\nabout it soon.\n\ndaughters forever after.\n\n"} {"page": 64, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n48\n\ntGeneral\n\nHOW THE PUBLIC SCHOOL CAN FOSTER THE AMERICAN\nIDEAL OF PATRIOTISM\nSARA H. FAHEY, TEACHER OF ENGLISH, SEWARD PARK SCHOOL,\n\nNEW YORK CITY\nI appreciate the compliment of being accorded a place on this evening's\n\nprogram.\n\nI respect\n\nmy opportunity, because, among the thousands of\n\ndemonstrations of preparedness thruout the land, none is more significant\n\nthan this convention of American educators.\n\nIt is not necessary to state\n\nthat we are assembled here primarily because we feel that the work of\n\neducation must go on.\n\nracy.\n\nGovernment by the people implies education of\n\nIt is a truism to say that in education rests the life of democ-\n\nthe people.\n\nEducation must give leaders to the new age that is to follow this\n\nupheaval of civilization from which we are suffering.\nIn taking an inventory of the nation's strength, we must remember that\nthe greaj:est resource of any nation is, not its mines, its quarries, its forests,\n\n—\n\nand its fisheries, but rather its people and particularly its children its\nand they are the material with which the school deals.\n\nfuture citizens\n\n—\n\nThis fact has made tyrants everywhere dread the free school.\n\nThey know\n\nthat it is the one weapon of democracy against the tyranny of the mob, or\nIt has been truly said by one of our statesmen:\n\" Whatever we want in the nation for tomorrow we must put into the school\nof the arbitrary ruler.\n\nof today.\"\n\nThis beUef is well illustrated by Russia in her efforts to make\n\nfreedom permanent.\n\nWitness the Educational League of Moscow imme-\n\ndiately mapping out an extensive plan for reaching the 100,000,000 illiterates\nof the civic body, the aim being to teach them reading and writing and the\n\nprivileges\n\nof citizenship.\n\nThe Educational League\n\nreahzes that while\n\nignorance has been the safeguard of autocracy, it is certain to be the pitfall\nof democracy.\n\nIn our country the public school should stand alone in its ability to\n\nand should reflect the American people's conception of\nand patriotism. Such patriotism is of the character that\nprompts a citizen to serve his country in whatever way she needs him most.\nIt is patriotism for daily living as a member of a society whose basic principle is that government rests on the consent of the governed.\nPresident\nWilson, in that magna charta of democracy known as the war message,\ndiscriminate,\n\ncitizenship\n\n— the right of each nation\n\ngives as the essential principle behind our ideal\nto decide its own form of government.\n\nOne hundred and forty-one years\nago, when our forefathers issued that most momentous document, the\nDeclaration of Independence, they gave us the basis for our ideals of free-\n\nFrom it we get the slogan for our entrance into the present war:\n\"To make liberty and self-government safe for mankind.\"\ndom.\n\nOur Secretary of the Interior, Frankhn K. Lane, in his terse English,\nhas also given the keynote to our ideal when he states the object of the\n\n"} {"page": 65, "printed_page": null, "text": "PUBLIC SCHOOLS AND AMERICAN PATklOTISM\n\nSessions]\n\npresent war to be:\n\n4^\n\n\"To justify our right as Americans to live as we have\n\nlived, not as someone else wishes us to live.\n\nWe fight with the world for\n\nan honest world in which nations keep their word, for a world in which the\nman is held more precious than the machine, the system, or the state.\"\nBecause of these ideals, America is today committed to the most serious\nwar the world has ever known. Long and anxiously had we hoped and\nprayed and trusted that our land would not be drawn into that seething\nvortex which has well-nigh engulft all of Europe. But our country found\n\n—that she must enter\n\nat last that she could not keep out\n\nin self-protection.\n\nShe found that tacit approval of a great principle counts for but Uttle.\nThe world is slow to respect men until they strip and fight for a\nprinciple.\n\nWe have not been awake to the signs of the times. Even from the\nplatform of our own National Education Association we have been warned\nagain and again of the war spirit developing in Europe.\n\nMany of us\n\nWhile we were dreaming of\narbitration methods, educational systems in Europe were stimulating\nadoration of the past, historic hatred, and unwholesome fear of their sisternations. We were confident that our feelings and methods would conquer\nthe ancient and stagnant spirit of the Old World; but we were not earnest\nin preaching our gospel.\nWe should have spent some of the billions that\nregarded those that warned us as alarmists.\n\nwe now have on hand in sending representatives of our ideals across the\nseas.\nWe should have made missionaries to those lands of our youths and\nour teachers. We know now that we can never enjoy peace and stabiUty\ngovernment until democracy establishes nationalism in a larger sense\nis at present understood.\nThere must be a moral and spiritual\ncharacter behind those terms, and there must be a high purpose in the\nmasses of the people before the democratic ideal of patriotism can be fully\nin\n\nthan\n\nrealized.\n\nPatriotism, as\n\nwe know it, is a device in the autocracy thru which\n\nsecret diplomatists attain their ends.\nit has\n\nforce to be felt in education.\nis\n\nIn the democracy, unfortunately,\n\nbeen too often a plaything in the hands of demagogs rather than a\nPatriotism is not a synonym for war; nor\n\nthe term inconsistent with ideals of peace.\n\nNo movement of modern\n\ntimes for the advancement of civilization and the relief of humanity from\nterrific burdens of\n\nexpenditure and paralyzing fear has been more patriotic\n\nthan that for arbitration and for world-wide peace, yet we have allowed the\n\nburden of such work to rest on the shoulders of a few idealists.\n\nWe suc-\n\nceeded in having Peace Day celebrated in our schools;\n\nwe formed cosmopolitan clubs in our universities, the object being to break down race\nhatreds; but we did not realize that it was necessary for our happiness to\nhave these ideals accepted by other nations. We did not realize that the\ninterrelation of nations is now so close that the progress attained in our\n\njHi country must extend to our neighbors, if that progress is to be permanent.\n\n"} {"page": 66, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n50\n\n[General\n\nNote the contrast in ideals. In Central Europe the instruction of\nyouth has been based on the miUtary regime. The aim has been to teach\na narrow-minded patriotism consisting of pride in the armed world power\nUnquestioning\nof one's own nation and a contempt of other nations.\nreadiness to fight at the first sign from the war lord and to sacrifice any\nsums for the demands of the war department is the highest virtue implanted\nThere is no room\nin the growing generation by the official school methods.\nfor such dreams as arbitration treaties.\n\nIt is regarded as dangerous to the\n\nnecessary military spirit that such Utopian matters be even mentioned in\nthe schools.\n\nSmall wonder that the ideals of these countries clash with ours.\n\nWith\n\nthese people nationalism is a delusion by which they have perverted their\ncivilization into a mechanical organization of power that now menaces the\n\ntruest interests and welfare of mankind.\n\nSuch nations may boast of their\n\neflSciency, but, as the poet and seer of India, Tagore, expresses it, ''What-\n\never their efficiency, such great organizations are so impersonal that they\nbear down, on the individual lives of the people like a hydraulic press whose\naction\n\nis\n\ncompletely impersonal and therefore completely effective in\n\ncrushing out individual liberty and power.\"\n\nOn the other hand, we, in\n\nour country, have been too insistent in our claims for individual liberty.\n\nMany of us have wanted the privileges of freedom without its responsibilities.\n\nWe have been lazily indifferent to the standards of patriotism\n\nof the rest of humanity.\n\nBut our bitter experience today is rudely awaken-\n\ning us to this fact, namely, that we can never again return to our provincial\nattitude regarding other nations\n\n—that our\n\ncivilization is retarded by their\n\nfalse ideals.\n\nIt is for us to consider what the school can do in this twentieth century\n\nto substitute a higher ideal of Christianity\n\nand brotherhood than this\n\n—\n\nnarrow nationalism of past ages an American ideal of patriotic citizenship.\nSince our government rests on the popular vote, it is necessary that the\nschool educate the student in the morality which is the basis of our country's\nprosperity and happiness. The greatest tragedy in our history is our\nfailure to give the young moral education, a failure due to our neutrality on\n\nOnly then can we be counted on to support measures tending\ntoward that morality. Our forefathers believed this so implicitly that the\ncity which boasts the Cradle of Liberty founded also the first free school of\n\nreligion.\n\nAmerica.\n\nThe school can lead young people to feel that historic hatreds have no\n\nA beautiful illustration of this truth was given a few\nweeks ago by the Confederate Veterans of the Civil War. President Wilson,\nin expressing his pleasure that they were holding their reunion at the\nnational Capitol, said, \" The world does not live on memories. There are\n\nplace in a democracy.\n\nsome things that we have thankfully buried.\n\nAmong them are the great\n\npassions of division which once threatened to render our nation in twain.\"\n\n"} {"page": 67, "printed_page": null, "text": "PUBLIC SCHOOLS AND AMERICAN PATRIOTISM\n\nSessionsl\n\n51\n\nThe old veterans were so thoroly iifibued with the feeling exprest that their\nreply was typical of the chivalry of the old South, even in the assurance,\n\n\"If any of the young men of America prove to be slackers in their defense\nof the flag of the Union, just send for us\n\n—just send for the old boys.\"\n\nFrom the lowest primary grade upward we should develop in youth an\nability to regard itself as a part not alone of its own community, nation, or\nreligion, but as an integral part of the human family.\nIn\n\nthis connection, the school,\n\nby training pupils to question self-\n\nconduct, will have made a long stride toward the ideals of a real democracy.\n\nFor he who would control others must first learn to govern himself.\n\nTeach\n\npupils that democracy does not mean that the majority necessarily is right.\n\nThey should not be taught that the voice of the people is always the voice\nof God.\nBut democracy does mean that decision and responsibility are\nput on the same shoulders. If war must be declared it ought to be done\nby those who, when war comes, have to go out and be shot. In the monarchy the ruler makes the decision, and the people take the responsibility.\n\nOne of the first ideals to implant is that a stable society must represent the\nIt cannot be half autocratic and half democratic.\nThe\n\nwill of the people.\n\nschool should teach that any society that governs itself is superior, even if\n\nsome autocracies may seem to be more efficient.\nThere is great necessity for this teaching. People have been flocking\nfrom the four corners of the earth to this land of freedom. They may\nbring with them charms of education and of culture. But many of them\nbring also notions of social relations and of national government which\nmake them misunderstand the spirit of our institutions. How are we to\ndevelop American ideals of citizenship from these conflicting sentiments\nand ideals ? Will we accomplish it thru a salute to the flag and an occasional\npatriotic\n\nsong?\n\nWill the atmosphere of freedom that hangs about us\n\nenvelop them as it d;d the boys who defended their right to skate on the\n\nBoston Common ?\n\nOr shall we depend wholly on the proverbial meltingThe\nI do not believe so.\n\npot, and still do nothing to help on the melting ?\n\nabiding transformation is wrought on the foreign-born adult through his\nchildren in the public school.\n\nThe study of the lives of great Americans\n\nwhich furnish models for imitation, lives standing for what is most worth\nwhile in American life the simplicity of thought and action, notably in\n\n—\n\nthe lives of Washington and Lincoln—is what gives ideals for the true\n\nAmerican.\n\nBut there are certain obstacles in the way of making our\n\nteaching effective.\n\nUnfortunately many of our schools are not democratic\n\norganizations, either in relation to the teaching\n\nbody or to the people\n\nIndeed it is safe to say that there are no more autocratic institutions in our country than are some of our largest public-school systems.\ntaught.\n\nGreat numbers of teachers are trained at public expense, yet, because of\nthis autocratic conception of organization, their knowledge and experience\n\nare seldom capitalized for the benefit of public education.\n\ni\n\nSuch schools\n\n"} {"page": 68, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n5^\nfail\n\nto illustrate the great principles which\n\nwe should teach.\n\n[General\n\nThey fail\n\nto grasp the meaning of waste in education.\n\nPupils will not appreciate the value of democratic organization unless\nThe school\n\ntheir relations to each other are dramatized in their daily life.\n\ncity, or some such form of student self-government, is ideal for this purpose.\n\nIt gives pupils an opportunity to elect people who are to exercise power and\n\nto remove them if they fail to exercise it justly.\n\nIt makes pupils see also\n\nthe importance of having decision and responsibility rest on the same body.\nThe demoralizing monitorial system in operation in some schools is, on the\ncontrary, directly opposed to the democratic ideal.\n\nEven when a wise\n\nselection of monitors has been made by a supervisory officer, abuses creep\n\nBut when doubtful students are chosen, as they are sometimes, in the\nhope that they will make good, the evils of this system become more markt.\nWe see lust for power and for what is known as graft in the adult world, as\na rule, whenever pupils of weak moral fiber are assigned to control others.\nin.\n\nTrustworthy, self-reliant pupils are led to have less respect for law because\nof seeing one of their number over whom they have no control become\narbitrary and tyrannical, while they, the governed, have little opportunity\nfor redress.\n\nSince we are fighting for a world in which the man is held more precious\n\nthan the machine, the system, or the state, then it is most important that\nthe school recognize that democratic principles are essential to its own\n\nAnother weak spot which we find in the school when we try\n\norganization.\n\nto teach social responsibility lies in the fact that what is known as the new\n\neducation depends as much on involuntary interest as the schools of the\npast depended on the birch rod.\n\nSome of our methods of today make\n\nchildren flabby of mind, weak of will, superficial in character, and inaccurate\nin scholarship.\n\nPupils too frequently get the notion that they should do\n\nnothing except what they like to do.\nschools who\n\nWe have too many children in the\n\nare sure to increase the moral weakness of their community.\n\nChildren should be led to appreciate the meaning of a thorobred.\n\nTo\n\nquote from a bit of advice in a recent novel, \" You must go on until you can\nget no further. You reach the limit of human endurance, and then you\nhold on another minute, and that's the minute that counts.\"\n\nIn a recent address on preparedness before urban universities, Mortimer\nL. SchifE said:\n\nOur young people are not taught to concentrate. There can be no real efficiency\nFurthermore, our schools seem to be deficient in the matter of\n\nwithout this power.\ndiscipline.\n\nIf the students cannot be disciplined in regard to their attendance, behavior,\n\nand the like, then there is little chance of disciplining their minds. Positive knowledge\nis what is needed, not guesswork.\nThe world deals with facts, and bluffing does not lead\nto success. Discipline, thoroness, and efficiency are not only military virtues but are also\nrequisites for industrial, commercial, and civic success.\nIt is well\n\ncriticism?\"\n\nworth while to ask ourselves, \"Is there any basis for the\n\nWe grant young people should be habituated to doing well\n\n"} {"page": 69, "printed_page": null, "text": "Sessions]\n\nPUBLIC SCHOOLS AND AMERICAN PATRIOTISM\n\n53\n\nwhatever it is their duty to do, and to find stimulus to some extent in the\ncomes from mastering difficulties because of the end in\nview. The strong and wise know that, for the most part, our tasks in the\nsatisfaction that\n\nworld must be followed in grim purpose, thru discouragement and darkness,\nholding on in sheer and hard loyalty to the end.\n\nWe may feel that we have\n\ndone much to train in citizenship, but we have not done enough that is\npractical.\nWe do not test our product by the standards set. At best,\npupils are graduated because of intellectual attainment, not for the characteristics that\n\nmake for patriotic citizenship.\n\nstill holds true;\n\nThe survival of the fittest\n\nand, just as Rome fell because its people became decadent,\n\nso today no nation can live whose citizenship is shiftless, inefficient, and\n\ninadequately trained and educated.\n\nis\n\nThe school should teach that a nation of free men means a nation that\nWhatever of good we enjoy\n\nkeen to recognize the majesty of the law.\n\nin our land is bought at a great price and conserved at a sacrifice.\n\nWhen\n\nthere is no voice to say with absolute finality, ''This shalt thou do,\" there\n\nThe conception of freedom which prompts men to conspire\nby dynamiting property, or by murdering men in\nauthority, or by violence, destroying all establisht institutions, is not the\nis\n\nanarchy.\n\nto bring about chaos\n\nAmerican ideal of patriotism. Pupils must be taught that unless a democratic government thru its majority can act as positively and as dependably\nas a king or an aristocracy, it is only a mob it is a nuisance and a menace.\nThey must also be taught that rights and privileges are conditioned by\nservice; that selfishness and separateness will eat out the heart of any\ncivilization.\nEvery child born into the world is not only the parent's child,\nbut the nation's child and humanity's child. If a child be not so educated\nas to lay upon him a duty and an obligation to render in return a service\nto all in like measure as he has received from all, then our system of education is a failure and the vast expenditure for it a criminal waste.\nWe should teach that in a democracy the duty to serve and the privilege\nto serve fall upon all alike.\nEach one of us must hold himself ready to be\nsummoned to the duty of supporting the great government under which we\nPupils should be taught that the question whether we should go to\nlive.\nwar is no longer debatable. We are in war. We went into it by a vote of\nan overwhelming majority of our legally chosen representatives. Our duty\nnow is to stand by democracy. \"The supreme test of the nation has come.\nWe must all speak, act, and serve together.\" To rebel against the decisions\nof our Congress is to rob democracy of all efficiency.\nThe facts that\nconcern us are, \"The United States is at war. The United States is our\ncountry. If we fail to do our duty our country may be defeated. What\nthen will happen to us ? \" Teach the young that our country must be true\nto its ideals. As Washington long ago voiced it, \"Let us raise a standard\nto which the wise and the honest can repair. The event is in the hand of\nGod.\"\n;\n\n"} {"page": 70, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n54\n\nTeachers must be clear as to their\n\nown ideals.\n\n(General\n\nWhatever\n\ndislike\n\nindividuals may have for one ally or another, because of the historic past,\n\npatriotism will prompt them now to stand by the issues of the living.\n\nThe\n\npacifist's duty is to see that the war is kept true to the lofty aims stated\n\nby our President.\n\nIt should be clear that we are fighting for a new inter-\n\n— to make the world safe for democracy—for a world federa-\n\nnationalism\n\ntion, and the school is to build the foundation on which to rear these ideals.\n\nThe pacifist could perform a patriotic service for the schools if he would\nhelp to organize material for efficient civic training. At the present time\nmuch of the so-called instruction in civics is concerned with the organization\nof national government and with national problems.\nThis phase of government is so far removed from the actual experience of young people as to be\n\nof little value for citizenship.\n\nThe kind of civics which trains to a knowledge of local conditions and\nThe pupils today get a smatter-\n\nlocal needs is the kind that is of real value.\n\ning of general government in the school, while they depend on the street-\n\ncorner orator to instruct them in civic responsibility.\nvital interest are tabooed\n\nMany subjects of\n\nby the school, and are learned later from the\n\nwrong sources. Attention is seldom called to the slacker who fails to\nbecome a citizen, or who fails to vote when the privilege is granted him.\n\nAnd still less is said of the traitor who sells his right to the franchise.\n\nIt\n\nis the street-corner teaching that has muddled the term ''pacifist.\"\n\nTeach\nthat Washington was a pacifist. When his job was done, without any lust\nfor power, he went back to his farm to become again a private citizen.\nTeach that Lincoln was a pacifist driven into war, as exprest in his words,\n\"Fondly do we hope, fervently do we pray, that this scourge shall speedily\npass away.\"\nTrue pacifists all down the ages have believed that, while peace is good,\nThey believe with Franklin\nit is not more good than is life and liberty.\nthat \"they who can give up liberty to obtain temporary safety, deserve\nneither.\" Young people must be taught the high aims of our country in this\nwar.\n\nIf\n\nwe fail to keep these ideals uppermost, mercenary people may\nPacifists can serve by taking care that speculators\n\npervert our purpose.\n\nare not allowed to fatten illegally off the American people.\n\nIn former times\n\nwe had the highwayman; today we have the food gambler who in the last\nsix months has been stealing $50,000,000 per month thru the sale of flour\nalone. This is a state of economic anarchy, and the men who create such\na condition should be recognized as the most contemptible of outlaws and\ntraitors.\n\nIt would be well to remember that most nations die as most men\n\ndo, from internal causes.\n\nWhat shall it profit a nation to circle the earth\n\nwith power if she forget justice, hear not the cry of the needy, check not\nthe wrongdoing of the mighty ?\n\nYoung folks should be trained to city-mindedness. Attention should\nbe called to social relations. For example, they should be led to see that\n\n"} {"page": 71, "printed_page": null, "text": "Sessions]\n\nPUBLIC SCHOOLS AND AMERICAN PATRIOTISM\n\n—where any race\n\nno democracy is safe where there are casts of race\n\n55\nis\n\nset\n\napart as perpetually inferior; where a race may be permitted to become\nlower, but not higher.\n\nNo democracy is safe if any part of its people is so\n\nmoved by the surging of passion that an orgy of butchery and incendiarism\nthe orderly processes of laws and justice. Pupils\nmust be trained to open-mindedness. New situations cannot always be\nmeasured by old standards. Every progress consists in the victory of a new\nis substituted at will for\n\nthought over old prejudices.\n\nIt cannot be wholly thru knowledge of past\n\nfacts laid down by former generations in textbooks that the new ethical\n\nand political systems can vanquish the old ones. Young people and adults\ntoo must be taught that the portals of the future cannot always be opened\nwith the blood-rusted keys of the past.\n\nShow pupils that the care of the public health is a kind of patriotism.\nAmericans fail to balance their health books until plunged into bankruptcy.\nVery few of them grasp the idea that the body is an asset. The result of\nthis indifference is that they show a peculiar deterioration in middle life.\nWhile European countries in normal times show a lowered death-rate for\nevery age, in the United States the death-rate for chronic or degenerate\ndiseases has sharply increast, a fact believed to be due to the rapid transition\nfrom country to city life. If our people could be educated to the periodic\nhealth examination they would be awakened to some of their dangers.\nThen again we might have taught the evils from the use of alcohol more\nimpressively long ago if we had enlightened young people about the conservation of our resources, about the waste of foodstuffs involved; in other\n\nwords, if the economic problem had been emphasized.\n\nTrain pupils to be ready, if necessary, to do their share of the rough work\nof the world.\n\nIn the words of Roosevelt, \"Let not man or woman become\n\nso refined or so highly educated that either the men or the women will be\nunfitted to do the rough, useful work of life.\"\n\nIt is patriotic service to\n\nshow children how to spend money wisely. For example, pupils, thru the\nschool savings banks, have been well represented as purchasers of Liberty\nBonds. In the city of New York nearly $500,000 was realized for the\ngovernment from this source alone. Somewhere in the course point out\nthat our present political system robs the home of adequate representation\n\nand makes business and finance the chief interest of politics. The great\nmajority of the teaching force are by implication declared legally unfit to\nvote, yet are engaged in the training of our citizens are required to set up\nAmerican ideals of patriotism.\nYoung people should be taught also that whether we believe in war or\n\n—\n\nnot we are constantly forst to deal with the terrible by-products of war:\nthe sweatshop system, the impossible tenement, the child-labor problem.\nIn Europe, for centuries, mother and child have labored, while war and the\n\narmy have demanded father and son.\n\nIf it be true that organized gangs\nprey on the young girls of our great cities, what is this white-slave traffic\n\n"} {"page": 72, "printed_page": null, "text": "NATIONAL EDUCATION A^SOCtATtON\n\n$6\n\nbut a by-product of war ?\n\n[General\n\nCan we therefore refuse now to concern our-\n\nselves with war and with the ideals of other nations on this subject of war,\n\nwhen later they will thrust the aftermath of war on us by the shipload ?\nAmerican ideals of patriotism will lead us to attack all plans for educaFor example,\n\ntion which tend to narrow the student's mental outlook.\nif\n\nwe are to escape the slow hardening of society into layers, vocational\n\ntraining must be kept in close touch with the other work of the schools.\n\nIn a democracy it is not sound training, from childhood, to place the\nmechanic in one group and the professional man in another.\nIt is most important that the schools shall teach the English language.\n\nThe national language is the one common agency and tool of national life.\nThe city superintendent of schools of New York realized this importance\nwhen he said recently that patriotism should prompt people with foreign\naccent or defects of pronunciation of English to refrain from teaching in the\n\nelementary schools.\n\nIn all this connection we must not fail to maintain our compulsoryeducation laws.\n\nFranklin once said, ''Wars are not paid for in war times;\n\nthe bill comes later.\"\n\nThis is true in more senses than one.\n\nEngland\n\nreports an increase in the past two years of 34 per cent in juvenile delin-\n\nquency and crime due to relaxed educational laws.\nWe must also guard labor laws, particularly those of child labor. It is\nagainst public interest to exploit women and children in industry, even\nunder the stress of war conditions. A few days ago a cartoon in the daily\npress showed \"A Betsy Ross of 191 7.\" It represented a foreign mother\nand her little children in New York, hard at work in a sweatshop making\nflags of the United States.\nSome of them were sewing on the stars, and\nothers were fastening the flag to the staff. It is self-evident that acquaintance with our flag under such conditions will not arouse feelings of\npatriotism.\nI repeat that the organization of the school should demonstrate the ideal\n\nBesides our great body of patriotic literature, we have our\nSomeone has said, \"Let me write the songs of a nation and I care\nnot who makes the laws.\" There is much in the folklore, the myths, and\nthe literature of our own and of foreign lands that we can utilize for this\nof democracy.\n\nsongs.\n\npurpose.\n\nPupils will be thus led to feel the internationalism of literature\n\nas well as of government.\n\nThere are few subjects in the schools for which\n\nmaterial can so easily be found as for this subject of patriotism.\n\nThe\n\nschool is then the one great nurturing-ground for the American ideal of\npatriotism.\n\nTo these training camps called public schools come 17,000,000\nFrom farm homes and mining towns, from villages\n\nchildren of the nation.\n\nand from the teeming centers of industry, comes this great army of citizens\nof the future.\nThey should be taught that the message that all government\nrests on the consent of the governed was uttered to an unresponsive world\n141 years ago.\n\nToday it is the creed of two-thirds of the people of the\n\n"} {"page": 73, "printed_page": null, "text": "NORMAL SCHOOL TEACHING PATRIOTISM\n\n57\n\nThis is sufficient proof of the progress of mankind.\n\nTeach them\n\nSessions]\n\nearth.\n\nthat their destiny as Americans is onward and upward, realizing this ideal\nLet us so train them that they will hold\nfor every one of God's children.\ntheir country true to democratic ideals, and that they will have faith in her\n\npower to realize those ideals.\n\nTeach them to say with the poet Hovey,\n\nThe guns that spoke at Lexington\nKnew not that God was planning then\nThe trumpet word of Jefferson\nTo bugle forth the rights of men.\n\nTo them that wept and curst Bull Run,\nWhat was it but despair and shame!\n\nWho saw behind the cloud and sun ?\nWho knew that God was in the flame ?\nHad not defeat upon defeat,\nDisaster upon disaster, come.\n\nThe slaves' emancipated feet\n\nHad never marcht behind the drum!\nThere is a hand that bends our deeds\nTo mightier issues than we planned;\nEach son that triumphs, each that bleeds,\nMy coimtry, serves its dark command.\nI do not know beneath what sky\n\nNor on what seas shall be thy fate;\nI only know it shall be high,\nI only know it shall be great.\n\nTHE NORMAL SCHOOL AS AN AGENCY FOR TEACHING\nPATRIOTISM\nJ.\n\nH. ACKERMAN, PRESIDENT, STATE NORMAL SCHOOL, MONMOUTH, ORE.\n\nWere I an artist, I would paint a picture of the public school as being\non trial in the court of public opinion. The indictment has been drawn,\nservice has been served on the defendant, witnesses have been subpoenaed,\n\nattorneys have been employed, the jury has been selected, the judge is on\nthe bench.\n\nThe defendant has appeared for trial and demands that the\nThe charge is as follows \"The public\n\ncharge shall be read in open court.\n\n:\n\nschool is required to prove that its standards, ideals, and practices are such\nas to produce citizens who are worthy and well qualified to perform any and\nall of\n\nthe duties incumbent on a free\n\nand independent people; that in a\n\ntime of stress such as now harasses the American people they shall be tried\n\nand not found wanting.\"\n\nThe testimony is now being taken and when comThe whole world is breathlessly\n\npleted will be submitted to the jury.\n\nawaiting the verdict.\n\ndefendant?\n\nShall it favor the plaintiff or shall it exonerate the\n\nTime alone will tell.\n\nIn the meantime the events of last\n\n"} {"page": 74, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n58\n\n[General\n\nyear give us courage to hope that in substance it will be, \"Well done,\ngood and faithful servant,\" and that it will be accompanied with an edict\nthat the good work shall continue even more abundantly, and that the\ndecree will receive the plaudits of a friendly and admiring world.\nDuring this trial the question will be fully agitated as to whether or\nnot the two national ideals, the German and the American systems of education, are so planned and administered as fully to meet the requirements of\ntheir respective national ideals; whether or not our educational system has\n\ndeveloped the spirit of genuine patriotism.\nbefore the jury is.\n\nIn other words, the question\n\nHas the public-school system of America produced a\n\ncitizenship which will meet the present\n\ndemands for the highest type of\n\npatriotism, or will it be proved that a different system would have proved\n\nmore effective in this our hour of peril?\n\nA corollary to this question is:\n\nHas the public-school teacher done her work well, and consequently has\nshe had proper and adequate training for her work ? For when the question at issue has been reduced to its lowest terms, the responsibihty rests\non the shoulders of the teacher and her trainer, or upon the normal school\nand its influence upon public-school methods and practices.\nDuring this trial the product of the school as evidenst by patriotic\nconduct will be carefully scanned. Every citizen will be called upon to give\na patriotic account of himself. His private and public attitude toward his\ngovernment will be closely scrutinized. His ideals as to what constitutes\nloyalty will be fully discust; his courage and manhood will be challenged at\n\nevery turn.\n\nSome of the evidence is now in. Let us examine it. During the days\nwhen our President was sharply criticized for his policy of\nwaiting; the days when the pacifists were actively striving to keep us out of\nwar; the days when some of our brightest and most loyal leaders were\nurging the policy of preparedness and, if must be, war, how did the American\npeople conduct themselves? Were they not always willing to examine\nof waiting,\n\nboth sides of the question and suspend judgment ? For one of the highest\nattributes of an educated person is the ability to suspend judgment. Were\nthey not always law-abiding?\n\nI think\n\ndefendant has the best of the argument.\n\nwe must admit that so far the\nAgain, when war was declared,\n\ndid not the people loyally acquiesce in the decision and as one man prepare\nfor the conflict ?\n\nAgain must the credit be given to the defendant.\n\nWhen\n\nthe call came for subscriptions for the Liberty Bonds did not the people\nrise\n\nnobly to answer it?\n\nAnother test of the loyalty of the people and\n\nanother test of the product of the schools, and right worthily did they meet\nit.\n\nHow did the people respond to the idea of conscription ? No need to\n\nHence another credit mark for the loyalty of the people and, we\nThen when the people were askt to sacrifice by\ndonating to the Red Cross fund it was the same story, a loyal and united\npeople, and thru it all who were the first to answer the call for volunteers ?\n\nsay.\n\nbelieve, for the schools.\n\n"} {"page": 75, "printed_page": null, "text": "NORMAL SCHOOL TEACHING PATRIOTISM\n\nSessions]\n\n59\n\nThe schoolrooms of our educational institutions. Could we ask for stronger\nevidence ? Do we not think with the trial so far advanst that the judge\nwould be justified in giving the case to the jury with instructions to bring\nin a verdict for the defendant ?\n\nIn order that any organization may accomplish its best mission it\nshould be dominated by high and well-comprehended ideals. What have\n\nbeen and what shall be the controlling and all-pervading ideals of the\nschool is the problem of the hour. To solve any problem a thoro and\naccurate knowledge of it is necessary, especially when its solution so vitally\n\nSuch a problem should be honestly\nand should have for its foundation\nHave not the American people\nprinciples justice and righteousness.\nduring these last three years measured the great problem with the square of\nHave they not viewed the problems from\njustice and righteousness?\nevery angle and formed sane judgments concerning it ? The fact that they\nhave would seem to indicate in the strongest possible manner that the\nprinciples of justice and righteousness are the fundamental principles in\nafifects the weal or woe of a great people.\n\nstated and viewed from every angle,\n\nour educational system.\n\nAs an agency for teaching patriotism by means of the teachers whom\nit sends forth, a normal school should be a potent factor.\n\nIn order to do this\n\nthe spirit of loyalty, which is only another word for patriotism, should be\nfelt in every nook and corner of its classrooms and on its campus and in all\nits\n\npractices\n\nand activities.\n\nIts faculty should\n\nbe so imbued with the\n\nspirit of loyalty to the student body, to its coworkers, to the institution, and\n\nto the state, the very atmosphere should be so saturated with loyalty that\n\nthe faculty would never have to speak of patriotism as such, no more than\n\ndoes the teacher who teaches morality in the best sense have to speak of\nmorality, as her very life does the speaking.\n\nThe normal school should\n\nstand in no uncertain terms for certain and well-defined standards of loyalty.\nIts student body should be characterized by its loyalty to itself, to its school,\n\nto its country, and to humanity, if it is to be imbued with the highest spirit\nof patriotism.\n\nIn this training the normal school should endeavor to have\n\nthe student unselfishly loyal to himself.\n\nWhen this end has been obtained,\n\nthe school has done its best work as an agency for teaching patriotism.\nI\n\nam always highly pleased to have a student who has come from another\n\nschool show by look or word that he is loyal to his former school, for then\nI\n\nam morally certain that he has the elements of loyalty so well estabhsht\n\nthat he will eventually be loyal to the new.\n\nOf such stuff is the patriot\n\nAny legitimate effort that may be made to secure a student's\nloyalty to his own school tends to lay a safe and sure foundation for loyalty\nmade.\n\nto his country.\n\nThere are many ways by which this may be secured, among which may\nbe mentioned the following: team work in the preparation of competitive\nprograms, care always being taken that the keen rivalry thus engendered\n\n"} {"page": 76, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6o\n\n[General\n\ndoes not leave a feeling of hate or jealousy. To this end every opportunity\nshould be given to present programs for national holidays and other\npatriotic occasions.\nThe past year has afforded many such opportunities.\n\nNot only should these programs be used for building up the patriotic\nspirit in the student, but they should serve as standards when the student\n\nshall have occasion to prepare programs for like occasions in his own school.\n\nIn fact, every program given in a normal school, whether patriotic or\nThe normal school should afford\nevery opportunity for students to participate in any altruistic movement.\notherwise, should have this end in view.\n\nThe past few months have been indeed rich with such opportunities.\nFor instance, one of the principal social functions of a certain normal\nschool is the \"Junior Prom,\" one that is looked forward to with keen interest\n\nby the student body and alumni, for which the greatest expense is incurred\nWhen it came time to discuss\nways and means for financing it, the Liberty Bond question was uppermost\nin the minds of everyone.\nInspired with the spirit of patriotism, and\nfeeling the graveness of the situation and wishing to do its \"bit\" in a\nfor decorations, music, refreshments, etc.\n\npatriotic way, the Junior class so simplified its arrangements as to save\n\none hundred dollars with which it purchast a Liberty Bond and presented\nit\n\nto the board of regents with instructions to apply one-half of the pro-\n\nceeds to the student body loan fund and the other half to the purchase of a\n\nmemorial to President Wilson.\n\nThe Senior class of the same school assest\n\neach member one dollar and the one hundred and fifty dollars thus raised\n\nwas used in purchasing a Liberty Bond, which was presented to the board\nof regents with instructions to apply the proceeds to the credit of the student\n\nloan fund.\n\nThe discussions that took place and the decisions arrived at\n\nled to a realization of the fact that genuine patriotism consists in making a\nsacrifice for a worthy cause\n\n—a splendid foundation for building up a patriot\n\nThen again, students were encouraged to take a financial interest\nin all movements for aiding the Red Cross, and the Honor Guard girls of\nspirit.\n\nthe school were especially active in all activities in which they could add\ntheir \" bit,\" all of which were entered into with zeal and pleasure.\nSo many\nof the men students volunteered to join the colors that there was a dearth\nof men for janitor work.\n\nThe Honor Guard girls promptly offered their\n\nassistance as a patriotic duty, and the work was done willingly and well.\nI\n\nam sure these instances, or similar ones, were duplicated in every normal\n\nschool in the land.\nIt cannot be too strongly urged that that school will do its best work\n\nwhen in season and out of season it persistently builds up in the mind and\nconscience of the individual student the ideal of loyalty to self.\n\nIn this\n\nconnection one of the most interesting problems a faculty has to meet is the\nwell-ingrained notion that it is disloyal under any circumstances to inform\n\non a fellow-student.\n\nI once\n\nasked a Senior class of nearly one hundred\n\nmembers if it would be right, in case one member of the class had been\n\n"} {"page": 77, "printed_page": null, "text": "NORMAL SCHOOL TEACHING PATRIOTISM\n\nSessions]\n\n6i\n\nguilty of setting fire to a normal building and another member of the class\n\nknew who did it, for that member to give the name of the guilty person.\nMuch to my surprise more than 90 per cent declared that it would not be\nright.\n\nThese students were splendid people, law-abiding and loyal, but the\n\nidea of loyalty to the individual had been so thoroly inculcated during their\nearly life that they failed to see the harm that would come to society were\nthis ideal followed by\n\nevery individual in the body politic.\n\nThe teacher\n\nthoroly saturated with this idea could not teach patriotism in the best\n\nHence the school that is preparing teachers should strive so to\nno easy task in\nmany instances. It is a self-evident truth that no faculty of such a school\ncan do this unless it too is loyal to itself, to its school, and to its country.\nAnother ideal to be inculcated into a body of normal-school students is that\n\nsense.\n\n—\n\nchange the student's attitude that he will see the light\n\neach person should train himself to be socially efficient; that unless one has\nthis quality he cannot do his best work in teaching patriotism.\n\nTo accom-\n\nplish this, ample opportunity should be offered for all students to take part\nin social affairs, and they should be urged, if not required, to do so.\n\nStu-\n\ndents should be trained to take responsibility and see it thru to the end.\nPress reports indicate that the present war will be won by the aeroplanes,\n\nand the reason assigned for this is that the American aviator has more\ninitiative, can think more quickly and decide more quickly in an emergency\n\nthan does a German, attributes all vitally important for one who is to be a\nsuccessful aviator.\n\nThis being true, it certainly should be a function of the\n\nschool to train its students so that they shall be able to take the initiative\n\nand accept responsibility wherever they may be called. It should teach\nI need not remind you that\npupils to think clearly and independently.\nour people during the last three years have been called upon as never before\nto weigh and judge the conflicting arguments that have been presented\nto them.\n\nOn the one hand were the arguments of peace. Even this great body\nbut two short years ago had for its slogan the peace idea, and so strong was\nthe sentiment and so far-reaching was its influence that many a teacher\nfelt that it would be a disloyal act to have her children sing a martial song,\n\nor even to have them march in any of their exercises.\n\nwere heard the arguments for preparedness.\n\nby the forum and the press.\n\nOn the other hand\n\nThe people were appealed to\n\nSo well had the school teacher done her work\n\nthat the people were able to listen understanding^, read clearly, judge well,\n\nand act wisely. When war was declared our people never faltered, so well\nhad they been mentally prepared. When the call came to arms, who were\nthe first to join the colors ? The young men from the halls of learning\nhigh school, normal school, college, and university with one voice exclaimed, \"Here we are, loyal are we, we are yours,\" and the places that\nwere wont to hear their merry laughter and see their pleasant faces knew\nthem no more. I predict that if all the men in America between the ages\n\n—\n\n"} {"page": 78, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n62\n\n[General\n\nof twenty-one and thirty-one had been students in the educational institutions of the land, so generous would have been the response that conscription\n\nwould not have been heard of. Again I see one more tally for the teacher\nand all the agencies behind her.\n\nThe school that is preparing teachers should ever remember that the\nboy is naturally a hero-worshiper, and\n\ntherefore material for teaching\n\npatriotism thru citing instances of heroism should be most carefully selected.\n\nHis history teacher should carefully instruct him as to the kind of material\nThis will naturally come from two\nand from the walks of peace. He should point\nout clearly that the walks of peace have their heroes as well as do those of\nthe battlefield. He should insist that the teacher must ever bear in mind\nthat there are two kinds of courage, that of the crisis and that of the commonplace, and that many times the courage of the commonplace requires as\nmuch or even more manhood or womanhood than does the courage of the\ncrisis.\nThe courage of the crisis is enhanst by the drum beat, the blare\nof the trumpet, and the wild and exultant shouts of men a courage of the\nhighest type and necessary, and we would not have it otherwise but the\ncourage of the commonplace comes without any of these, but must come\noften without the knowledge of men and without acclaim. He must be\ntaught to know that to take a stand on a moral question ofttimes requires\nthat should be used for this purpose.\n\nsources\n\n—the\n\nbattlefield\n\n—\n\n—\n\nas much real courage, if not more, than it does to face the cannon's mouth\n\nthat it took as much courage for Lincoln to sign the Emancipation Proclamation as it does to lead a victorious army to victory.\nThe normal school should teach that the keynote to patriotism is the\nlife and message of the Great Teacher, that of service.\nThat school will do\nits best work as an agency for\n\nteaching patriotism that causes its teachers\n\nto incorporate the teaching of \" service\" into their creeds.\n\nIt should imbue\n\ninto the minds and consciences of its students the imperishable fact that the\n\none who has for his motto the most unselfish word in the English language\nhas also written upon his brow in golden letters the imperishable inscription,\n\n\"A Patriot.\" We believe that if the seeds of loyalty or patriotism\n\nhave not been properly sown during a person's early life the chances are that\nthey never will be.\n\nHence the importance of having been taught during\n\nthose impressionable years by teachers who themselves possess the elements\nof loyalty.\nThis being true, how important it is then that the schools in\nwhich teachers are trained shall likewise stand in no uncertain way for all\n\nthat pertains to loyalty and patriotism.\n\nThe answer then to the question\n\nas to how the normal school may act as an agency for teaching patriotism\n\nDo not be one who, like a guideboard, merely points the way,\nbut rather like one who not only knows the way and points it, but is ever\nfound following the way, not only by precept, but by example as well.\nshould be:\n\n"} {"page": 79, "printed_page": null, "text": "Sessions!\n\nWOMEN AND PREPAREDNESS\n\n63\n\nWOMEN AND PREPAREDNESS: THEIR PART IN NATIONAL\nLIFE, ESPECIALLY IN TIME OF WAR\nJOSEPHINE CORLISS PRESTON, STATE SUPERINTENDENT OF PUBLIC\nINSTRUCTION, OLYMPIA, WASH.\n\n—\n\n—\n\nApril 30, to be exact I was leaving my home\nWalla Walla, for my office in Olympia. Many people were at the\nstation standing in groups, evidently to bid friends \" God-speed.\" I recognized and nodded to a number of acquaintances as I hurried down the platform in search of some important baggage that I had sent in advance. It\nwas almost train time and I had only a minute or two in which to identify\nmy bags and secure my berth. As I reacht the steps of the sleeper, I ran\ninto a group of friends.\nI shook hands with them and hastened on to find\nmy berth. Just as I boarded the train someone said, \" We are here to see\nMort Pauly off.\" So many times the sons and daughters of my friends\nwere taking this same train for college or university that I gave little heed\nto the casual remark. Another college boy off for school was about all\nit meant to me.\nI had barely seated myself when I heard many good-bys\nand cheery words to someone who was getting on our sleeper.\nA young man came in. He was very youthful in appearance. I did not\nrecognize him as anyone I had seen before. He lookt for his berth, found it,\nand sat down. A woman came swiftly down the aisle. I glanced up and\nrecognized Mrs. Pauly, my friend of many years. A strained look in her\nface, unshed tears in her eyes as she glanst past me at the young man sitting\nacross and just behind my section.\nShe spoke to the youth. \"Mother\njust wanted one more look, son,\" she said sweetly and bravely. A mother's\nsoul was shining thru those eyes as she glanst at her son, and a world full\nof love and tender sympathy was in her voice as she spoke to him.\nShe\nhad said one good-by on the platform by the sleeper, but that did not\nsuffice.\nShe must see her child again. She had herself well in hand as I\nrecalled afterward, a true Spartan mother. The boy rose and smiled and\ncame forward. The moment was a tense one, and they stood there speechless for an instant.\nThere was so much to say, but little time. Turning,\nthe mother spied me. She spoke to her son, \"You know Mrs. Preston,\nMort.\" He came over and shook hands with me. Just then the conductor\nshouted, \"All aboard,\" and with a kiss and a love-pat on the boy's shoulder,\nthe mother hurried from the car.\nI invited the boy to sit down beside me and learned that he was going\nto San Francisco, that he had enlisted was on his way to the training\ncamp. He talkt in jerks trying to keep down a pent-up emotion\nfeeling of homesickness, I feared.\nHe seemed anxious to talk, so I sat\nand listened. I lookt out of the window once when his voice showed the\n\nOne evening this spring\n\ncity,\n\n.\n\n—\n\nsign of a quaver.\n\n—\n\n—\n\nIt was his first trip away from home.\n\nthe printing trade after leaving high school.\n\nHe had learned\n\nI didn't hear all that he said\n\n"} {"page": 80, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n64\n\nbecause my mind kept recurring to the dear mother.\n\n[General\n\nWhat was she doing ?\n\nWould that Spartan stoicism sustain her thru that long, disquieting, lonelynight\n\n—with her first-born speeding across our great state en route to the\n\nSan Francisco training camp ?\n\nHer drawn face had revealed the anguish\nThe pain of separation was\nstampt indelibly upon her features even tho her courage and determination\nhad helpt her to present a brave front at the last.\nWhen the boy had talkt himself out of his first wave of homesickness,\nhe left me to visit with some friends in another car. I sat there deeply\nmoved by this first touching war incident that had come to my attention.\nSo war was to mean this my friends and their sons. Until this moment\nI had only thought of it impersonally and as remote.\nSurely this was my\nwar and my friend's war just as well as other people's war but I had not\nof heart, despite the effort to keep her poise.\n\n—\n\n—\n\nfully realized it until now.\n\n—\n\nthinking and thinking. A realization of war with all of its horror\nI sat\nand what it meant to our American homes was slowly and vividly being\nthrust upon me. I pickt up the week's issue of the Saturday Evening Post\nand happened to open to an article by Mary Roberts Rinehart, \"The\nAltar of Freedom.\" Her first sentence startled me. \"We are virtually at\nwar.\" I had known that I had read the President's message I knew that\nwar had been declared our papers were full of war articles, but not until\nI saw mother and son part, did I fully realize what I was reading.\nYes,\n\n—\n\n—\n\n—\n\nthe scene that night brot home the fact fully that we were virtually at war.\n\nThe good-by scene together with Mrs. Rinehart's first sentence seemed to\nburn the words into my soul.\nThere was much in her article that interested and imprest me. It\nseemed to be the outpouring of her heart as a mother, because her son,\ntoo, had gone.\nI wondered if the unshed tears that I had just seen in the\nmother's eyes were in the writer's eyes as she wrote this article:\nAll over the country this bright spring day, there are mothers who are waiting to\nknow what they must do; mothers who are facing the day with heads up and shoulders\nback, ready to stand steady when the blow falls; mothers who shrink and tremble, but\nwho are ready too; and other mothers who cannot find the strength to give up to the\nservice the boys who will always be little boys to them.\n\nmy country.\n\nThere is nothing that she can ask I will not do. I am ready to\nLast stand of the humanities on earth, realization of a dream\nand fulfilment of an ideal, my home, my native land that is America for me. Because\nI am a woman, I cannot die for my country, but I am doing a far harder thing.\nI am\ngiving a son to the service of his country, the land he loves.\nThe cost of war falls heaviest on the women. No woman has the right to hold her\nson back if he desires to go to war. It is the fruition of the years in which she sought to\nmake him a man. It is the vindication of his manhood. It is the crystallization of those\nvery ideals which she taught him with his prayers. I decline to believe that there are\nmothers who will not let their boys strike back when they are attackt. But it is hard.\nAlways the relation between mother and son is very close. As the boy grows up the\nmother faces this that he needs more than she can give him. He is still her world, but\nI love\n\nlive for her or die for her.\n\n—\n\n—\n\n"} {"page": 81, "printed_page": null, "text": "WOMEN AND PREPAREDNESS\n\nSessions]\n\nshe is no longer his. Life calls, work and play and love, and sometimes battle.\nmother cannot hold him.\n\n65\n\nAnd the\n\nEverywhere are mothers, women who have patcht small garments and tied up little\nwounds, who have built up a house of life out of millions of loving services, whose world\nhas been the four walls of home. To such women comes the call for their sons, who are\nto them, instead of grown-up men, the little boys of the stockings, and the small\nwounds, and Christmas trees, and the Fourth of July. I do not fear for these women,\nbut we cannot mmimize what they will do. They will send their sons, because they know\nthat a nation is but a great home, consisting of many small ones. Homes are the units of\nstill\n\na nation, as men of an army.\nlong as the country is.\n\nAnd these women know that our homes are only safe as\n\nWar is a great adventure, the greatest adventure in the world.\n\nThe adventurers go\nMostly they are boys who go, because war is the young man's\ngame the young man's call. All over Europe boys have left their homes, with a shamefaced tear or two, but the great adventure ahead. And they have left at home a great\nforth to battle, eyes ahead.\n\n—\n\nemptiness, a quiet that is not peace.\n\n—they have ceast to be boys on a great adventure, and are men,\n\nThen, very suddenly\n\nfighting men, patriots and soldiers.\n\nSomething that has always been theirs had become\n\na thing that had to be fought for. Not until it was menaced had they known how dear\nwas their country. The flag had been but a flag. It became a symbol of home. I have\n\nmy country's flag beside the altar of my church. Men fight wars, but it is the\nmothers of a nation who raise the army. They are the silent patriots. Given her will,\nevery mother in this great land would go to war, if by so doing she could keep her son's\nsafety.\nIt is easier to go than to send a boy.\n\nlived to see\n\nThe mothers of our nation are indeed being called upon to make a\ngreat sacrifice.\n\nTheir hearts are being torn asunder with the silent grief\n\nof the possible payment of a son's life for world, humanity, and democracy.\nI quote \"The Bravest Battle,\" by Joaquin Miller:\n\nThe bravest battle that ever was fought.\nShall I tell you where and when ?\nOn the maps of the world you will find it not.\nIt was fought by the mothers of men.\nNay, not with the cannon or battle shot;\nWith sword or nobler pen,\nNay, not with eloquent word or thought,\nFrom the mouths of wonderful men.\n\nBut deep in a walled-up woman's heart;\nOf woman that would not yield,\nBut patiently, silently bore her part\nLo! there is the battlefield.\n\nNo marshaling troop, no bivouac song;\nNo banner to gleam and wave.\nAnd lo! these battles they last so long\nFrom babyhood to the grave!\nYet faithful still as a bridge of stars,\nShe fights in her walled-up town\nFights on and on in the endless wars.\nThen silent, imseen, goes down.\n\n"} {"page": 82, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n66\n\nSome way the call had come to us Americans so suddenly.\nago we were appalled by the European war.\n\n[General\n\nThree years\n\nIt concerned us as the \" other\n\nman's burden\" only. We were admonisht by our chief executive to be\nneutral and take no heed as American citizens. Most of us tried to be\nneutral.\nThe thought of war, especially under modern conditions, was\nhorrible to us. We received our American tourists and travelers back\nfrom the maelstrom of carnage on the European Continent, three years\nago, with open arms. They seemed almost to be heroes and heroines as\nthey related their tales of excesses and horror.\nWe western people were especially removed from the scene of action.\nThe eastern people were more closely in touch with war conditions because\nof their great manufacturing centers and increast activity in war munitions.\nNation-wide, we realized the first real personal shudder of war when the\n\"Lusitania\" was sunk, revealing to us for the first time the cruel course\nwhich was pursued by the enemy who nationally justified their action. It\nwas against our best judgment to believe any nation guilty of such a dastardly act. We were prone to place confidence in a nation of people who\nhave made such tremendous strides toward national organization and\nefficiency.\nLittle did we seem to realize that the German nation was leading\nup to a policy of unrestricted submarine frightfulness. In spite of the\nnation-wide activity of the German secret service in this country, we were\n\nyet kindly disposed to believe that the German people were not basically\nunfriendly.\n\nOur countrymen were loath to participate in this world war until the\nstartling plot was revealed that it was the plan of the German government\n\nto award a part of the territory of the United States as the price of a counter\nwar to be waged by proposed Japanese-Mexican interest. And furthermore\nGermany proposed to collect the price of her war in the present European\ncontiict from prosperous America after having devastated and prostrated\n\nher immediate enemies.\n\nago\n\nThe first essential of preparedness is the state of mind. Three years\nsix months ago\nwe Americans con-\n\n—two years ago—even one year or\n\n—\n\nceded nothing but that this was to be a war confined strictly to the Old\nWorld. Our legislatures, in session at the beginning of the year, were\ndeluged with protests and importunings against any kind of military pre-\n\nThe majority of our people—\n—hoped against hope that through some successful\n\nparedness for public-school children.\n\n^peace-\n\nloving in their policy\n\npeace arbitration or intervention of Divine Providence this country should\n\nnot be involved.\n\nAnd then, as in a flash, the treacherous designs of Germany stood\nZimmermann note and a\n\nrevealed to American eyes in the intercepted\n\n—\n\nvowed resumption of submarine atrocities. America neutral America\nbecame aroused to its own peril. We were awake at last to the unbeHevable\nfact that the perpetuity of our nation\n\n—that the inalienable right of every\n\n"} {"page": 83, "printed_page": null, "text": "WOMEN AND PREPAREDNESS\n\nSessions]\n\nindividual to life, liberty, and the pursuit of happiness\n;\n\n67\n\n—that the principle\n\nof government of the people, by the people, and for the people, as opposed\n\nto the f eudalistic world-dominion policy of\n\nGermany, is the fundamental\n\nThe great American nation faced the fact that\nFrom a peace-loving and strictly neutral nation we\n\nissue at stake in this war.\n\ndemocracy trembled.\nchanged to one demanding world-wide democracy and to one determined\nto crush down the evil attempt at world-wide autocracy.\nThese two mothers^ the one that I had seen this night and the one\nwhose words and heart yearnings I had just read ^had the true vision of the\ngreat struggle; had weighed the consequences and had made the sacrifice.\nTheir sons were at the front. I had witnest this night the supreme sacrifice of motherhood.\nThe measure of the mother's contribution is her son.\nWhat will she get in return ? The woman, a neighbor, lying in her hammock\nmanicuring her shapely and well-cared-for fingers lightly thinks of the boy\nnext door who has gone to war. Why shouldn't he go? It is his duty.\nPerhaps the \"lady of the hammock and immaculate grooming\" did not\ncomprehend that it was not easy for the mother to come in and tell her with\na smile and a cheery voice that does not quite hide the catch in her throat,\nthat her sturdy college boy has volunteered. The \"lady in the hammock\"\nhas not yet realized that this is also her war and that she too has a responsi-\n\n—\n\nI\n\nbility.\n\n—\n\nMilitary authorities are in accord with the statement that to main-\n\ntain one man on the firing line the service of seven people is required at\n\nhome.\n\nIt is safe to say that the mother whose son is at the front will be\n\nfound to be one of the seven.\n\n.\n\nWe women who are here today represent the great army of women\neducators of this nation who are counted as next to the home in influence\n\nWe, many of\nBut we have\nan important part to perform in this great life-struggle nevertheless. Our\ncountry needs us. A great world of humanity needs us. The test of our\ncitizenship has come.\nWe know too that we belong and represent a\ngreater army of women millions of them ^who stand for American womanhood. Upon a group of nations now depends a world-wide democracy.\nWe are at the parting of the ways. Autocracy must go. Humanity world\nhumanity is calling us. We women of America hear the call. As women\nhave ever responded to the world's great need, so shall we thru self-sacrifice\npledge our devotion to the sword and seal of the right of liberty in this\nmomentous crisis of our national, as well as world, history. Our nation's\nsons are at the front. With true mother-hearts we will consecrate to them\nand responsibihty in the training of the youth of our land.\nus, cannot give sons to the war.\n\n—\n\n—\n\nour dollars and our service.\n\nThey are not ours to give.\n\n—\n\n—\n\n"} {"page": 84, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n68\n\n(General\n\nPREPAREDNESS—A VENEER OR A FUNDAMENTAL—WHICH\nWILL OUR SCHOOLS GIVE OUR CHILDREN?\nMRS. ALEXANDER THOMPSON, MEMBER, OREGON LEGISLATIVE ASSEMBLY,\nTHE DALLES, ORE.\nI have been askt to discuss one phase of the general theme of preparedness, from\n\nmy experience as a member of the Oregon Legislature. To say\n\nthat this experience was highly illuminating\n\nis\n\nputting\n\nit\n\nmildly.\n\nMy\n\nmembership on the education committee of this body served to emphasize\nand confirm the opinions which I shall present for your consideration.\nBefore I went I knew that there had been an upheaval in the Portland\nschools caused by two or three disgraceful trials of teachers, extending over a\nperiod of months, much to the disgust of the people in Portland and the\nstate at large.\n\nI\n\nknew that in my own home town, The Dalles, with a\n\npopulation of 6,000, a three-cornered fight between the superintendent, the\nschool board, and the long-suffering public had dragged its weary length\n\nover a period of two years, until the taxpayers arose in their might, called a\nmass meeting, and took action that rid us of an incompetent superintendent\nand curbed the activities of an ill-advised school board.\nBut not until I reacht the Capitol and began my work on the education\ncommittee, did I sense the real situation. I began to realize that there was\na general upheaval and a spirit of dissatisfaction with the conduct of our\nschools that was not confined to any one section, but was state-wide in\nIf you could have read some of the school bills that were presented\nextent.\nto this committee, you might readily have perceived that the people,\nblindly perhaps, impractically without doubt, yet most frantically, were\nseeking to remedy conditions in school life which to them had become\nunbearable. Further investigation convinst me that these conditions are not\nlocal, but national, in extent.\n\nAll this agitation and general unrest cannot\n\nfail to bring us to the conclusion that the people, generally, feel that, with\nall the effort that is being put forth, with all the\n\nmoney that is being spent,\n\nand with our boasted system of modern education, we are still, somehow,\nmissing the mark. Americans as a whole are still a long way from understanding the true mission of the schools in our national life. There is a\ncomparatively small group in each community intelligently interested in\nthe public schools. But the fact that the schools are so often the target\nof the interested patrons of the system argues that the system as it now\nexists does not cover life and its problems.\n\n—\n\n—\n\nThe title of this paper \"Preparedness A Veneer or a Fundamental\nWhich Will Our Schools Give Our Children?\" is a very clear example\n\n—\n\nof our prevailing habit of dealing in glittering generalities, vague phrases,\nto sentiment, and we are left in a state of\nbewilderment when we try to fit these glittering generalities and oratori-\n\nand high-sounding appeals\n\ncal phrases to the details of daily\n\nlife.\n\n\"Preparedness\" is one of these\n\n"} {"page": 85, "printed_page": null, "text": "PREPAREDNESS\n\nSessions]\n\nmysterious words, hypnotic in\n\nits\n\ninfluence.\n\n69\nPrepare!\n\nPrepare! is the\n\ncry of the time.\n\nPrepare for what?\n\nIt should\n\nfulness, and the question is this:\n\nable basis for life ?\n\nmean preparedness for a life of use-\n\nDo our schools give our children a work-\n\nAnd if they do not, what is the reason ? The question\n\nas presented implies that there is a doubt in the mind of the writer of this\n\npaper, and with a temerity which must seem as foolhardiness to this group\nof professional educators, a layman will endeavor to answer that question,\nand give the reasons for the implied doubt.\nThe basis for that doubt is the attitude of the present generation of\ngrown-ups. I am speaking now of the great mass of our people, who are\nthe product of our public schools who have not been so fortunate as to\nhave had college training or the advantage of the private schools; the\neveryday mass of our people, upon whose shoulders rests our civilization.\nNothing could speak in louder tones of the superficiality of our preparation for life's work than the present hysterical attempt of this nation to\nmeet the great responsibilities the war has brought us. If the public schools\nhad prepared the mothers for their tasks as home-makers if the nation's\nmothers had been taught to think, the expensive campaign now being\nfinanced by Congress to teach economical management of the household,\nwould be unnecessary. The criminal waste of food and the speculation in\nfood materials would not be a national disgrace had we been given a\nproper respect for those things which make for honesty and thrift, when\n\n—\n\n—\n\nwe were in the formative period of our lives.\n\nThis nation is but reaping the\n\nharvest its public schools have sown, and our schools but reflect the national\ncharacter.\n\nIf we had been taught to think, there would not have been the\n\nrecent hysterical appeal which was sent out some weeks ago to close the\nschools so that the children could be sent to the farms.\n\nThe rapidity with\n\nwhich the movement spread indicated that the welfare of the child had\nbeen the last thing considered.\nYou are all familiar with the result of the investigation of the National\nChild Labor Committee of this particular bit of ill-advised activity, so that\nit is\n\nunnecessary for me to give the details.\n\nThe farmers did not want\n\nuntrained city boys, and city boys did not want work for which they were\nunfitted.\n\n—\n\nAgain, had our training been other than superficial a. veneer would\nwe today be facing a repetition of England's destructive policy in wiping\n\nout in the early days of the war all the protective standards of legislation\n\nHad our men and\nwomen been educated to the idea that that policy is only a veneer which\nwhich years of effort had built up around her workers ?\n\nrobs a child of its education in order that the material wealth of a state or a\n\nnation may be increast, there would have been no thought of breaking down\nthe child labor laws of this country which we had workt for years, against\n\ntremendous odds, to secure.\n\n"} {"page": 86, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n70\n\n[General\n\nNothing is more important in the final strength of a nation than a\ndetermined conservation of the labor power of the nation, and yet, on\nevery side, we hear the demand that our workers must be sacrificed to the\n\nGod of Business Success.\n\nIn our national life today we are facing the most\n\nperplexing problems that have ever confronted us, because the dollar mark\n\nand what it represents has been the goal of our endeavor rather than the\nthings that are above price.\nAnd this takes me back to my first statement that I must prove that\nmy doubt as to the basis of our public-school system is a well-grounded\ndoubt, and to prove this I shall apply to our public-school system the acid\ntest of the business man, and we shall judge the results by our own American\nstandard of success. Does the training our public schools give our children\nturn out successful business men ? When our public schools have turned\nout a finished product, he must write his success in figures with the dollar\nmark in front of it, or the American public will have none of him. One of\n\n—\n\nthe clearest examples of the inadequacy of the system of education in our\nstate, from this point of view, was given during the agitation for our mini-\n\nmum-wage law.\n\nOver and over again the statement was made by our\n\nbusiness men, when they were questioned concerning their objections to the\n\npayment of a living wage to the young workers in their employ, that \"they\nare not worth it.\" One merchant, a pioneer among Portland's business\nmen, made this statement repeatedly: ''Our public schools do not fit the\nchildren for work. I count as clear loss the first six months' wages I pay to\nany girl. It costs me that much to teach her what she should have been\ntaught in the schools.\"\n\nTurning to the schools to secure material with which to combat this\nstatement, I was given the report of the survey of the Portland schools for\n1 9 13\n\n—the same year the minimum-wage law was passed—and I find here\n\nthe following:\n\nThe Portland high schools are the regulation type of American academic high schools\nThe nearest approach to vocational\n\nplus a limited amount of modem applied work.\n\nwork is to be found in the commercial work, and second to this is the sewing for girls.\nThe other manual work is more scholastic in its nature than practical. The indications of\nreal life elements are scant.\n\nFearful lest this situation might be peculiar to Portland alone, I sought\nfor other expert opinions as to other cities.\n\nIn the survey of the schools of\n\nSpringfield, 111., made under the direction of Dr. Leonard P. Ayers, I find\n\nthese statements:\n\nThe facts suggest the desirability of a broader form of education, having for its aim\nthe development of those sorts of general knowledge, adaptability and resourcefulness\n\nwhich will be of greatest practical use in money-earning occupation. The great problem\nis to find out how to give such general preparation that will be of real practical vocational\nvalue.\n\n"} {"page": 87, "printed_page": null, "text": "PREPAREDNESS\n\nSessions]\n\n7\n\nAnd again:\nIf the school system is to assist young people to prepare themselves for money-earning\n\noccupations, it must carefully consider the sorts of occupations that these young people\n\nwish to enter.\n\nThe object of public education is to equip each child with the knowledge\nand training that will enable him to make the most adequate use of his\ninnate abilities. Its efforts must be directed toward improving the producer and his quality rather than toward increasing the product and its\nquantity.\n\nThe main defect of this work (manual training) is that it is not real. It is largely\nmade up of problems conceived or invented to fit into a scheme of development that exists\nrather in the mind of the person arranging the course than in the interests of youth or\nIn former years young people gained their most\n\nthe requirements of real life\n\nuseful education thru doing the chores of the home and the farm.\n\nHere they were brought\n\ninto contact with a large range of industrial operations and they developt a most adaptable\n\nToday a more highly organized\nand specialized civilization is taking away most of these chores and with them much that\n\nsort of skill and knowledge in the handling of materials.\n\nis\n\nbest in the training of youth.\n\n—\n\nTo go farther east\n\n^lest\n\nthese situations might be peculiarly western\n\nI studied the report of the survey of the schools of Richmond, Va., and I\n\nfind such a pertinent statement as this:\n\nWhat\n\nMere literacy is no longer an adequate preparation for life or for labor\n\nis needed is not longer courses in cookmg, sewing, or typewriting, but an organized training\n\nwhich will include a variety of experiences drawn from the occupations which are open or\nshould be open to the girls in the life of the community\n\nAll practical courses should\n\nbe made intensive enough to insure serious, purposeful work on the part of the pupil and\ndiscourage the dawdling and waste of time which is so often seen in handwork courses.\n\nWhere, then, lies the difficulty in our present system, and who is to blame\nfor this shaky foundation ?\n\nFirst, our school boards; second, our teachers;\n\nthird, the attitude of the public toward both boards and teaching force.\n\nAs\n\nto the school boards, I find this common fault both in cities and in small\n\ntowns, that the school boards are made up of men who are business men,\nexperts in their own lines, perhaps, none of which is education.\n\nImmedi-\n\nately upon their election, or the next day after, they qualify as educational\nexperts.\nThey elect or appoint a superintendent, and then proceed to tell\nhim how to run the schools. He is fust with and hampered by this same\ngroup of business men, who would not think of conducting their own hardware, legal, dental, or meat-market business after the manner they impose\nupon the superintendent.\nLet me quote here the finding of the Portland survey upon this point:\n\nThe minutes show clearly that the Board spends a large proportion of its time trying\nto handle technical and professional matters, largely relating to teachers and instruction,\n\nwhich no board is competent, alone, to handle, and which ought to be referred to the\neducational department for attention\n\nIt simply\n\nmeans that in those matters\n\n"} {"page": 88, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n72\n\n[General\n\nwhich are matters of expert judgment, and which no board of laymen is competent wisely\nto decide, they ought to act only on the recommendation of the experts whom they employ\n\nand should trust.\n\nAnd I might add my own personal opinion that they should exercise\ncare in the choice of these experts.\n\nAlso from the Springfield survey:\n\nIt is a waste of money to purchase, thru large salaries, a high grade of experience\n\nand ability, and then not permit that ability and experience to be used.\n\nIn a well-run\n\ncorporation, the directors largely confine their activities to supplying funds, supervising\n\nexpenditures, and determining what additions or reorganizations of the business are to be\n\nThese same functions may well constitute the bulk of the work of an\nThe work of the board will be rendered far more effective\nwhen it is devoted to the consideration of the larger problems of the system, such as\n\nundertaken.\n\nefficient board of education.\n\nquestions of finance, selection and purchase of building sites, plans for new buildings, etc.\n\nThe best efforts of the most competent men and women of the city are needed for the\nsolution of these problems.\n\nThese are not alone typical of these two cities, but of all school boards.\nLet us pray that the vision of the city of Cleveland may be granted our\nschool boards in all cities, so that they may have the courage to invite a\nman to take charge of our schools and then say to him, \" We will handle the\nbusiness end, and do you train the children.\"\n\nNow as to the teachers: Here again I find that the fault is largely that\non the one hand by either the\nand on the other hand\nby the cramping exactions and narrow pohcy exhibited toward the teachers\nof the school boards, intensified, however,\n\ninterference or the indifference of the parents,\n\nby some superintendents.\nOregon is criticized most severely for her tenure-of-office law, and well\nBut more are we to be criticized for the conditions which made\n\nshe may be.\n\nit necessary.\n\nIn the majority of our cities the teacher is not allowed to be a good\ncitizen.\n\nIf she expresses herself upon public questions, sooner or later her\n\nopinions clash with those of the superintendent or a parent prominent in\nschool or town politics, and she suffers decapitation.\ntion:\n\nLet me ask the ques-\n\nHow can a teacher develop individuality of thought or action in a\n\npupil when she dare not call her soul her own without fear of losing her job ?\n\n— becomes a position only when\n\nI call it \"job\" advisedly\n\nit\n\nit\n\nhas a\n\nfreedom and dignity which we do not ordinarily attach to the profession of\nteaching.\n\nAgain, how can a teacher give to her pupils a sound basis of character\nwhen the whole trend of the profession keeps her from the contacts of the\nordinary life of the average citizen ?\n\nThis cramping process is reflected in\n\nher influence on our children to their detriment.\n\nTo remedy this we must\n\nadmit the teacher to every activity for which she may have fitness. We\nmust allow her that freedom of expression and action which we accord\nevery citizen. We say the profession of the teacher is the most sacred next\nto that of the mother, and then we make the teacher a hireling and her\nprofession a job.\n\n"} {"page": 89, "printed_page": null, "text": "PUBLIC SCHOOL THE LABORATORY FOR CITIZENSHIP\n\nSessions]\n\n73\n\nWe, the parents and the indifferent public, are so little interested in the\nprocess of education that we allow all sorts of petty tyrannies to spring up\n\nthru our school boards under the guise of discipline, until our teachers,\nthose to whom we intrust our most sacred possession, our children, until they,\nto protect themselves, secure the passage of such legislation as the tenure-of-\n\nWe, the parents and unthinking public, allow our schools to be\n\noffice law.\n\ncommercialized and our children taught to view life and life's ideals thru the\n\nglamor of the dollar sign, and to value business success above character\nabove humanity; to rate material progress as higher than spiritual growth.\n\nAnd then when a crisis, such as that which our nation faces today, calls\nfor manhood and womanhood of the highest ideals, we mourn because the\n\nresponse to the call of that crisis is one which sweeps away the human ele-\n\nment in its consideration for the business interests of the nation.\nOur America must establish thru its public schools the sacredness of\nher claims to liberty of thought and freedom of action if she would preserve\nthe democracy for which she is fighting today.\n\nTHE PUBLIC SCHOOL THE LABORATORY FOR CITIZENSHIP\nANNA LAURA FORCE, PRINCIPAL, LINCOLN SCHOOL, DENVER, COLO.\nAt no time in the history of our nation has it been more necessary to\nThe teacher must\nbe ready at any sacrifice to give the protection necessary to keep their minds\n\nconserve our children, the future citizens of the country.\n\nand bodies occupied with such school activities as will give a wholesome\natmosphere and a stimulating environment.\n\nIt has been said that \" educa-\n\ntion at the expense of the state\n\nonly on the* ground that it\n\nis\n\nimproves the quality of citizenship.\n\njustified\n\nChildren must be trained so that they\n\nmay develop to the best advantage all their powers, physically, mentally,\nsocially, and morally.\"\n\nThe school has more and more taken over the responsibility of the home.\nThe child belongs to the state. No longer may the parent say, \"The child\nis mine, I will do with him as I please.\"\nUnder the compulsory-attendance\nlaw, the responsibility of the school is increast.\nitself\n\nIt is obliged to concern\n\nwith the health, surroundings, and activities of the pupils.\n\nThe\n\nnecessity for the protection of the health of the school demands medical\n\nwhich in time will increase physical and mental efficiency by\nThe psychological clinic and free dispensary have come\nThe child must be made comfortable and happy. His environ-\n\ninspection,\n\nreducing disease.\nto stay.\n\nment must contribute\n\nto his well-being.\n\n\"All the children of\n\nall\n\npeople\" are entitled to the best that scientific education can give.\n\nthe\n\nThe\n\nsanitary and hygienic condition of the school is of vital importance, for\n\nhealth must be the first consideration.\n\nHow often do we see forty or fifty children packt into one close, dusty\nschoolroom ?\n\nFor years we have attended educational meetings, and the\n\n"} {"page": 90, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n74\n\niGeneral\n\n_\n\nmost glaring defects have been pointed out, but, comparatively speaking,\nWithin a radius of thirty miles in a\nprosperous community will be found several types of schools. One will\nhave up-to-date equipment, skilful teachers, thoughtful supervision, and\na curriculum and methods connecting school with life; another will be\npartially graded, no medical inspection, teacher poorly paid; the third type\nwill be an antiquated schoohoom with dry-as-dust textbook methods, short\nterm of school, and compulsory attendance ignored. A teacher in such a\nschool askt a school director for kindergarten appliances and received the\nanswer, \"Why, where are the dumbbells we bought for you two years\n\nhow little has been accomplisht!\n\nago?\"\n\nAre we, the educators, are we, the people, true to our trust when\n\nsuch conditions prevail ?\n\nSurveys have been made by scientific men from leading colleges of the\n\nUnited States which have given publicity to the crying needs. To better\nconditions, changes in organization in both rural and city schools are\n\nThere must be an attitude of mind favorable to progress.\nReadjustment will cause inconvenience and perhaps disappointment, but\nin the end the boy or girl will be trained to become \" an economic unit and\nto render to the state the highest and best service.\" This is citizenship,\nPublic sentiment must be aroused in favor of progressive\nthis is patriotism.\nschool legislation. Educators must cooperate and strive for these needed\n\nnecessary.\n\nThru the activities of the Parent-Teachers' Association the school\nan influence in the community. Thru it vital problems can\nbe studied, and there will be less objection to raising funds for needed\nimprovements when the real need of the improvement is seen. Carlyle\n\nreforms.\n\nwill become\n\nhas defined a genius as ''one who takes infinite pains.\"\n\nA genius is needed\n\nto solve this big problem of improving school buildings and making a better\nclassification of pupils according to progress and native ability.\n\nModern pedagogy is trying to put physical and mental training on a\nFrom the hundreds of books on psychology, pedagogy, and\nchild-study now publisht, the teacher may select the best science has to\nThe preparation of the teacher for her\noffer.\nIf she seeks she will find.\nwork is no longer in question. The opportunity in summer schools and in\nscientific basis.\n\nextension study of the colleges keeps before her the highest ideals of her\nprofession; thru them she will make of the school a scientific laboratory as\n\nShe must understand the needs of\nA noted educator\nsays, \"The curriculum must present in idealized form present life with its\nwell as a workshop for citizenship.\n\neach individual child in every stage of his development.\n\nsocial activities, ethical aspirations, and appreciation of the cultural value\n\nof the past.\n\nIt must introduce life as it is and should be.\"\n\nLife is enricht\n\nthru mental training by giving the child an appreciation of art, literature,\nscience, and music.\n\nA better understanding of the world about him will fit\n\nhim for the social group of which he is a part.\n\n"} {"page": 91, "printed_page": null, "text": "PUBLIC SCHOOL THE LABORATORY FOR CITIZENSHIP\n\n7$\n\nOpportunities for practice in citizenship arise in every school.\n\nCurrent\n\nSessionsl\n\nevents in connection with history or language make the pupil acquainted\n\nwith the great human family, and he gains a breadth of view that helps\nhim to understand the government of his own city, state, or country.\nScientific discoveries, national events, the present high cost of living, and\nthe food problem are matters that connect the child with the outside world.\n\nThe playground offers an opportunity to discover that the rights of\nmust be considered, that team work means \"adjustment of the\nindividual to the other person and to the group,\" bringing about \"a reducothers\n\ntion of juvenile delinquency, the breaking up of corner-lot gangs, lessening\n\nParticipation\nof street fights, and improvements in racial relations.\"\nby the school in civic affairs gives valuable lessons in citizenship. Clean-up\ncampaigns in which the whole community becomes interested arouse civic\npride in the boy and girl who help. They gladly take part in planting home\ngardens, in cleaning vacant lots, in ''swatting\" the fly, and in other activities that tend to make the city healthful, attractive, and beautiful.\nMany\nyoung men and women are handicapt for lack of skill in different lines of\nwork. They realize the need that is met by vocational, part-time, evening\nschools and instruction for the foreigners. They become more eflScient\nand receive better wages, which makes them happy and useful citizens.\n\nDonations to the poor or to the Red Cross fund create a spirit of love\n\nand service putting to shame the older person who gives niggardly of his\nabundance. Lessons in thrift teach economy in the use of time and money\nand develop a foresight that will reduce pauperism, poverty, and crime.\nLessons in the conservation of food and in the economical management of\nthe home are taught in the domestic-science courses.\nthe Allies could be supported\n\nIt has been said that\n\nupon what American households waste.\n\nLanguage work, oral and written, using material taken out of the lives of\nthe children will create habits that will help\n\nnow to develop in time a\n\nAt present the American nation is considered the most\nextravagant in the world. A saving habit can be taught by calling the\nattention of the children and their parents to the amount of money expended\nin one day by the whole school for candy and chewing gum.\nIn a large\ncity school in which a careful account in one day was kept, it was discovered\nthat twenty dollars had been spent for trifles that cost a nickel or a penny.\nThe spirit of service becomes the ideal when the teacher shows the\ninterdependence of human beings one upon another, and the appreciation\nthrifty people.\n\nof the world toward those even in the humblest calling who render service\n\nto their fellow-men.\n\nNever in the history of our country has there been\n\na period when the youth of the country could be taught to better advantage\nthe ideals of justice and liberty.\nwill yet be called upon to make.\n\nway we can.\n\nWe know not what sacrifice our nation\nWe must be ready to serve in the best\n\nAt this time when men go to war and women take their\n\n"} {"page": 92, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n76\n\n[General\n\nplaces, we must guard against the tendency to weaken the child-labor laws,\n\nfor the boy's earning power in the years to come depends upon the training\n\nwhich the school is now giving him.\n\nWould it not be poor political economy\n\nto sacrifice a great possible future to an insignificant present gain ?\n\nGreater than the love for one's city, state, or country is the love for\n\nhumanity.\n\nWhat could better express the true American spirit than the\n\nenlistment of the volunteers, the purchase of Liberty Bonds, and the contributions to the Red Cross ? The well-being and safety of the nation depend\nupon the intelHgence of the citizens. The school must not only prepare the\nboys and girls for future responsibility, but it must make every opportunity\nfor them to be citizens in the service they render to their school, home, and\ncity.\n\nWhat a splendid illustration in legislation the school can give in the\n\nmaking and carrying out of rules teaching self-government and fair play!\nHabits of truthfulness, honesty, and loyalty acquired in school and\nhome strengthen the moral fiber and build up a citizenship that will be able\nto assume the future responsibihties of the nation.\n\"Our country cannot\nsubsist without liberty, nor liberty without virtue.\"\n\nOur forefathers laid the foundation of freedom and justice.\nbuilding of the great American nation, the school\ncitizenship,\nits citizens.\n\nis\n\nIn the\n\nthe laboratory for\n\nand its safety and well-being depend upon the character of\nIt is their duty to place the welfare of the nation above selfish\n\ngreed and personal ambition.\n\nSHALL THIS COUNTRY ECONOMIZE FOR OR AGAINST ITS\nCHILDREN?\nJULIA\n\nC.\n\nLATHROP, CHIEF, CHILDREN'S BUREAU, DEPARTMENT OF LABOR,\n\nWASHINGTON, D.C.\nThis country is engaged in a war to make democracy prevail in the world.\nThere could be no nobler purpose, for within democracy we imply the growing measure of social justice obtainable thru a government of the people, by\nthe people;\n\nwe include our advances in homely daily life\n\n— the wisdom and\n\nliberality with which children can be nurtured and trained.\nSir Ernest Rutherford, the distinguisht English physicist, in an address\n\nbefore the Academy of Science in Washington last month, said, in speaking\n\nweapons which science bestows for fighting,\n\"This war would not be worth fighting if it is not a war to end war, for so\n\nof the fearfully destructive\n\ndestructive has war become that either we must end war or war will end\ncivilization.\"\n\nIf this\n\nwar can end war and can make democracy safe it\nand sacrifices and cost it will demand to a\n\nwill be worth great sacrifices;\n\ndegree beyond\n\nall\n\npresent reckoning.\n\nWar\n\ndirected to the immediate destruction of values\n\nexpenditure\n\nis\n\ninevitably\n\n—material destruction and\n\nthe destruction of human life and of human efficiency.\n\n"} {"page": 93, "printed_page": null, "text": "FOR OR AGAINST ITS CHILDREN?\n\nSessions]\n\n77\n\nPlainly economy will be required of a sternness never practist in our\n\nIn some way the debts created\nby war must be paid by us. The only choice we have as a nation is how and\nwhen and where we shall save in order to pay them. Added to the fact of\n\ncountry still in its rich, unexhausted youth.\n\ndebt is another, already familiar enough in talk, but not yet felt with its\nreal sharpness:\n\nthe cost of food and clothing has increast until the family\n\nstandards of an unknown proportion of our people are seriously threatened.\nI need not tell any gathering of salaried people that pay for services has\n\nnot climbed automatically upward with prices for commodities.\nIf we go to Europe to make democracy prevail we must see to it that\ndemocracy does not suffer irreparable harm at home. Our armies must\nnot return victorious from Europe to find that we have allowed democracy\nthat family standards have been destroyed by\nto be defeated at home\npoverty and civic neglect.\nHow can we keep democracy alive except by the preservation of the\nhard-won standards of social order by which we have thus far been\nable to express it ? Already methods of retrenchment and economy are\nbeing urged. The only question is where we can properly economize.\nHere is the greatest test of our national good sense and foresight. What\ndo we consider the foundation necessities; what luxuries shall we spare\n\n—\n\nfirst?\n\n—the\n\nThe ultimate treasure and resource of any people is its young life\nonly surety of the continuance of the race.\nnecessity?\n\nWhat is the fundamental\n\nIs it not to safeguard that reservoir?\n\nThere are 30,000,000\n\nchildren in our care under sixteen years of age; about 20,000,000 of them\nin our schools.\n\nlaws;\n\nSlowly we have arrived at certain measures of protection\n\n—\n\nby compulsory-education laws, by child-labor\nby mothers' pension laws, and now by a national child-labor law\n\nfor those\n\nunder sixteen\n\nwhich says that after September i, 19 17, every child under fourteen years\nof age is entitled to protection from labor in mill, cannery, workshop, fac-\n\nNo child between fourteen and\nwork in these industries more than eight hours a day nor\nmore than six days a week nor after seven at night nor before six\nin the morning.\nAnd no child under sixteen shall work in mine or\ntory, or\n\nmanufacturing establishment.\n\nsixteen shall\n\nquarry.\nIt is not too much to say that the first effect of war is to threaten all\n\nsuch standards;\n\nit\n\nmay suspend or destroy them all, so that now in the\n\nbeginning it is exceedingly important that we should face squarely the risk\nbefore us\n\nand determine whether such laws are necessities or luxuries.\n\nWhat have foreign countries to teach us from their three years' war experience ? The Children's Bureau has made a search of public reports upon\nliving conditions affecting children behind the lines in the various warring\n\nnations in order to learn what seems to the belligerent powers the great\nnecessity back there where the women and children are living.\n\n"} {"page": 94, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n78\n\n[General\n\nAdmittedly our standards of life, including those of child protection,\nOtherwise 95 per cent of our European\n\nare higher than those of Europe.\n\nimmigrants would not have come upon the advice of earlier arrived friends\nwho earned and sent the passage money for more than half of them. The\nimportant consideration is, not the actual standards of life in any European\ncountry, but the attitude of the public mind toward their preservation or\n\nAt the outbreak of the war the Board of Education of Great Britain\n\nloss.\n\nstated that \"in the general interest of the nation it is of the greatest\n\nimportance that the public education of the country should be continued\nwithout interruption and with undiminished efficiency.\"\n\nA year later its report contains this paragraph:\nTo withdraw the child from school at an earlier age than that contemplated by the\nattendance by-laws is to arrest his education on the threshold of the years when he is\nprobably just commencing to assimilate and consolidate the instruction he has received\n\nand is receiving at school.\n\nHis introduction to labor at this time renders him liable to\n\nconditions of strain detrimental to his physical well-being.\n\nThe reports of the British Munition Workers Committee emphasize\nthe waste of extraordinary war conditions of work and urge the restoration\nof former restrictions.\n\nThey say in part:\n\nConditions of work are accepted without question and without complaint which,\nimmediately detrimental to output, would if continued be ultimately disastrous to health.\nIt is for the nation to safeguard the devotion of its workers by its foresight and watchfulness lest irreparable harm be done to body and mind both in this generation and the\n\nVery young girls show almost immediate symptoms of lassitude, exhaustion, and\n\nnext.\n\nimpaired vitality under the influence of employment at night.\n\nA very similar impression\n\nwas made by the appearance of large numbers of young boys who had been working at\nmunitions for a long time on alternate night and day shifts.\n\nIn the same tone says M. Albert Thomas, French Minister of Munitions:\n\n—\n\nThe experience of war time has only demonstrated the necessity technical, economic,\nand even physiological of the labor laws enacted before the war. In our legislation\nsecured in time of peace we shall find the conditions for a better and more intense pro-\n\n—\n\nduction during the war.\n\nIt is especially noteworthy that England has not permitted any lowering\nof the age limits for factory work.\n\nIts exemptions for farm labor by chil-\n\ndren have been considerable, in certain localities, yet continually opposed\nin others, and in some districts no exemptions have been allowed. The\nBritish Board of Education quotes the Board of Agriculture as expressing\n\nthe opinion that if the women of the country districts of England took the\n\npart they might take in agriculture it would be quite unnecessary to sacrifice\nthe children.\n\nAnd the Board of Trade Labour Gazette says:\nThe Board of Trade, in consultation with the Board of Agriculture, are taking active\nsteps to mobilize a sufficient supply of women for work on the land in order to meet\n\nthe shortage of agricultural labour due to the enlistment of men in His Majesty's forces.\n\n"} {"page": 95, "printed_page": null, "text": "I\n\nFOR OR AGAINST ITS CHILDREN?\n\nSessions]\n\n79\n\nThe reserves of women's labour available for agriculture are to be found chiefly among the\nlocal unoccupied women in country villages, who have some experience of, or familiarity\n\nwith, agricultural work, and also among the better educated women who are willing to be\n\ntrained for the purpose.\n\nThe countries which have borne the brunt of the war have indeed\nsacrificed the schooling of children to their evident injury.\n\nCecil Leeson\n\nsays in his book on The Child and the War:\nIf the lads were leammg anythmg useful the situation, though still undesirable,\nwould be not quite so bad; but they are not learning anything useful. Most of the factory work they do is \"blind alley\" work, fitting them for nothing afterwards; and, to do\nit, lads are sacrificing physique, efficiency, and in very many cases, character.\n\nThis year, notwithstanding the increasing exhaustion of the war, England and France have taken determined measures to restore or to improve\n\nIn England the Board of Education has demanded\n\ntheir old standards.\n\na budget for 191 7-18, showing an increase of nearly four million pounds over\nthe largest increase over the preceding year known in the history\nlast year\n\n—\n\nof EngHsh education.\n\nIts purpose is to raise teachers' salaries, to restore\n\nschool buildings to school use, and to increase school efficiency.\n\nMr. Herbert Fisher, president of the Board of Education, in a speech\nin the House of Commons last April, supporting this budget, said, \"Econ-\n\nomy is in the air.\nstuffs.\n\nWe are told to economise in our expenditure and food\n\nI suggest that we\n\nshould economise in the human capital of the\n\ncountry which we have too long allowed to run to waste.\"\nIt is inspiring to know that certain younger countries have from the\nfirst\n\nrefused\n\nany sacrifice of children's right to education.\n\nCompulsory\n\nschool-attendance laws have not been lowered in Canada, Australia, and\n\nNew Zealand.\n\nSince the. war began requirements for school attendance\n\nhave been raised in Nova Scotia and in some parts of Australia. Manitoba\npassed its first compulsory-education law in March, 1916. There has been\nno weakening of labor laws affecting women and children in New Zealand\nor in\n\nany Canadian province.\n\nYet Canada has sent to the front one-\n\nnineteenth of her total population and New Zealand has sent one-fourteenth.\n\nThis heroic struggle to protect the schooling of children in countries so\ndesperately involved in war as are France and England, this brave insistence\n\nupon no reduction by the colonies, which have sent their men so freely and\ngenerously to the aid of England, are in strange contrast with the spirit of\nthe law passed by the largest state in this country permitting the school\n\nyear to be curtailed five months; in strange contrast to the specious willingness to let children do their bit;\n\nin strange contrast with the suggestion\n\nthat the federal child-labor law shall be suspended or repealed before it\n\ngoes into operation.\n\nSuch efforts to tamper with the rights of children are not at an end.\n\nThey will grow in plausibility and insistence unless they are frankly and\nvigorously met. Today as never before it is certain that the public-school\n\n"} {"page": 96, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nSo\n\n[General\n\nteachers of America have an unparalleled power to guard the nation's\nchildren and to mold public opinion so that this country will insist that the\n\nschools shall gather momentum during this period of war in order that they\n\nmay better cope with the inevitable disturbance of orderly life which war\nentails.\n\nAre not we who are older and not at the front in duty bound to\nagree upon and to practice whatever public and personal economies are\n\nnecessary to give children their chance in war time ?\n\nBELGIAN SPECIAL MISSION TO THE UNITED STATES\nREMARKS BY BARON MONCHEUR, OF BELGIUM\n\nThe cordial reception which you have given to my colleagues and myself\nhas deeply touched us, and it is an additional pleasure to have the opportunity of meeting here the National Education Association, which has in its\n\n—\n\nhands the education of the rising generation ^for we want you to hand down\nto posterity the record of the deep gratitude and everlasting friendship of\nour country to your great Republic.\n\nWe have been charged by our government to express to you the profound appreciation and admiration with which your nation is regarded by\nthe whole Belgian people and by our beloved leader and ruler. King Albert.\nWe feel it a great privilege to bear this message in person to the city of\nPortland which has done so much to save us from famine, and which is now\nsending the flower of her youth to help us regain our liberty and inde-\n\npendence.\n\nWe should like to visit all your country, which has been so\n\ngenerous and so sympathetic\n\n—\n\n^but, of course, that is impossible.\n\nHowever,\n\nwe are fortunate in meeting here, today, members of the National Education Association from all over this vast land, and we beg you, when you\ngo back to your homes, to bear our message to your fellow-citizens. Tell\nthem that Belgium is grateful, that our people look upon you as brothers, and\nthat, with you as Allies, we look forward with absolute confidence to the\nfinal victory.\n\nWhen the history of this war is written, against the dark pages of our\nsuffering, there will stand\n\nout in letters of gold the aid and comfort you\n\nhave given to the people of my country.\nPart of that history has already been written in the blood of our people\nby the hand of the author of the war itself. The full story is not yet known,\nbut what we already know is horrible enough.\n\nAnd you cannot fully\n\nappreciate what you have done for us and what you are now doing for us\nuntil you know from what depth of distress you are aiding to lift us.\n\nYou all know the outlines of the story of the sack of Louvain, that\nWe do not even know all the details ourselves.\n\ngreat center of learning.\n\nThat great university is in ruins\n\n—but that\n\nis not the worst of it.\n\nWe know\n\n"} {"page": 97, "printed_page": null, "text": "I\n\nSessions]\n\nBELGIAN SPECIAL MISSION TO THE UNITED STATES\n\nthat in and around Louvain several hundred men,\n\n8i\n\nwomen, and children\n\nhave been ruthlessly murdered by order of the German authorities. We\ncan rebuild the university, but who can give back to the mother the little\nLouvain is but one of the hundreds\nchild that has been shot before her face\n!\n\nof places where similar scenes occurred.\n\nAt Dinant over six hundred innocent citizens were rounded up in the\nmen, women, and children, ranging in age from a\nfew months to over eighty years. At the small town of Andenne one\nhundred and three bodies have already been exhumed and identified; at\nthe village of Aerchot, one hundred and fifty-five. The massacre at\npublic square and shot\n\n—\n\nTamines has been described, under oath (by one of the many witnesses of\nthat cruel butchery of some four hundred citizens), in these words: \"On\nentering the square the first thing we saw was a mass of bodies of civilians\nextending over at least forty yards in length by six yards in depth. They\nhad evidently been drawn up in line to be shot. We were placed before\nthese corpses, and were convinst that we too were to be shot.\" However,\nhe was not shot, but was put to work burying the bodies of his neighbors\nand friends.\n\"Actually,\" he says, \"fathers buried the bodies of their sons and sons\nthe bodies of their fathers. The women of the village had been marcht out\ninto the square and saw us at our work\nAll round were the burnt\nhouses.\" Then he goes on to describe another incident: \"While some of\nus were carrying the corpses along I saw a case where they had stopt and\ncalled a German doctor. They had notist that the man they were carrying\nwas still alive. The doctor examined the wounded man and then made a\nsign that he was to be buried with the rest. The plank on which he was\nlying was borne on again, and I saw the wounded man raise his arm elbowhigh. They called the doctor again, but he made a gesture that he was to\ngo into the trench with the others.\"\n\nBut the massacre and devastation was not all.\n\nTo murder and arson\n\nsucceeded systematic robbery, the theft of our supplies of raw materials, the\nseizure of our machinery, the destruction of our factories, the imprisonment\nof burgomasters and influential men, crushing taxes imposed upon an already\n\nimpoverished nation; and, finally, that crowning infamy of the centuries,\nthe deportation and enslavement of our workmen.\n\nOur people stand, today, widowed, orphaned, impoverisht, hungry and\nby the bayonets of the German\n\nfamisht, within a ring of steel formed\nsoldiery.\n\nBut, \" though cast down, they are not destroyed.\"\n\nTheir courage has\n\nnever faltered.\nLadies and gentlemen, I do not tell you these things to rouse your pity.\n\nWe do not wish to pose as martyrs.\n\nAs our beloved king has said, \"We\nBut, without knowing\nthe deep distress which we have endured, you cannot understand the great-\n\nhave but done what any honest man would do.\"\n\n"} {"page": 98, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n82\n\n[General\n\nupon seeing the sons\narms to dehver Belgium from the yoke of the\n\nness of our gratitude for your aid, nor our joy\nof your soil rush\n\nto\n\noppressor.\n\nMilitary autocracy is tottering to its fall. You have bared your mighty\narm to secure the hberties of the world, and, as your great statesman, John\nHay, has said, \"The people will come into their own: God is not mocked\nforever.\"\n\nMAINTENANCE OF STANDARDS IN ALL SCHOOLS AS A\nNECESSARY ELEMENT OF PREPAREDNESS\nFREDERICK E. BOLTON, DEAN OF THE COLLEGE OF EDUCATION, UNIVERSITY\nOF WASHINGTON, SEATTLE, WASH.\n\nA few short weeks ago there rang out the call \"to arms.\"\n\nThe sover-\n\neign law-making body in our land declared this necessary to preserve our\n\nnational integrity and honor.\n\nInstantly the manhood and womanhood of\n\nour land sprang up to do their part in the mighty struggle.\n\nInstinctively\n\nwe envisaged service in the trenches as the sole means of vindication.\nLater the idea of sustenance and succor of those in battle came to us as a\nnecessary supporting measure.\n\nWe were told that bread wins more wars\n\nthan bayonets and bullets.\n\nAnd so preparation for the trenches and\n\nconservation of food became impelling slogans.\n\nSuch were the fervor and patriotic zeal that industries, commerce, and\nschools threatened to be paralyzed.\n\nCollege and high-school classes became\n\ndepopulated because of students volunteering to do their bit.\n\nIt was even\n\nseriously proposed to change the child-labor laws so as to capitalize the\n\nlabor of children in factories to a greater degree than ever before.\n\nA\n\nniighty protest went up all over the land against the proposed child-labor\n\nand the victory of child conservation so tardily won is made\nThen came a message from the President, from a National\nAdvisory Council, and even from the War Department, that the greatest\nefficiency in every line, even in military science, could best be achieved and\nconserved by the most expert technical training that could possibly be given\nin our higher institutions of learning.\nAn immediate attempt was made to\nstem the tide of migration from the colleges and higher schools of learning,\nand students were advised to hold steady until selected for the specialized\nservice which they, as individuals, could best render.\nNote how the country is almost instinctively turning to the schools\nand colleges as the most potent means of securing high-speed preparation\nfor the most exacting kinds of service.\nLike mushrooms there have sprung\nup schools of aviation, schools for training Red Cross nurses, ambulance\nsphools, officers' reserve schools, and even in the army camps the methods\nof the schools are requisitioned to bring about the training and skill so\nimmediately needed. The note sounded by the United States Commislegislation,\n\npermanent.\n\n"} {"page": 99, "printed_page": null, "text": "MAINTENANCE OF STANDARDS IN ALL SCHOOLS\n\nSessions]\n\n83\n\ntimely and should be heard by every school and\n\nsioner of Education\n\nis\n\nevery community.\n\nHe says:\n\nIt is of the utmost importance that there shall be no lowering in the eflSciency of our\n\neducation\n\n.... schools and other agencies of education must be maintained at whatever\n\nnecessary cost and against all hurtful interference with their regular work except as may\n\nbe necessary for the national defense, which is of course our immediate task and must be\nkept constantly in mind and have right of way everywhere and at all times.\n\nFrom the\n\nbeginning of our participation in the war we should avoid the mistakes which some other\ncountries have made to their hurt and which they are now trying to correct\n\nWhen the war is over, whether within a few months or after many years, there will\nbe such demands upon this country for men and women of scientific knowledge, technical\n\ncome to any country. The world must be\nThis country must play a far more important part than it has in the past in\n\nskill, and general culture as have never before\n\nrebuilt.\n\n—\n\nand commerce, and also in the things of cultural life art,\nRussia and China are awakening to new life and\nare on the eve of great industrial development. They will ask of us steel, engines and\ncars for railroads, agricultural implements, and machinery for industrial plants. They\nwill also ask for men to instal these and to direct much of their development in every line.\nEngland, France, Italy, and the central empires have thrown into battle a very large per\ncent of their educated and trained men, includmg most of the young professors and instructors in their universities, colleges, gymnasiums, lycSes, and public schools.\nTheir colleges\nand universities are almost empty. The young men who would under normal conditions\nbe receiving the education and training necessary to prepare them for leadership in the\nfuture development of these countries are fighting and dying in the trenches. All these\ncountries must needs go thru a long period of reconstruction, industrially and in many\nother respects. Our own trained men and women should be able and ready to render every\nagriculture, manufacturing,\n\nliterature, music, scientific discovery.\n\npossible assistance.\n\nTherefore a right conception of patriotism should induce all students who cannot\nrender some immediate* service of great value to remain in college, concentrate their\nenergies on their college work, and thus be all the more ready and fit when their services\n\nmay be needed either for war or for the important work of reconstruction and development\nin our own and other countries when the war shall have ended.\n\nThe higher schools have already come to have a new significance in the\nminds of people everywhere. Every line of endeavor, military or industrial, in seeking brains and developt skill, turns to the universities and\ntechnical schools.\nFor example, in this crisis when they need engineering\nexperts, they go to the universities.\nWhen they need physicians or men\nwith legal lore, they turn to the universities; when they need men with\ncool heads to command in the heat of battle, they turn to our boys in the\ncadet corps;\n\nwhen they need men to survey the resources of the nation, they\nwhen they need men to speed up the production\n\nturn to our univ^ersities;\n\nof the fields, the forest, the mine, or the factory, they turn to our higher\n\ninstitutions of learning;\n\nwhen they need those with softened touch, refined\n\nemotions, to soothe the fevered brow, to perform the most trying ministrations to friend and foe alike, they turn to the girls in our colleges;\n\nwhen\n\nthey seek men with power of organization to marshal and conserve all the\ngreat forces of the nation, they turn to our great university leaders.\ntell our boys in college\n\nThey\n\nthat if they are pursuing studies in law, medicine,\n\n"} {"page": 100, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n84\n\n[General\n\nengineering, forestry, or whatsoever skill or craft, to stick to their laboratories\n\nand their books, as their skill may soon be needed in the titanic\n\nstruggle.\n\nThis will mean a new evaluation of the productive power of education.\nThis revaluation will not be for this calamity alone, but will be a permanent\nrecognition of the function that education must assume toward every\n\nhuman endeavor.\n\nIf so consequential in the hour of struggle, how vastly\n\nmore important in times when deliberation can focus all scientific resources\nupon the problems which await men's solution. Not only will the higher\nschools be thus recognized, but from the lowest grade to the highest new\nvalues will be set upon education. Educational aims and educational\nprocesses are to be profoundly reconstructed.\n\nNo other event in the\n\nworld's history will bring to us with such striking reality the utter futility\n\nand dire waste of dead formalism in the schools. The school will be maintained as an instrument of industrial efficiency, social enlightenment, and\ntrue democracy in citizenship or not at all. These aims the school has\nbeen struggling to achieve, but because of unintelligent interpretation of this\n\n—\n\nfunction by the public itself, the school has been staggering under the load.\n\nEven more important than munitions and man-power adequate to\nconquer in this immediate crisis is the necessity of developing citizens and\nstatesmen with far-sightedness and diplomatic wisdom to guide the gigantic\nworld-ship after the enemies of democracy have been put to rout.\n\nCitizen-\n\nand statecraft of a higher order than ever before dreamed of are\nimperative if civilization is to endure. To develop these the schools must\nbear the largest part. To succeed they must be equipt and managed as\nnever before. They cannot be in the hands of mere boys and girls with\nfledgling notions of education, efficiency, and citizenship, but must be\nguided by the choicest and most highly trained intelligence the world can\nproduce. The highest patriotism will be sustained by the highest degree\nship\n\nof preparedness, preparedness to recover for the awful shock to our present\nindustrial, commercial, and poUtical system, and preparedness to enter upon\n\nan era of world citizenship when the Herculean struggle shall have been\nThe perpetuity of a world democracy depends, not merely nor\neven mainly upon industrial and military preparedness, but vastly more\n\nended.\n\nupon the sane social and political organization and the development of\ngenuine social consciousness and altruism.\nHas the time not come when conscription of pupils for life preparation\nin school is as necessary a type of patriotism as conscription for military\n\nservice ?\n\nThe boy must realize that his bit now, while restless to enter the\n\nactive fray, consists in regular attendance at school and in the improvement\nof his time and his talents while there.\n\nThe lack of fitness of a vast army\n\nof young men today for national service could doubtless be traced to non-\n\nattendance at school or wasted opportunities while at school a few short\nyears ago.\n\n"} {"page": 101, "printed_page": null, "text": "MAINTENANCE OF STANDARDS IN ALL SCHOOLS\n\nSessions]\n\n85\n\nThe schools must be open twelve months in the year, their doors swing\nwide three hundred and sixty-five days in the year for some phase of educational activity, for\n\nsome people of the community to learn some art or\n\ncraft or science or philosophy or means of civic betterment.\n\nThe attend-\n\nance in the upper grades during school age must be almost doubled, and\nevery boy and every girl must feel that they are there to do their part\nin preparing for some of the great, busy, enticing world's work.\n\nCommissioner Claxton urges:\nParents should be encouraged to make all possible efforts to keep their children in\nschool and should have public or private help when they can not do so without it.\n\nMany\n\nyoung children will lack the home care given them in times of peace, and there will be\nneed of many more kindergartens and Montessori schools than we now have.\nThe attendance in the high schools should be increast, and more boys and girls should\nbe indust to remain until their course is completed.\n\nA school year of four terms of\n\ntwelve weeks each is recommended for the high schools, as for the elementary schools.\n\nIn\n\nthe high schools adopting this plan, arrangements should be made for half-time attendance,\n\naccording to the Fitchburg, Cincinnati, and Spartanburg, S.C, plans, for as large a\nproportion of pupils as possible.\n\n.... For all boys and girls who cannot attend the day sessions of the high schools,\ncontinuation classes should be formed, to meet at such times as may be arranged during\n\nworking hours or in the evening.\n\nmen and women.\n\nAll cities should maintain evening schools for adult\n\nIn cities having considerable numbers of immigrants, evening schools\n\nshould be maintained for them with classes in English, in civics, and such other subjects\nas will be helpful to these foreigners in understanding our industrial, social, civic, and\npolitical life.\n\nHave we not with us an opportunity, yea, an obligation, to teach the\npupils the duty of conservation, not only of the materials for the sustenance\nof life, but even more important, the conservation of their time and their\n\nbrain power?\n\nShould not a boy who deliberately wastes his time and\n\nopportunities in school be made to feel that he is a slacker no less than if he\n\nturned a deaf ear to the nation's call to arms ?\n\nShould he not be made to\n\nfeel that to work in opposition to the welfare of his school is as traitorous and\n\ntreasonable as to conspire against the welfare of his country ?\n\nEngland, for\n\nexample, has awakened to the extreme importance of keeping her educational\n\nsystem to its highest efficiency.\n\nmade a sad mistake.\n\nAt the outbreak of the war they\n\nA policy of retrenchment in public education was\n\nstarted as soon as the war began.\n\nIt is reported that a member of parlia-\n\nment said that \"several hundred thousand children are out of school, and\nthat the whole English school system will have to be rebuilt. It is as much\nin ruins as is Lou vain.\"\n\nTo solve the problem blockt out for us we must not only emphasize full\nschool attendance and regularity, but also the best quality of instruction.\n\nThis means that there must be a sufficient number of teachers possest of\nthe highest possible degree of competence.\n\nUnless we take care there will\n\nLarge numbers of the\nmost capable will be drafted into various forms of national service, leaving\n\nbe a lowering of the quality of the teaching staff.\n\n"} {"page": 102, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n86\n\n[General\n\nthe mediocre and poor ones to minister to the needs of the children.\n\nAl-\n\nready the supply of high-grade young men for manual and industrial arts,\ntechnical sciences, and as coaches of athletics has become so small that it\nto supply the demands.\nEven before the declarawar there was crying need for better-qualified teachers. A vast\n\nis practically impossible\n\ntion of\n\nnumber of our schools are in low gear because poorly qualified teachers\ncannot shift them to high speed. About 60 per cent of all children in the\nschools of the land are in rural schools.\n\nThose schools, according to the\n\nUnited States Bureau of Education,\nare in sore need of better-qualified teachers.\n\ncountry at large have no professional training.\n\nAt least one-third of the rural teachers for the\nThe average scholarship of this class of\n\nuntrained teachers is little more than an eighth-grade education.\nteacher rural schools in the United States.\n\nThere are 212,000 one-\n\nIt is conservative, therefore, to say that there\n\nare 70,000 rural teachers in this country with only an elementary education and no professional training.\n\nThere is one state in the Union that has over 4,000 teachers, with\n\nonly seventh-grade education and no professional training, in charge of its rural schools\nthis year.\n\nThere are several states that number their rural teachers in this class by the\n\nthousand and there are many states that count their rural teachers in this class by the\nhundred.\nAnother third of the rural teachers of the United States have only a limited amount of\nprofessional training and on an average their scholarship is not above the tenth grade.\nThere are at least 70,000 teachers in this class. A majority of the remaining one-third of\nthe rural teachers of our country have on the average only a four-year high-school education.\n\nThese are the conditions that face us in the qualifications of our rural teachers. The\nproblem that confronts us is how to improve these conditions. It is the purpose of the\nBureau of Education to issue a series of talks in an effort to show the country how to solve\nThe fact that we have over\nthis most important problem in American education today.\n150,000 teachers without adequate preparation for their work is enough to arouse the\npublic mind on this question to such a degree that within the next decade we shall have a\nsufi&cient number of teachers with adequate training for every rural school in the United\nStates.\n\nHow can this be done in the face of soaring prices and diminishing\nShould war burdens become so great that sacrifices must be\n\nsalaries?\n\nmade by all classes of workers, the teacher should not murmur in contributing his share, but at the present time there is scarcely a line of industry\nin which the workers have not had their wages increast to meet the high\n\nRailway workmen, mine operatives, laundry workers,\nmilk-wagon drivers, truck drivers, farm laborers, sawmill\nhands, clerks, stenographers, factory operatives, all, have demanded and\ncost of living.\ncarpenters,\n\nreceived more for their labor because of the increast cost of the necessities\nof life.\n\nBut how about the teacher ?\n\nMy observation leads me to believe\n\nthat, in general, teachers' salaries show a markt decrease in the last year or\n\ntwo, and the purchasing power of money has declined so that the outlook is\nexceedingly serious.\n\nAnd yet the teacher has no recourse.\n\nThe United States Commissioner of Education has exprest the idea of\nthe same necessity in a recent circular.\n\nHe says:\n\nI\n\n"} {"page": 103, "printed_page": null, "text": "MAINTENANCE OF STANDARDS IN ALL SCHOOLS\n\nSessions]\n\n87\n\nAll schools of whatever grade should remain open with their full quota of officers and\n\nteachers.\n\nThe salaries of teachers should not be lowered in this time of unusual high\n\nWhen possible, salaries should be increast in proportion to the services\n\ncost of living.\n\nrendered.\n\nSince the people will be taxt heavily by the Federal Government for the pay-\n\nment of the expenses of the war, teachers should be willing to continue to do their work,\nand do it as well as they can, as a patriotic service even if their salaries cannot now be\nAll equipment necessary for the best use of the time of teachers and students\nincreast.\nshould be provided, as should all necessary increase of room, but costly building should not\nbe undertaken now while the prices of building material are excessively high and while\nthere are urgent and unfilled demands for labor in industries pertaining directly and immediately to the national defense.\n\nSchools should be continued in\n\nfull efficiency, but in\n\nmost instances costly building may well be postponed.\n\nOur task in all grades of school is to develop large, broad-minded ideals\nIt is a more difficult task than to train to skill and technique.\nBut in the world of civilization, one genuine leader with power to marshal\nthe forces of nature and human skill and direct them to efficient service\nin the interest of humanity will mean more than a thousand hands with\nThis task will mean the utilization of every means of group\nskill alone.\nactivity in the school, in order that the plastic youth may become accustomed to organization and also the selection of factors in the curriculum\nthat shall stimulate, direct, and promote citizenship. It may not be\n\nof citizenship.\n\namiss to call attention to the extreme importance of the great group of\nsocial\n\nand civic studies as a means of promoting these ends.\n\nThe ideal\n\nof efficiency must be supplemented by the ideal of service.\n\nVocational training must become thoroly establisht and maintained.\n\nThe man without a regular vocation in which he is reasonably efficient is a\ndangerous man. The nation without industrial vigor and efficiency is a\ndecadent nation. Every man ought to have a means of livelihood. Every\nnation must encourage the handicrafts, trade, and commerce and secure\nefficiency in all of them.\n\nBut are these all and are they most fundamental ?\n\nIs there not danger that the ideal of efficiency in gainful occupations may\n\ncrowd out all other ideals and its dominance mean danger?\nin gainful occupations unmodified\n\nsordidness.\n\nEfficiency\n\nby higher ideals means selfishness and\n\nMere efficiency may crowd out all opportunity for fostering the\n\ndevelopment of altruism and of the finer sentiments contributory to it.\nNational superiority should not mean that that country is the greatest,\nthe mightiest, which can achieve the most for itself, can most completely\nall others for its own selfish ends.\nWe should not only ask\nhow extensive its domains, how strong its army, how efficient its navy,\nhow rich its mines, how fertile its fields, how shrewd its men. Should we\nnot also ask how fine are its schools, how justly governed its cities, how\nempty its jails and poorhouses, how unnecessary its hospitals, how justly\nits laws administered, how free from vice, graft, and corruption, how\ncharitable and magnanimous its people, how developt its ideals of freedom,\n\ndominate\n\nwhat its rank in the world's democracy ?\n\nI\n\n"} {"page": 104, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n88\n\n[General\n\nIn this education for larger citizenship every means in every grade\nmust be employed to instil worthy ideals of conduct and character. Every\npossible attempt should be made to awaken dormant consciences, to\narouse the nobler sentiments, and to inspire manly and womanly impulses.\nEmotions are the mainsprings of life. Properly develop the nobler emotions\nand all else will follow even efficiency. Instead of following Huxley's\nidea that education should develop the mind into a clear, cold, logic\n\n—\n\nengine, should not we follow Milton, who says that education should fit the\n\nindividual to perform skilfully, justly, and magnanimously all the arts of\n\npeace and all the arts of war ?\n\nEducation should be a means of awakening\nand ministering to all the higher instincts, a means of refining the soul and\npurging it of all that is base and ignoble, a means of stimulating to the\n\nThe great problems of the world\nwhich demand immediate solution if our civilization is to endure are not\nquestions demanding technical skill alone, but are great social and moral\nquestions. There is skill enough, scientific knowledge enough available,\nif there were only courage enough, honesty enough, and unselfishness\nenough in their application. No one of them demands any special amount\nhighest forms of unselfish social service.\n\nA strict application of the Ten Commandments on the part of all men, on the part of all nations, will solve every\nof shrewdness or technical skill.\n\nreally great question confronting the world.\n\nShould the present crisis be still with us a decade hence, or should new\nemergencies confront us, may we have as a national asset, the contribution\n\ncombined wisdom and insight of the home, industry, society, and\norganization, emerging from the highest grades of our public\nschools, a grand army of youth such as the world has never beheld, physically fit, strong of brain, sound in mind, brave of heart, with scintillating\neye, senses alert, hands trained to a high degree of skill, abounding patriotism, tempered judgment, broadened ideals of citizenship, ready to give their\nall to the cause of human freedom, fraternity, and justice.\nof the\n\npolitical\n\nThis. is the task of education in all grades of our schools.\n\nThe prob-\n\nlem of education will become recognized as the problem fundamental to all\nothers.\nEven that of war at the present moment is less significant than\nultimate education, for all war is occasioned by miseducation, and wars\nand rumors of war shall not be banisht from the earth till all men everywhere\nshall have become educated to the highest degree in the principles of true\ndemocracy, liberty, fraternity, equahty, magnanimity, justice, and good\nwill toward all men.\n\nSOCIAL HYGIENE IN RELATION TO NATIONAL DEFENSE\nNORMAN r. COLEMAN, PROFESSOR OF ENGLISH, REED COLLEGE,\nPORTLAND, ORE.\nI have too much respect for our national military forces to exaggerate\n\nthe corruption of the health and morals of the men in the army and navy,\nbut there are serious and incontrovertible facts of disease and vice that\n\n"} {"page": 105, "printed_page": null, "text": "Sessions]\n\nSOCIAL HYGIENE AND NATIONAL DEFENSE\n\nmust be faced by those concerned in our national defense.\n\n89\n\nFor any national\n\nneed our final dependence is upon men, men to work ships, to fire guns, to\nbuild roads, to manufacture munitions, to produce food. Whatever\n\nweakens and destroys men endangers the nation. We know that in the\nSpanish-American War far more effective strength was lost thru preventable\nSexual vice was rampant in the\ndisease than by the bullets of the enemy.\narmy. We know of one western regiment that was 85 per cent infected\nwith venereal disease. An Iowa man told me last week that six of the eight\nmen in his tent were under treatment at one time while his regiment was\nencampt at San Francisco. Two reports from the Secretary of War in the\nlast ten years have stated that the army has lost more effective strength\n\nthru venereal diseases than thru all other diseases combined.\n\nComing to the present day and the present conflict, we know that one\nof the nations involved lost more men in the first eighteen months of the\n\nwar thru venereal disease than thru casualties at the front. Men went\ndown by the hundreds in mobilization camps and never reached the fighting\nline.\nA report from Vienna, publisht in the Journal of the American\nMedical Association, indicated that sixty divisions since the war began,\nclose to a quarter of a million men, had been temporarily withdrawn from\nthe fighting because of venereal diseases. The governments of Europe are\nstruggling, not only with the problem of saving the strength of these men\nduring the war, but also with the problem of guarding the health of the\nwomen and children to whom they may carry infection when they return\nto their homes.\n\nIn the mobilization camps last summer and on the Mexican border\nconditions, while not nearly so bad as they were in the Spanish-American\n\nWar, were bad enough to call for special investigation and report. On the\nbasis of the reports from our own camps and from the European armies our\ngovernment is, as you all know, taking energetic steps to guard the health\nof the men, not only by keeping liquor and prostitution, as far as possible,\naway from military and naval stations, but also by providing social and\nrecreational facilities that may save the men from the loneliness and depression that lead many of them, in sheer reckless desire for change and excitement, to give themselves to vicious ways.\n\nAt the present time hundreds of thousands of our best young men are\nMany of these are young students\nfrom high school and college. All of them are physically vigorous and are\nat the age of full passions and relatively scant prudence. They are notobeing gathered into military camps.\n\nriously free spenders, so that they are the special prey of purveyors of vice,\n\nthe harpies and parasites that establish themselves about military canton-\n\nments.\n\nOn the Mexican border and in Mexico they sometimes establisht\n\nthemselves, with the consent of the officers, within the army camp itself.\n\nSome officers frankly defended the official recognition and supervision of\nprostitution as a necessary element of camp life.\n\nI\n\nOfficial recognition and\n\nregulation of prostitution is now pretty thoroly discredited as a civil policy.\n\n"} {"page": 106, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n90\n\n[General\n\nHappily, too, its folly and danger are recognized by the heads of the army\nand navy departments and exprest in their announcements to the national\nforces and to the public, but there are still officers in both army and navy,\nsome of them medical officers, who hold to the old bad tradition that\nprostitution must be permitted or even provided for our soldiers and\nsailors.\nSo the young men who join the forces are exposed to dangers\nwithout and within the camp that are likely to make them useless or worse\nthan useless for the country's defense in time of war, and sources of moral\nand physical infection in time of peace.\nFor the protection of the men's physical health much is being done by\narmy regulations which seek on the one hand to remove incitements to\ndangerous practices, and on the other to kill the germs of disease before\nthey begin to destroy health. Effort is being made also by the army\nauthorities to develop an enlightened opinion among the men that will\ndiscourage the vicious and support the self-respecting. The protection\nthat is needed just now is from dangers outside the camps. There the\ncommunities in or near which camps are situated frequently allow, for\ncommercial and political reasons, the establishment of centers of vice that\nare a stench in the nostrils of all decent and patriotic citizens. It matters\nnot that the thing threatens the very life of the young men called into\nnational service it pays, and the community shuts its eyes and takes the\n\n—\n\nThe recent letter of the Secretary of War to the governors of states\nis a challenge to the citizens of this land to show their patriotism by putting\ndown the public and flagrant vice that preys upon the men whom the\ncash.\n\ncountry has called.\n\nBehind all this the final protection is, of course, in the enlightened mind\nof the man himself, and his steady purpose to keep himself fit for the service\nof his country\n\nnow, and for the protection and support of his wife and\nUnfortunately the schools to which the\n\nchildren when the war is over.\n\nman went have done little to enhghten that mind and form that purpose.\nMany a youth goes up to an army camp from a home where the simple\nfacts of sex health were not told him because his parents did not know\n\nthem or had not decent words to express them, from schools where all the\nbodily functions and their relation to health and disease were explained\n\nexcept the function that at his age he most needs to understand.\nin the daily neighborhood of vicious women,\n\nHe lives\n\nwho in many cases are the\n\nonly women he can associate with.\n\nHe finds some of his comrades indulging\nHe may be advised, as in one case\nI know of, by one of his officers to go that way himself.\nHe may hear his\n\nin prostitution as a matter of course.\n\nmedical officer imply, as in another case I know of, that sexual vice is necessary.\n\nThe soldiers\nThe soldiers of tomorrow are in\n\nTell me, has that youth a fair chance to keep clean ?\n\nof today were in our schools yesterday.\n\nour schools today.\n\nThey have a right to the scientific facts and the fortify-\n\ning moral suggestions and counsel that will give them a fighting chance to\n\n"} {"page": 107, "printed_page": null, "text": "ART TEACHING IN THE NATION'S SERVICE\n\nSessions]\n\n91\n\nreach the battle front unshamed and untainted by vice, so that if death\nspares them there, they may return to their homes with characters as\nstrong and health as pure as when they offered their lives for their country's\nneed.\n\nART TEACHING IN THE NATION'S SERVICE\nARTHUR WESLEY DOW, PROFESSOR OF FINE ARTS, TEACHERS COLLEGE,\nCOLUMBIA UNIVERSITY, NEW YORK CITY\n\nThe schoolmaster is held to be indirectly responsible for this war.\nHis work is the hardest to undo, and that is why this Association is askt by\nIf one kind of education\nits president to lead the teachers to new service.\n\nThe teacher is to realize\n\nruined the world, another kind must redeem it.\n\nnow, more than ever, what his responsibility is for good or ill, what his\npart is to be in shaping the nation's destiny. Each of us is askt to show\nwhat he can do, as a teacher, for his country's rebuilding and progress.\nI might speak to you of the art teacher's special war-time service in\nI could tell you how art in the form of crafts\nand occupations can serve the disabled, comfort the convalescent, and bring\nhope to destitute families of soldiers; how women and children in Belgium\nare already being relieved in this way; how the painter can, by his art,\nBut this special emergency\ndisguise ships and conceal military operations.\nart work I will bring before you in the sectional meeting for vocational and\n\ncamp and hospital and home.\n\npractical arts education.\n\nWhat the art teacher shall do after the war when the country is to meet\n\n— that\n\nnew problems\nalone;\n\nis the\n\nmain question.\n\nNor is the task the art teacher's\nThe\n\nthe educational value of the fine arts concerns all teachers.\n\nresponsibility for the neglect of art or for the culture of art rests upon all\n\neducators.\n\nThe art teachers, art associations, art museums, and public-\n\nspirited individuals will\n\ndo their part, but the full utilization of their\n\nresources for public service will not be reacht without the cooperation of\nthe leaders in general education.\n\nTho so much has been done for the cultivation of the fine arts in the\nUnited States I think you will agree with President Eliot that we as a nation\n\n—particularly of the arts\n\nare seriously lacking in public appreciation of art\nof painting,\n\nsculpture,\n\nand\n\nIn his recent paper,\n\narchitecture.\n\n\"Some\n\nChanges Needed in Secondary Education,\" Dr. Eliot speaks his mind freely\nconcerning the absence of art from American life, and he asks educators\nto recognize this condition and meet it now.\n\nIf we are to recover our lost\n\nheritage we must face facts and act promptly.\n\nDoes anyone ask what the\nThe blatant billboard\n\nfacts are ?\n\nI do not need to rehearse them here.\n\nand flaring advertisement are but lesser evils, soon to be overcome.\nserious things cause us anxious thought.\n\nMore\n\nIt is a pity that the people who\n\n^K wr:\nwrite books and the people who buy books care so\n\nlittle about the printing\n\n"} {"page": 108, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n92\n\nof them, beyond legibility.\n\n[General\n\nThere is an art of printing and there is an art\n\nof design, but they are absent from most of our pages and covers.\n\ngirl-cover of our magazines\n\nThe\n\nwould disappear if the public demanded a\n\ngenuine design.\nCity planning is another field where the absence of art is almost a\ndisaster.\n\nYou can think of cities and towns whose natural setting is one\n\nof incomparable beauty, but man has done nothing to enhance it, or worse\nstill, has defaced it\n\nby everything he has built.\n\nYou know how hard a fight it costs to protect our scenic wonders and\nhistoric monuments from ravage or destruction.\nruthless as military necessity.\n\napparent.\nof\n\nBusiness necessity is as\n\nI will not dwell longer upon facts that are so\n\nFortunately for America we have educational leaders\n\n—who have long recognized\n\nthem here\n\nthis defect in\n\n—some\n\nour national life;\n\nwho have workt and will work, by word and by example, to correct it thru\nTheir influence is already felt, and we have hope\nfor the future.\nIn the new Lincoln School of Teachers College at Columbia\nUniversity art study is to have a larger opportunity. The Ethical Culture\nSchool of New York has its Arts High School. Some colleges are recoga general art training.\n\nnizing art courses for the Bachelor's and the Master's degrees.\n\nDespite these encouraging facts it seems to us that too many American\neducators are indifferent to art education\n\n—at least\n\nofficially.\n\nThe sub-\n\nject finds no important place in the programs of educational associations\n\nor of college faculties of education.\n\nIt is not strange then that it should\n\nhave no place upon the floors of our national and state legislatures.\nI have often wondered why American educators seem so indifferent to\nthe teaching of the fine arts in the schools.\n\nIt may be that the subject has\n\nThere may\nhave been too much talk about beauty in general, which everybody appreciates, and too little constructive discussion of art as a live subject in the\ncurriculum. Those in control of large educational interests want from the\nart teacher something more than sentiment, something more deeply connected with life than admiration of the obvious beauty of sunset and mountains, or the color of flowers and birds.\nThe attitude of the Old World educator and the Old World public\ntoward art instruction ought to be an object lesson. We have had reason\nin these days to examine more critically the educational systems of Europe\nin order to understand how they have influenst national life and character.\nWe all know that abroad the art teacher is a government official. From\nEurope to the Far East we find royal colleges of art, government art schools,\nand ministers of fine arts. I do not believe that we are ready for government control of fine-arts teaching public appreciation must come first\nbut the art teacher might at least have recognition from his government.\nIn 1908 the third International Congress of Art Teachers met in London.\nnot been convincingly presented by art teachers and critics.\n\n—\n\nEvery government except ours, sent at public expense, official delegates\n\n"} {"page": 109, "printed_page": null, "text": "ART TEACHING IN THE NATION'S SERVICE\n\nSessions]\n\n93\n\nand exhibits of work. The American delegates went at their own expense,\nwith no official recognition except that of the schools and universities which\nthey represented.\n\nAttendance upon foreign conventions under such circumstances is not\n\nan agreeable duty for the loyal and patriotic American art teacher. He\nknows that foreign educators come here to study our school system and that\n\nHe bitterly regrets that they should\n\nthey find things worthy of imitation.\n\nget the impression that art study is with us a non-essential.\n\nAmericans individually are not insensible to the value of fine art as a\nnational asset.\n\nWhen Rheims Cathedral was shelled a cry of protest came\n\nAmericans have felt a personal loss when\nThey watcht anxiously when danger threatened the picture gallery of Antwerp and other collections and monuments in\nthe war zone. As ruthlessness increast they feared for the Louvre, the\nfrom every part of our country.\na work of art was destroyed.\n\nnational gallery of London, St. Mark's of Venice, and\n\nall\n\nthe precious\n\nbecome a part of American life. When the majestic\nCoucy-le-Chateau was redust to a heap of stones Americans mourned with\nthings that have\n\nthe French people.\n\nMaeterlinck tells us that those old Gothic cities of\n\nBelgium, destroyed by the Germans, were veritable museums of mediaeval\n\nAmericans, far and wide, feel that they are poorer as a result of this\n\nart.\n\ndestruction.\n\nOur public is ready to respond if our educators will lead the way.\nPrivate individuals and some municipalities have been giving time, effort,\n\nand wealth to the fostering of fine arts. The Portland Art Association,\nwith its museum and its educational work, and the art departments of universities and normal schools in these Pacific states are examples of an art\nactivity that is growing thruout the country.\nWe can foresee a public\nappreciation that will regard the absence of art as poverty in a nation's life,\n\nbut we ought not to wait too long for it.\nI shall waste no time in talking about the causes of our present artless\n\ncondition or in blaming anybody for it.\nities have\n\ncovered that ground.\n\nsuggest a course of action.\n\nPresident Eliot and other author-\n\nIt is sufficient now to tell the truth and\n\nWhat are we going to do about it?\n\nWell,\n\nnothing, probably, unless we can come to a better appreciation of the real\n\nLet us think a moment and question: What is it that\nwhen the stones fall from ancient shrines, when precious thirteenthcentury glass is shattered, when paintings are burned ? Why are we not\ncomforted by the suggestion of restoration? There are the Parthenon\ncolumns lying where they fell in that older war why not set them up again ?\nAnd the answer is, we can put the fallen drums again in place, we can\n\nnature of fine art.\nis lost\n\n—\n\nrebuild the Gothic halls and cathedrals and carve copies of the old statues,\n\nbut we cannot call back the quality.\nthese\n\nstones or the glass.\n\nI\n\nThe nations that were custodians of\n\nmonuments, and yes, the whole world, valued the quality, not the\n\nWe grieve for the loss of that personal loving touch of\n\n"} {"page": 110, "printed_page": null, "text": "94\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe ancient artist.\n\n[General\n\nIn fact it is not usefulness or historic association or\n\nskilful workmanship, but the art that is precious to the world.\n\nIn this art\n\nquality there is something that stirs the imaginations of men, something\n\nfrom the soul of the old artist that speaks to your soul and mine.\n\nA nation that produces great art sends forth power to all generations.\nThe world has never been so conscious of this as today when it sees so many\nof its treasures fall into dust under shell fire.\n\nIt may be that the enemies\n\nof France and Belgium are purposely depriving those countries of their art\n\nto make them still poorer, to take from them that vital power that draws\n\nthe world to them.\n\nWith these thoughts in mind let us ask how the teaching of art in\nAmerica may render the highest service to our country.\n\nIt is not enough\n\nto train children to appreciate the art of other peoples, past or present.\n\nWe want an education that will stand for the conservation of the beauty\nof our country's scenery\n\nand the development of creative arts that will\n\nenrich the life of our cities, our towns, our rural districts, and our homes.\n\nIn many colleges and higher schools art teaching appears under the name\nof \"practical arts,\" and fine-arts courses are called \"technical\" courses, as\n\nwe must find some excuse for having art taught. I resent the use of the\nterm \" technical\" applied to creative art as if it were mere skilful workmanIn the elementary school the words \" drawing \" or \" design \" are made\nship.\nto stand for art teaching. With due respect for differing opinions I take\nthe ground that art is not defined by the terms \" technical,\" \" practical arts,\"\nif\n\n\"industrial arts,\" \"drawing,\" or \"design.\"\nap'plications of the art power.\n\nThese are names for certain\n\nIt is possible to teach drawing, design, and\n\nindustrial art without producing a vestige of that quality which stirred you\n\nbefore Rheims Cathedral.\n\nArt consists in excellence (of quality, not of technique) and the production of it depends upon exercise of powers within, not of collection of facts\n\nfrom without or acquirement of knowledge and skill. This excellence cannot be measured except by the appreciations. It does not consist in truth\nor accuracy or \"precise expression,\" tho these have value in other ways.\nIt is not defined by use a useful thing is not necessarily beautiful, as some\nwill claim.\nAn armored tractor or \"tank\" is perfectly adapted to its use,\nbut is certainly no more a thing of beauty than a pterodactyl. Hegel in\nhis Philosophy of Art warns us not to make too much of material.\n\"Wood,\nWhat\nstone, metal, canvas, even words, are in themselves but dead stuff.\nart creates upon this dead stuff belongs to the domain of the spirit and is\nliving as the spirit is living.\"\nSays FenoUosa, \"Use is something which\n\n—\n\nbelongs equally to art and not-art.\"\n\nMr. Flexner reminds us that the terms\n\n\"serving a purpose,\" \"useful,\" \"genuine,\" etc., are not synonymous with\n\"utilitarian,\" \"materialistic,\" \"commercial,\" and the like, \"for intellectual\n\nand spiritual purposes are genuine and valid, precisely as are physical,\nphysiological, and industrial purposes.\" The so-called practical and useful\n\nI\n\n"} {"page": 111, "printed_page": null, "text": "ART TEACHING IN THE NATION'S SERVICE\n\nSessions]\n\n95\n\narts alone will not give us a secure foundation for effective and efficient art\n\nteaching that will reach the whole people. We must go deeper. And here\nwe must part company with the familiar and traditional method of basing\nart instruction upon a study of nature's forms and colors.\n\nI am well aware\n\nthat many art schools here and abroad base their courses upon nature-\n\ndrawing.\n\nI am also aware that many art educators both here and abroad\n\nhave rejected this time-honored theory.\nHence, if I may be permitted to criticize, it seems to me a matter for\nregret that a committee recently appointed to report to you regarding a\npossible nation-wide system of art teaching should recommend the older\nmethod. They would have children begin by observation of nature, follow\nwith observation of works of art, and end with projects. This seems to me\na perpetuation of a bad philosophy of education.\n\nThe notion that art\n\ncan in some way be extracted from external nature is a survival of the aca-\n\ndemic teaching of the seventeenth century.\nrejected the older teaching method\n\nIn general education we have\n\n— the stuffing of the mind with facts\n\nto be used at some indefinite future time.\n\nWhy continue this process in\n\nart teaching when it has been given up everywhere else ?\n\nIf you turn the\n\nchild's mind into a storehouse of facts you leave its creative powers inactive.\n\nLet him observe and reverence nature's beauty, and learn to represent it,\nbut the outside world is by no means the source of all art.\n\nMuch of the art\n\nof the world has nothing to do with nature's forms or nature's beauty\n\n—for\n\nexample, architecture, metal working, pottery, pattern, and fine printing.\n\nAs to mechanical drawing, perspective, anatomy, and color theory,\nthey are sciences which the art power may use.\nparts of an art.\n\nThey are not arts or even\n\nI can fully agree with the committee as to the country's\n\nneeds and the desirability of more extended art teaching, but I beg to object\nto the proposed system as not in accord with modern education.\nIt seems\nmore like the methods of the drawing books of the last generation.\nAs against the teaching of art through its uses and applications or thru\nthe copying of nature's facts, I would advocate basing the art teaching upon\nstructure, the fundamental thing in all the visible arts, whether called fine,\n\nindustrial, applied, representative, or decorative.\n\nThere are, in these arts,\n\nbut three elements of structure\n1.\n\nLine (direction, shape, proportion)\n\n2.\n\nDark-and-light (tone, quantity of light)\n\n3.\n\nColor (quality of light)\n\n—architecture, painting, sculpture,\n\nFine relationships of these give us fine art\nthe crafts, art industries.\n\nTo bring these elements into fine relationships\n\nmeans the exercise of creative power through choice. Let children create\nwith line, tone, and color; let them choose and arrange, following their\nfeeling for what \"looks right.\"\nLet them draw nature's forms and paint\nher colors, when they need them for help in expression, not as a drill, not to\nstore up in memory.\nLet them model and build but see to it that the\n\n—\n\nI\n\n"} {"page": 112, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n96\n\n[General\n\npower to appreciate fine relationships is constantly called forth. There\nyes, there is a fine way\nis a wrong way and a right way of doing a thing\n\n—\n\nof doing even very simple things, like arranging a few lines, or holding a\n\nbrush, or folding a dress, or planning a garden.\n\nArt training, thru building\n\nup of structural harmony, helps to find the fine way of doing things. It\nbrings out personal power and choice the very life of art. In art there can\nbe no carelessness or shilly-shallying; the art structure, be it only a few\nlines or spots of color, is seen with the inner vision and is built up outwardly\n\n—\n\nwith a sure touch.\n\nSuch school experience in making good choices, in finding the best way\nof doing a thing, in recognizing fine relationships, should\nchild.\n\ncome to every\n\nIt will affect home, environment, costume, and occupation.\n\nIt will\n\nawaken and give greater capacity for production and invention. It proceeds in creative activity, step by step, like an onward rhythmic march.\nSuch an art training, experienced by all, will result in a better quality\nof industrial products, better city planning, better taste in dress and decoraIt will insure public interest\ntion, and the conservation of scenic beauty.\nin the art educational work of our schools, our universities, and our museums.\nIt will help us to appreciate the art of others, and better still it will help us\nto create an art that is purely our own.\n\nThis is the larger service that the art teacher can render to the nation.\n\nADDRESS TO APPLICANTS FOR CITIZENSHIP\nJOHN P. KAVANAUGH, PRESIDING JUDGE, PORTLAND, ORE.\n\nYou are about to renounce allegiance to the land of your birth, and\nYour memories of home and\n\nswear allegiance to the land of your adoption.\n\ncountry are still a bright tradition, but you have chosen America as your\nfinal\n\nhome.\n\nyour blood.\n\nIt is your country;\n\nits air\n\nand sunshine have mingled with\n\nAll that the future holds for you and your children is centered\n\nin this Republic.\n\nYou have anxiously awaited this day when the fulness\nYou now accept the full measure\n\nof your citizenship would be accomplisht.\n\nof responsibility, the burdens which the government imposes along with the\n\nblessings it bestows.\nthis tragic time.\n\nYou have not hesitated to declare your allegiance at\n\nThe grim reality of war could not dissuade you from your\n\nEveryone within the age of conscription has registered, and many\nmen have already enlisted in the country's cause. All of\nyou have signified in most sincere fashion that you are ready to respond to\nany service which the country may require. You know that all must sacrifice and serve in this great conflict, and that many must fight and fall for\nAmerican honor and security. It is heartening to know that you who\n\npurpose.\n\nof you young\n\nfirst saw the light in distant lands are\n\nof democracy and justice.\n\namong the first to espouse the cause\n\n"} {"page": 113, "printed_page": null, "text": "ADDRESS TO APPLICANTS FOR CITIZENSHIP\n\nSessions]\n\n97\n\nYou will be no longer subjects, but citizens, vested with sovereign\n\nWe welcome you to that high estate. Our power\nand might are drawn from every quarter of the earth. The unseen crimson\nthreads of kinship stretch across the seas. Here the best blood of the world\n\nfunctions and privileges.\n\nis mingled;\n\nhere the races are fused into a great mixt racial family, forming\n\na composite citizenship, the greatest the world has known.\n\nment confers upon you a privilege that is above price.\n\nThe govern-\n\nYou receive the\n\ninstitutions of liberty as a free heritage, institutions which were founded by\n\nthe fathers thru privation and sacrifice, thru blood and tears.\n\nIt is our\n\nduty to preserve them in their native vigor, and to transmit them unimpaired to succeeding generations. It remains for you to demonstrate that\nthis confidence has not been misplaced.\nIf your allegiance be undivided,\nif\n\nyour loyalty be pure and constant, then you will be a distinct contribution\n\nto our industrial life,\n\nan energizing influence in every field of activity, a\n\nbulwark of safety in times of stress and danger.\n\nYour oath of allegiance\nThey are admitted\n\nadmits your wives and minor children to citizenship.\n\nwithout taking oath and without submitting to examination to test their\nqualifications.\n\nSo the mantle of protection will fall at o'nce upon you and\n\nyour household.\n\nYou are especially privileged to declare your allegiance in this brilliant\ncompany, these men and women of light and leading, whose sacred duty\nand earnest care have been to train the minds of the young, to direct their\nfeet in the ways of honor and righteousness, and to instil into their hearts\nthe true spirit of patriotism. You have profited by their training and free\nYour examinations disclose an\ninstruction in the public night schools.\nintimate knowledge of civic duty, of our system of government, of the intelligent exercise of the suffrage, and the true relation of the government to its\ncitizens.\nContinue these studies. Enlarge your mental vision. Educate\nyour children, for knowledge is power. It increases efficiency; its light\nillumines the mind and unfolds nature in her wild witchery and compelling\nbeauty. It lays human history under tribute, and brings us into direct\ncommunion with the master-minds of the ages. If this great Republic\nshall long endure, if it be destined to live and last, it must find its chief\nsupport in the intelligence and enlightenment of its citizens.\n\nWe have with us the officials of the government naturalization service.\nThese officials are in the various courts of the land conducting the examination of applicants, guarding against the admission of undesirable citizens,\n\nand stimulating the interest of our alien friends.\n\nThere is no department of\n\nthe public service more essential to the security of the country.\n\nThey labor\n\nwith untiring energy, an energy so skilfully, so zealously, and so impartially\ndirected that they\n\ncommand the entire confidence and support of the\n\ncourts of naturalization.\n\nTheir service has materially raised the standard\n\nof our citizenship, and it will increase in\n\ncome.\n\nimportance during the years to\n\n"} {"page": 114, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n98\n\n[General\n\nIn ancient Rome the sacred fire burned constantly in the temple of\nIt was thought that the safety of the city depended upon that waver-\n\nVesta.\n\ning, lambent flame.\n\nIf it were extinguisht, the vestal virgins were severely\n\npunisht, and it was rekindled from the rays of the sun.\n\nPatriotism is our\n\nsacred fire, and the existence of the state depends upon its ardent glow.\n\nWe are the vestals charged with the duty to tend and watch with eternal\nvigilance.\n\nLet it never smolder, but keep it ever aglow, that this nation,\n\nthe refuge of the persecuted and haven of the opprest, the nation of equal\n\nopportunity, of impartial justice, of equality before the law, may not perish\n\nfrom the earth.\nAs you call the God of nations to witness the sincerity of your intentions\nand the purity of your motives, may there arise in your mental vision the\nspirit of America, in grace and majesty, her form suffused with holy light,\nbearing the flaming sword of justice and the radiant shield of mercy\nsign and promise that before the sword is sheathed again tyranny will be\n\n—\n\nbrought low and the weak raised up; and that peace with justice may prevail among all the races of men.\n\nMUST BE PATRIOTIC AND UNITED\nJAMES WITHYCOMBE, GOVERNOR OF THE STATE OF OREGON, SALEM, ORE.\nOregon and the city of Portland are to be congratulated and the Northwest is honored in having this notable convention within its borders.\nThe pioneer men and women of this state were a splendid type of people,\nlaw-abiding and God-fearing, and laid the foundation for an excellent\nThey were a home-loving, generous, hospitable people and\ncitizenship.\ndid much for the cause of education.\n\nIn fact, thru their influence in the\n\nearly period of its history western Oregon could claim more higher institutions of learning in proportion to population than any other section of the\n\nglobe.\n\nWe are proud of our university, agricultural college, and normal school,\nwhich compare favorably with the best in the land. You will find here much\ninterest in your work, for our people thoroly appreciate the value of educaHowever, I am presumed to speak on conservation, an\ntional work.\nexceedingly important topic in our present stress of national affairs.\n\nFirst\n\nwe must be patriotic there should be no sectional or party differences, but\n\nwe should be thoroly united as red-blooded, patriotic American citizens\nstanding sohdly back of our President, with a full determination to do our\npart in this great world-struggle for democracy.\n\n\\\n\n"} {"page": 115, "printed_page": null, "text": "AMERICAN EDUCATION AND THE INNER LIFE\n\nSessions]\n\n99\n\nThe clean plate in the home will prove a great factor in food conservaOur children should be taught to take no more than they can eat,\nand waste nothing. \"Waste not, want not\" is a good maxim. If we\ntion.\n\nwere to establish the practice of eating whole-wheat bread, for example, it\nwould make a difference of two hundred million bushels of wheat more for\nour soldiers and allies. The food problem will be a large factor in this\nworld-struggle.\nIt\n\nis\n\nour patriotic duty to conserve our resources and to be wiUing to\n\nmake any reasonable sacrifice in the interests of our country.\n\nThis is no\n\ntime for profit-making, but a time to render the greatest possible service\nto our country.\n\nAMERICAN EDUCATION AND THE INNER LIFE\nELLA FLAGG YOUNG, CHICAGO, ILL.\n\nThe inner life has its foundations in the emotions.\n\nIt\n\npower initiating our impulsive, unreasoned, insistent acts.\n\nis\n\nthe unseen\n\nWe rarely are\n\nconscious that the persistent, constantly recurring ideas that will not down\n\nowe their origin to emotions experienst in early life.\nOur acts usually seem to take their coloring and tone from the intellect.\nThis is due to the custom of adults of capping the emotional experiences of\nchildren with a truism or a principle in morals.\n\nThis tendency to force\n\nfeeling into the mold of intellectual expression is the outgrowth of a theory\n\nthat early in life the human being must learn to repress strong emotions.\n\nInstead of teaching repression to the child and the youth, we should help\n\nthem to a sense of the value of the feeling, the emotion.\n\nThe value of an\n\nemotion of joy, of grief, of anger, of pleasure to a child or a youth lies in\nits inducing\n\nhim to think of the feeling of pleasure or sorrow until it reveals\n\nthe self of the happy or sorrowing one to himself.\n\nHow many of us know how to help a child or youth to that self-revelation,\nHow familiar to\n\ninstead of telling him what that revelation should be ?\n\nour ears are the expressions from our own lips, \" You have reason to be proud\nof yourself,\" \"You ought to be ashamed of yourself,\" especially the latter.\n\nOf all problems that confront parents and teachers, this is the most perThe intricacy is not in the emotion, it is in the difference in temperaments of the one creating and the one\ntrying to solve the problem.\nIllustration of this is in the acknowledged\ninability of a parent of two children to understand the moods, the tempera-\n\nplexing; to many it remains unsolvable.\n\nments, of both.\n\nThe explanation of the inability is usually given as a result\n\nof the resemblance of one child to the father's family and of the other to the\n\nmother's family.\n\n"} {"page": 116, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nloo\n\n[General\n\nThe intricacies arising from varieties in temperaments in the schoolroom are many, yet some teachers have a wonderfully sympathetic adaptation to the emotions that are active in those different temperaments; others\n\nnever acquire that power.\n\nThere is no problem for those who, all too readily, give to the one\nneeding help an intellectual solution of conditions that are and those that\nshould be.\n\nThe oft-repeated advice, \"Stop thinking about it\" (the feeling, the\nemotion), causes children to learn early to conceal their emotions beneath\n\nthe surface.\n\nThere the emotions sometimes shrivel away expressionless,\n\nat other times they lie dormant, apparently, until stirred by an unusual\noccurrence, when their latent influence is made evident.\n\nUnsympathetic or hard natures in men and women are often the results\nThose emotions were too often in\n\nof atrophy of emotions of joy or grief.\n\nlife coldly formulated by onlookers, thus depriving them of that\nwarmth which might have led to visions.\n\nearly\n\nIn order that the emotion, the feeling, shall enrich the spirit, the deed\narousing the emotion should be the subject of disapprobation or of commendation\n\n—never the individual. To praise the individual develops conceit\n\nand checks at low-water mark the child's pleasure\nAs a rule we center blame or praise on\nthe doer instead of on the deed.\nIt is frequently charged that in this country little children are mannerless and the older ones are rudely selfish.\nThis charge cannot be true of\nall our children, but it must be applicable to a considerable proportion, or\nSince we are entering into conditions that\nit would not be made so often.\nwill try the character which the American ideal of freedom has made\nor self-consciousness\n\nin doing for the benefit of another.\n\nnational, it may be well briefly to analyze the cause of the mannerless expres-\n\nsion of character in the young.\nStatistics supplied by the Bureau of Education inform us that 13,300,-\n\n000 immigrants came to the United States in the first fourteen years of the\npresent century.\n\nOf\n\nthese,\n\n11,700,000\n\nhad reacht the age of fourteen\n\nyears at least; they had been trained to that seemingly respectful obedience\nto social superiors that commands the admiration of many Americans when\n\ntraveling in Europe.\n\nAdmiring travelers returning home deplore the lack\n\nhere of that same respectful demeanor which they had met abroad.\n\nOne\n\nasks what becomes of that respectful behavior that must have characterized\nthe 11,700,000 before coming to America; one asks, further, why was not\n\nthe respectful obedience taught by them to the i,6oo,c3oo under fourteen\nyears of age brought here by\n\nthem and taught also to the hundreds of\n\nthousands of children born to the 11,700,000?\n\nObedience and a respectful demeanor that are not the expressions of\nfeelings of pleasure in the company .of those socially or officially above us\n\n"} {"page": 117, "printed_page": null, "text": "Sessionsl\n\nAMERICAN EDUCATION AND THE INNER LIFE\n\nlOl\n\nare quickly ignored when the right of the superior to command them no\nlonger exists.\n\nSimilar wild rejection of the forms of good behavior are not\n\nuncommon in children in a school where discipline is weak or coercive.\nThe reaction from the tension of servility in what some call the lower mind\nof a nation will bring results such as amaze those of the upper mind when\nthe lower mind is free to express itself in its conduct. The happy child is\nnot thrust into a turbulent state of mind by the withdrawal of the noble\ncharacter which he imitates unconsciously in his endeavor to express himself.\n\nFreedom is not anarchy.\nBut it is not alone many of the children and the young people in the\nranks of the first or second generation of immigrants who pay little heed\nto the courtesies due others.\n\nAmerican children are often spoken of as captains on deck.\n\nAfter a\n\nfew years of doll-like behavior, they express with unbounded license the\nfeelings, the thoughts of childhood and of youth bounded by the finite, the\nworldly life that surrounds them. The aim of the American parent is in\n\nharmony with our social and political systems.\n\nAny method that tends\n\ntoward repression of individual liberty is viewed with disfavor as interfering with that life which is peculiarly the life of an American citizen.\n\nIt is\n\nonly within the last half-century that the American parent has acted upon\nthe idea that the fitting preparation for citizenship in this democracy is to\nfeel in childhood the power that is within.\n\nWhen that sense of power has\n\nrun riot, uncheckt from sixteen to twenty years, that same American\nparent often sees economic and social forces showing the masterful son and\n\ndaughter their unpreparedness for the quiet, strenuous conflict in which they\n\nmust struggle with self and the inequalities of fortune.\nThis raises the question. What is the mistake of American parents in\ntheir\n\nendeavor to make individual liberty in their children a prerequisite\n\nfor citizenship in a country founded on democratic principles ?\n\nThe answer\n\nwas indicated in the remark made near the beginning of this paper: that\nthe value of an emotion to the child and the youth lies in its inducing him\nto think of the joy, the grief, the anger, the pleasure, until it reveals himself\nto the happy or sorrowing child or youth.\n\nThe joy, the exultation, without\n\nrevealing the young to himseK or herself , may be a mere feverish condition\n\nthat is the basis of a memory that recurs in the life as one of those insistent\n\nsuggestions that will not down, but\n\nit fails\n\nof its greatest possibility\n\ndeepening character.\nIf we can help the young to pause over their feelings, not analyzing\nthem as indications of goodness, but enjoying them, living them over, sin-\n\ncerely reaching out as it were toward those for whom they have done a kind\n\ndeed, if we can help the young to such emotional life, they will thru the\nfeelings stirring them, and thru unconscious imitation of the ways of parents\n\nand friends, initiate those manners that we desire them to have.\n\nI\n\nManners\n\n"} {"page": 118, "printed_page": null, "text": "102\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nacquired for use in polite society, and almost always dropt in the hurry\n\nand bustle of everyday life, are those that leave our children and young\nTho the formal manner of a period may pass away,\nthe subtle grace that reflects simplicity and sincerity will never fail.\nLet us turn for a few moments to consideration of the inner life of those\nwho have finisht the elementary-school course and are nearing the close\nof the high-school course, and of those in the college course.\nIn industrial\nand commercial establishments we find efficiency to be the watchword;\nbut in magazine articles and public addresses the word has changed in the\nlast year from efficiency to character.\nWith us, the teachers, character\npeople mannerless.\n\nhas long been the watchword.\n\nIt has in a large measure, however, been\n\nrestricted to an ideal founded on virtues and acts that are individualistic.\n\nWith the opening of social settlements and with the organization of community centers in the school buildings, the theory of education has been\nenlarged to include both individualistic and community ideals. Sociology\nhas become a departmental subject in college, and the corps of settlement\nworkers is recruited largely from the ranks of college graduates; community\ncenters are establishing a new^ relation between teachers and grown boys\nand girls.\nThere has appeared, however, a rival to the humanistic studies in high\nschool and college. It is holding in the technical high schools a certain type\nof boy and girl for whom the classics had no detaining power; it is training\nin the state universities and institutes of technology thousands who would\nnot have entered on advanst courses in the liberal arts. This powerful\nrival of classical training is termed technical or vocational training in the\nhigh schools; technological training and expert laboratory work in colleges\nand institutes.\nIn the news of the war there have come accounts of atrocities hitherto\nunknown among civilized nations. Various attempts have been made to\nexplain deeds that fill men with indignation and women with terror. While\nit is not incumbent upon me to repeat the explanations offered, nor to discuss the, as yet, unrefuted charge that has been made against one of the\n\nmost sentimental peoples in the world, it is germane to the subject of this\npaper to ask if the humanistic phase of scientffic study was ignored in the\neducation of the boys and young men of that people.\n\nThe line of thought presented leads to a brief consideration of the necessity for attention to the humanistic phase of all subjects in courses of study,\n\nelementary and higher.\n\nIt is held by some advocates of technical education\n\nin high schools and of advanst laboratory work in science in colleges and\ninstitutes and its application in the industries that a combination of their\n\nspecial work and humanistic subjects weakens both.\n\nA century ago the father of John Stuart Mill, observing the trend of\neducation in the schools in Great Britain, called attention to what he thought\n\n"} {"page": 119, "printed_page": null, "text": "AMERICAN EDUCATION AND THE INNER LIFE\n\nSessionsl\n\n103\n\nshould be its chief aim. He said that its aim should be the training of boys\nand girls to be instruments for the promotion of happiness to themselves\nand to others. This is, in other words, the endeavor to develop an inner\nlife that shall be the moving spring of an ideal relation to society.\nThe\nvocational, the industrial, the scientific training should have in them the\nspirit that suggests an outcome, first and foremost, for the common good;\nsecond, for the individual's good. Last summer Sir Gilbert Murray, of\nOxford University, was interviewed by a reporter of one of the large New\nYork dailies. The reporter tried to get a satisfying distinction between\nEnglish and German scholarship. The professor of Greek, after giving\n\nhigh praise to the accuracy of German scholarship in Greek, finally said in\neffect that\n\nEnglish scholarship aims, in the study of Greek, to create an\n\natmosphere and a tendency in thought that are humanistic.\n\nWhatever may be the aim of education in the English universities in\nOxford and Cambridge, and in the German and American universities,\nthat aim in the lower schools and colleges is, I regret to say, distinctively\nintellectual.\n\nThis does not mean that the students graduated therefrom\n\nIt does mean that all subjects are approacht\nfrom the intellectual point of view; are approacht on their intellectual side.\nEven in literature endeavor is made to bring out exact descriptions of the\nemotions which ennobling and lofty ideals in literature arouse.\n\nare markedly intellectual.\n\nA certain type of written examination has developt efforts to merge in\nthe foreground emotions that should be left under the surface of verbal\nexpression.\n\nThis overemphasis of the intellectual is not peculiar to any\n\nclass of schools\n\n—\n\n^public, private, or religious.\n\nIt is the spirit of the day.\n\nThe question of greatest importance that confronts the educational corps\nof America today is the possibility of idealization of industrial, commercial,\n\nand scientific study, so that their first, their chief value in the thoughts of\nboys and girls in the high school and of college students shall be as instrumentalities for the advancement of the common good.\nCoordinate with\nthis question is a similar one with regard to humanistic and professional\nstudies.\nDo they, will they bring to society an understanding, an appreciation of fellow-beings classically and non-classically trained that will be\nfounded on an inner life of feeling and thought familiar with the realities,\nthe verities, of all life ?\nIf\n\nAmerica develops in her homes, her schools, and her colleges, that\n\ninner life on which generous, sympathetic, sincere character is founded, she\nwill be prepared to carry forward the fruits of the triumphs of lives sacri-\n\nficed in the present war for democracy.\n\nThen we shall have a new democ-\n\nracy, in which the chief adventure will be a struggle for the common good.\n\n"} {"page": 120, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nI04\n\n[General\n\nCOST OF THE INADEQUATE NIGHT SCHOOL\nCAROLINE HEDGER, M.D., AMERICANIZATION COMMITTEE WORKER,\nCHICAGO, ILL.\n\nWe suffer from two forms of inadequate night school;\nficient,\n\nand\n\n(2)\n\nthe inefficient.\n\n—\n\n(i)\n\nthe insuf-\n\nThe insufficient is caused by American\nThe inefficient is caused by the widespread\n\nindifference\nand lack of funds.\nand absolutely erroneous opinion that anybody can teach the foreign man\nand woman English.\n\nThe results of the insufficient night school are seen in the slow naturalizar\ntion since 1906: to the danger of which we are awaking since war began;\nto the enormous and costly\n\nto the presence of the straw boss in industry;\n\nlabor overturn that occurs in industry;\n\nthe resulting nomadic industrial\n\npopulation.\n\nTo illustrate the first point, let me cite one coal-mining county in\nIllinois in\n\nwhich there are five towns.\n\nIn these five towns there live at\n\nleast 15,000 foreign population, without any attempt to estimate the rural\n\nforeign population.\n\nSince 1906 there have been 464 applications for second\n\nAs to the second point,\n\npapers in that county, not all of which past.\nin war time this seems self-evident.\n\nA man in industry needs to deal with\n\nhis men directly, for however reliable the straw boss, his translations may\n\ntake a color inimical to the spirit that makes output pay.\n\nOn the matter\n\nof labor overturn it is well that school people should pause, because it is\n\nthe proper presentation of these facts to chambers of commerce and the\nmanagers of industry that enables the educator to obtain the money he\n\nneeds for night schools.\n\nA man-\n\nThe cost of hiring and firing is enormous and is not realized.\nager said, \" O, they stay one or two pay days.\"\n\nI found in Illinois industries\n\nwith a labor overturn of 900 per cent a year that had never considered the\ncost.\n\nThe costs tabulated are as follows:\n1. The cost of the employing department.\n2. The cost of outfit, if any is furnisht, or of selling outfit.\n\nFoundries\n\noften sell foundry shoes, and one packinghouse gives the first uniform to\nits\n\nwomen employes and sells the later ones.\n3.\n\nThe examination of employes by a physician, which is practically a\n\nnecessity to protect the employer under our compensation laws,\n\ni.e.,\n\nin\n\nheavy industries, the employer runs great risk unless he knows whether the\n\nman is ruptured or not.\n4.\n\nThe waste of material by the new workman.\n\nA corset manufacturer\n\nloses if the Hungarian girl spoils one piece of the set that goes to make up\n\nthe finisht garment.\n5.\n\nReduced output.\n\nThe new man or woman cannot work as fast.\n\n"} {"page": 121, "printed_page": null, "text": "Sessions]\n\nCOST OF THE INADEQUATE NIGHT SCHOOL\n\n105\n\nI know of a\n6. The danger to machinery because of unfamiliarity.\nnew man in one industry that cost the firm $700 the second day by some-\n\nthing he did to a pair of rolls.\n\nThe danger of injury to the employe from unfamiliar machinery.\nThe cost of teaching the new man. In one twine mill 18 per cent\nis added to the wage of an old employe for teaching a new employe.\nIn a piano factory a frame finisher\n9. The delay of other departments.\nhad frames piled up behind him while the departments ahead could get no\n7.\n\n8.\n\nframes to work on.\n\nThe teaching of safety first, which must be done under the comThe Ford factory publishes the fact that it has reduced\ninjuries 54 per cent by teaching its employes EngHsh.\n11. The cost of the time of the foreman, who must more stringently\nsupervise the new man.\n12. The esprit de corps.\nAlmost any manager can see these costs, and some do see them and\n10.\n\npensation laws.\n\nestimate that every person hired costs from $36 to $80 for hiring.\ncosts can be reduced by teaching the foreign worker English.\n\nThese\n\nI cited one\n\nA class of girls in a factory was shown the sign\nOnly one girl knew what it meant. She said it meant \"git out.\"\nMany of the points given above are self-evident the last one perhaps not.\nOne manager told me that he could have stopt a strike had he been able to\naddress the strikers in any language they could understand.\nIf school people were prepared to present the financial evils of labor\noverturn and point out that a common language is a financial as well as a\npatriotic necessity, there would be little trouble in financing night schools.\nThe educator is not always awake to the social dangers of the nomadic\nindustrial people evolved by this constant hire and fire that is financially\nfatal.\nI assure you it is also fatal socially and educationally.\nThe nomadic\ncotton-mill hand of the South is a peril, and educators in the mine fields\nof Illinois are burdened and their hard work rendered inefficient by the same\nYou cannot do your work on children that are in eight different\ncause.\nschools in four years, as they are in some instances in the coal fields. It is\nof course self-evident that no community spirit or health work can be built\nup in industrial nomadism of this kind. But let us suppose that you have\ninterested your community to the point where they consider the foreign\nneighbor, even to the point where they cease to call him slang names that\nhurt and alienate, and you have funds sufficient for a night school.\nthe reduction of injury.\n\n\"Exit.\"\n\n—\n\nThe common history of the common night school is that it dwindles.\n\nWhy ? Again our indifference,\nand by that I mean the indifference of the public; the educators try hard\nand often pathetically, and they are forst to use teachers untrained for this\nIt is not what we call a going institution.\n\nwork.\n\nTeachers should be especially trained to treat the foreign man as a\n\n"} {"page": 122, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nlo6\n\nman, not as a child.\n\n[General\n\nIt is an outrage that teachers call the foreign man,\n\nresponsible for his family and his work, \"Willie\" and \"Johnnie,\" and even\n\" Dearie, \" and make him stand up to recite like a six-year-old. They must\n\nbe trained in objective teaching; they should have some background of\nthe history and the heroes of the nationality of the foreigners whom they\nmust teach. And, speaking broadly, they should be differently trained to\nteach men and women.\nThe fatigue of the pupil in the night school must be considered in the\nlocation of the school, the seating of the pupils, the work given him. We\nsometimes thrust him into a child's desk, a mile from home, and stick a\nbook in his hand that says things that have no interest to him, that are\nutterly unrelated to his job and his life, and then we wonder why the attendance falls off. There must be a definite aim, not merely naturalization, but\nthe giving of American ideals of sanitation, health, and recreation. The\ncommunity must be roused to assist the educator. He should not carry this\nburden, so vital to all of us, alone. One of the most successful night schools\nthat I know is in De Kalb, 111. In that town the night schools are entertained during the winter at various homes, and the Americans are invited\nto become acquainted with the men who are working so hard to be able to\nmeet their responsibilities in the community.\nThe D.A.R. and the woman's club certainly can furnish the night school\nwith coffee and doughnuts at intervals, and unaffiliated members of the\ncommunity, if they could get rid of their superior feeling, could receive and\n\ngive great happiness with a postcard picture machine, a victrola with\nforeign music, or an occasional dance.\nof \"Now,\n\nBut it cannot be done in the spirit\n\nmy dear, I must do something for these poor foreigners.\"\n\nIt can\n\nonly be done in the spirit of \" I have this, use it; and give me of your experience and knowledge so different from mine.\"\nstory-teller,\n\nif\n\nThe professional or amateur\n\nunaffected and simple, can be of great use, and a teacher\n\nof the right spirit can play games with the men that promote much speaking\nof English in the group,\nideals that we want.\n\nand really it is speaking ability and American\n\nThese are sometimes missed by a strict adherence\n\nto the primer.\n\nTo sum up: our national needs are a common language and the enlargement of community ideals. To secure this there must be money for night\nschools, and this is to be considered as a paying investment and not a\nphilanthropic move. These night schools must be manned by teachers\ntrained in technique and spirit. There must be thorogoing cooperation\nwithout condescension by the community. The aim of the school must\nbe wider than the ability to read and answer twenty questions for naturaliIt must include recreational, sanitary, and civic ideals, and these\nzation.\nmust be evolved from the historic and hero ideals of the nationahties in the\nschool.\n\n"} {"page": 123, "printed_page": null, "text": "»\n\nSessionsl\n\nRELIGIOUS EDUCATION AS A MEANS OF PREPAREDNESS\n\n107\n\nRELIGIOUS EDUCATION AS A MEANS OF NATIONAL\n\nPREPAREDNESS\nCHARLES E. RUGH, SCHOOL OF EDUCATION, UNIVERSITY OF CALIFORNIA,\nBERKELEY, CAL.\nThis world-war has repeatedly brought forth the exclamation that\n\n—\n\nThe facts are that all things science and art, industry\nand commerce, government and diplomacy, education and religion have\nFor three years, and up to this very\nfailed to prevent this worst of wars.\nhour, everything has failed to stop the worst waste and the greatest human\nreligion has failed.\n\n—\n\nbutchery in history.\n\nWhy has religion been singled out as the greatest but worst of failures ?\nBecause it had been believed and hoped by many of the world's wisest and\nbest men and women that religion had evolved enough in power and effectiveness to prevent civilized nations from going to war.\n\nThat hope has\n\nfailed, but out of the failure emerges a clear and well-defined issue between\n\nwar and religion. Time was when human slavery was defended and promoted in the name and in the interests of religion. There have been\nreligious wars and wars in the interest of religion, but that time is gone.\nWar looms up as the worst of evils because it multiplies all other forms of\nevil.\nWar multiplies all kinds of suffering and thrusts its awful consequences upon the innocent and helpless as well as the guilty for generations\nReligion has evolved as a way of preventing and alleviating sin\nto come.\nand suffering. Religion and war are henceforth and forever incompatible.\nThree world-problems face men and nations here and now: first, this\nhuman butchery and terrible destruction must be stopt; secondly, the men,\nwomen, and children left must be fed, clothed, sheltered, and educated;\nthirdly, these two problems must be solved and the governments of the\nworld reconstructed by such means, by such methods, and in such a spirit\nas will make impossible the repetition of such a world-crisis in the near\nfuture.\n\nThis paper but suggests the functions of religion and religious education\nin the solution of these world-problems.\n\nI am aware that the word \"reli-\n\ngion\" has a history and that it arouses different emotions and different ideas\nin different persons.\n\nI\n\nam also aware that with many persons the mention\nI am going\n\nof social or religious problems engenders more heat than light.\n\nto assume that this intelligent body of educators are as individuals and as\nan organization aware of the findings of modern psychology concerning the\n\nphase and function of religion in human life.\nSelf-preservation is the first and last law of nations as well as of nature.\nEach belligerent nation tells its citizens, its soldiers, and its sailors that\n\nthat is the object for which they are fighting.\n\nIn the last councils of peace\n\nself-preservation is what the representatives of each nation will demand.\n\n"} {"page": 124, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nio8\n\n[General\n\nThis conflict and all the conflicts of men and nations arise out of differing\n\nand changing conceptions of the self to be preserved. Men and nations\nare the most complex things in the world. Self-preservation may mean,\ndoes mean, many and different things to different men and nations.\n\nOur religious consciousness arises out of the conviction that not every\nThe unity of personal\nconsciousness demands that the normal person choose some personal interest\nThis need of sysof supreme value and subordinate other values to that.\n\naspect or interest of the self is equally valuable.\n\ntematizing our values gives rise to a second conviction\n\n—that we may miss\n\nthis end that we set up as supreme.\n\nThese two convictions give rise to the\nspecific forms and processes by which men and nations try to preserve\nthemselves. The fundamental and distinguishing fact about men and\nnations is the ability and disposition ,to conceive a good to be attained.\nThis, self-projected into the future, is the only thing for which men and\n\nnations strive and fight.\n\nPreparedness is the problem of the means and methods of achieving\nthe self conceived as good and desirable.\n\nThese means and methods are\n\ndetermined by the kind of a self deemed worthy to be preserved.\nIt is perfectly evident that preparedness for either war or peace implies\nmaterial resources.\n\nOur bodily selves must be fed, clothed, and sheltered.\n\nFor bodies as puny as ours and ambitions as great there must be steam,\nelectricity, powder, and machines to multiply and direct the powers we have\n\nto the ends we choose.\n\nMaterial resources are means of preparedness, however, only in the\n\nhands of intelligent persons. But intelligence is not enough. Intelligent\npersons may use power to destroy as well as to conserve. The supreme\nproblem is the kind of end toward which intelligence directs its powers.\nIt must be evident to every intelligent citizen that there can be no\nnational preparedness without national unity.\n\nThere can be no national\n\nunity without a clear consciousness of national aims and personal loyalty\nBut patriotism is not enough. Edith Cavel caught that\nto those aims.\nvision.\n\nWhen confronted by the German soldiers who were about to shoot\n\nher she is reported to have said: \"Standing in the immediate presence of\n\nmy God and of eternity, I realize that patriotism is not enough.\n\nI must\n\nhave neither hate nor spite towards any human being.\"\nMazzini defined democracy as \" the progress of all thru all under the\nleadership of the wisest and the best.\" To be prepared and to be safe a\n\ndemocracy must profess and pursue such a social aim that the strongest, the\nwisest, and the best can give willingly all their strength, all their minds, and\nall their hearts to its achievement.\n\nOne of the perplexing problems facing our nation, indeed the problem\nthat may prove to be a millstone about the neck of democracy, is just the\n\nquestion of how far individual and selfish aims can be pursued with safety.\n\n"} {"page": 125, "printed_page": null, "text": "Sessions]\n\nRELIGIOUS EDUCATION AS A MEANS OF PREPAREDNESS\n\n109\n\nHow far may the advocates of personal liberty go in their demand for the\nfreedom to think, to say, and to act as they please? Most \"antis,\" the\natheists, anarchists, agnostics, are wrong in their claim that freedom is\n\nFreedom is an achievement and can be\nwho pays the price. The price is\nthe truth. Discussion, publicity, and justice are the indispensable conditions of safety in a democracy.\nThe practice that condemns these 'individualists\" is their hidden and secret ways. It is no answer that the laws\nand government oppressions have driven them into the ways of other\nwrongdoers. Like other wrongdoers they seek secrecy and the darkness\nbecause their deeds are evil and they know it. Of the same character is the\nspy system of Germany.\nEducation as a means of national preparedness. It is a trite but half\ntruth that the perpetuity of a democracy depends upon the intelligence of\nan individual, inherited right.\n\nrightfully claimed only by the person\n\n—\n\ncitizens.\nFichte told the German people that schools could make\nGermany a conquering nation. Inspired and guided by that vision\nGermany became the champion of education, of schools, of science, of\nefficiency.\nThe world is painfully aware of the power of education as a\nmeans of national preparedness. The fatal fallacy in education is the\ndoctrine that the aim of education is the development of power. The\n\nits\n\nweakest and worst men and women of the world have not lackt mental\nenergy. The all-important questions for the nation are the ends toward\nwhich persons and organized groups of persons direct their power. The\n\nprevious and supreme question of education is the aim, and this is a problem\n\nand religion.\n\nof ethics\n\nIndividuals living by themselves or communities\n\nthat think themselves sufficient unto themselves may pursue selfish ends,\n\nmay hate and resist other individuals and communities, and survive for\na time.\n\nBut there are no more frontiers. Pioneer times are past. Steam,\nand increasing human wants have forst\n\nelectricity, increasing intelligence,\n\nintelligent human beings to be citizens of the world, but have not yet forst\n\nthem to employ a world-system of values.\n\nThe provincial standards of\n\nindividuals and isolated communities can no longer be maintained.\n\nUnder\n\nthe present economic and social conditions only universal standards can\n\nmake the world a safe place in which to live.\nThe fatherhood of God and the brotherhood of all men is the only\nformula that gives any promise of world-peace. But this is a formula of\nthinking believers. It is, as President Wilson said, a \"fair but empty\nphrase.\" To the poor, the sick, or the suffering who are struggling for the\nbare means of subsistence, this is worse than a fair phrase.\n\nhollow mockery.\n\nIt\n\nseems a\n\nUnless this conception of brotherhood, based upon the\n\nfatherhood of God, can be translated in a practical and working principle\nfor evaluating things\n\nguidance.\n\nand persons,\n\nit\n\ncan give neither inspiration nor\n\nIf such a vision is impossible, then the people will perish.\n\n"} {"page": 126, "printed_page": null, "text": "no\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nThe greatest challenge of the ages faces the religious forces of the world.\nIf they are to survive this world-crisis, for the time being at least they must\n\nforget the differences that divide them and they must unite upon the prob-\n\nlem of working out a workable and working program of brotherhood. Such\na program can be carried out only by education. In America the only\nefficient means of general education are the public schools.\nThe religious\nconsciousness for a universal brotherhood in a democracy cannot be developt\n\nby dividing children into groups according to denominational preferences.\nWilliam James was one time discussing the salvation of the world. A\nbold student asked him when the millennium would come. That great\nphilosopher replied,\n\n\"When every human being does the best that is in\n\nThat is the correct formula. But that formula forces us to conceive\nand work out the principles of education in psychological and sociological\ninstead of theological terms. Never in the history of American education\nwas the necessity of imagination and vision so great. Our children must\nsee and must think about the material resources by which this war must\nbe won. The American parent and American teacher must see to it that\nthe imaginations of our children see thru food and guns and ships and soldiers\nto the human and spiritual ends for which they are given.\nThis is no easy\nhim.\"\n\ntask.\n\nThe adolescent boys and girls of America must not only see the industrial\nand commercial reconstruction for the world, but they must take part in\nthat reconstruction. But the imagination and emotions of these boys and\ngirls must be guided to see the values of things in terms of human values.\nThis will be a tremendous task.\n\nWhen this war is over and the facts are accessible, there will be material\nfor a literature that could keep the wounds of war open for years and pass\n\nthe hopes of parents to coming generations.\n\nNothing but a spiritualizing of the means and processes by which this\nwar is won and nothing but a religious interpretation of our human relationship can save us from the fate of Germany.\nInterpreted in psychological terms a good American school is already\na religious institution.\nthe pupil.\n\nIn the first place, it arises in the individual will of\n\nThe pupil wills to put himself under the direction of a person,\n\nthe teacher whom he believes wills his good.\n\nThis process develops the\n\npsychological machinery for the right notion and use of the fatherhood of\n\nGod. In the second place, the pupil agrees to be directed in action by the\ngood will of this teacher and to have his acts and his standing judged\n\nby the teacher.\n\nThis practice develops the psychic machinery for the\n\nreligious attitude toward\n\nGod as judge.\n\nIn the third place, the children\n\ngood schools see every other pupil judged on merits. They play\nand work together. This develops that sense of justice necessary for\n\nof our\n\nbrotherhood.\n\n"} {"page": 127, "printed_page": null, "text": "Sessions!\n\nEDUCATION AND THE WORLD-WAR\n\nIII\n\nThe glorious opportunity of the churches of America is built upon this\ngeneral foundation and special denominational doctrines and rites.\n\nThis war is now furnishing, and will for some years to come furnish,\n\none of the dominant features of the economic, social, and spiritual atmosphere around the children we shall teach. What will those children think\nPerhaps of more\nof this war and of the world after we have taught them ?\nimportance is the question, How will they feel toward Englishmen, French-\n\nmen, Germans, Russians, Japanese, and what will be their attitude toward\nthe government? Very much will depend upon what we think and how\nwe feel and the character of our loyalty. Our immediate problem is to\nthink straight and feel right. Personally I know no solution for that\nproblem save the spirit and teachings of Jesus of Nazareth. He placed the\nchild at the center of hiis Kngdom.\nThe teachers of America can do nothing\ngreater.\nDare we do any less ?\n\nEDUCATION AND THE WORLD-WAR\nWILLIAM JASPER KERR, PRESIDENT, OREGON STATE AGRICULTURAL COLLEGE,\nCORVALLIS, ORE.\n\nThe great war in which most civilized nations are now involved is a\nchallenge to modern civilization.\n\nOn the hypothesis that education is the\n\nconcomitant of civilization, it is alleged that therefore, as evidenst by the\ngreat world-cataclysm, education has failed;\n\nthat instead of school work\n\nbeing a vital, controlling factor in individual and national life, it has been,\nfor the most part, remote, isolated, not adapted in a real, practical way to\n\nthe needs of the people. But education has not failed. Of this there is\nample evidence on every hand, even in the war itseK. The achievements\nof European nations in the mobilization and equipment of the greatest\n\narmies in the history of warfare attest the real value of the educational\n\nwork of these countries.\n\nThe facilities provided for the rapid and certain\nmovement of millions of men, under the most adverse conditions, and of\n\nfiurnishing\n\ntroops with the necessary munitions and other supplies as\n\nrequired, are all the products of\n\nmodern education.\n\nAs declared by an\n\neminent European specialist, this war is an engineers' war, and if we have\nvictory it will be an engineers' victory.\n\nThe entire enginery of modern\n\n— the submarine and aircraft and\ndestructive implements\nof whatever kind—\nare possible only thru the applications of science,\nwarfare\n\nartillery,\n\nall\n\ndevelopt, largely at least, in the institutions of higher learning;\n\nlikewise,\n\nthe means of alleviating suffering and of saving life.\n\nBut educational systems generally have been workt out on the policy\nThe aim has been the elevation of character, the discipline of\n\nof peace.\n\n"} {"page": 128, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n112\n\n[General\n\nmind, the applications of science in industry, the promotion of the general\nwelfare of humanity.\n\nIt is to education, indeed, that we are indebted for\n\nthe great achievements in modern industry and statesmanship.\n\nFunda-\n\nmentally, however, education for peace essentially must be of a character\n\nsuch that it may easily be adapted to meet the exigencies of war.\n\nUpon\n\nthis point I quote from Dr. Herbert L. Fisher, minister of education in the\n\nnew British Cabinet, an authority who speaks out of an experience of several\nyears in the greatest, most gigantic struggle the world has ever known.\n\nSpeaking of Great Britain, he says: ''In the course of two years a nation\nwhose whole industrial and civil structure was calculated for the pursuits\nof the arts of peace has converted itself into a great and efficient military\nmachine. It has not only created a vast army, but has done what is infinitely more difficult, supplied it with uniforms, guns, and explosives.\"\nContinuing, he adds that \"a great industrial people can, without great\ndifficulty, turn its industrial skill and aptitudes from one channel to another.\nThe same aptitudes that produce success in industry necessarily produce\nsuccess in the provisions of the industrial equipment, which is the larger\nhalf of victory in modern war.\"\nThe effect of war upon the education of the belligerent countries may\nbe indicated by reference to a few statistics. For instance, in England during the first year of the war more than 20,000 teachers enlisted; in France,\nmore than 30,000. The majority of the men students in all the institutions\nof higher learning thruout these countries, and a large proportion of the\nprofessors, were either with the forces at the front or were employed in\nother branches of the war service. More than 11,000 Cambridge students\nwere engaged actively in the war during the year 191 6, while 70 per cent\nEdinof the men students in the University of Glasgow had enUsted.\nburgh lost 55 per cent of her men students during the second year of\nthe war.\n\nThe check to plans for developing public education is counted as one.\nby the European war. Plans were before\n\nof the great disasters entailed\n\nlegislative bodies which contemplated \"large extension of provision for the\n\nand their better preparation for industrial life\nThese efforts to reform and advance school work ceast\nwith the beginning of hostihties, not only in the countries actually engaged\n\ninstruction of the masses\n\nand civic duties.\"\n\nin the war, but also, to a large extent, in the neutral countries of Europe.\n\nThe disturbances in education caused by the war, applicable alike to all\nthe participant nations, may be briefly summarized by the following excerpt\nfrom an official report: \"Retrenchments, reductions, and disorganization\nof the teaching force by the call of men to arms; temporary expedients to\nsupply this loss by combining schools, substituting women, doubling the\n\nwork\n\nof professors past military age,\n\nfeatures of the common record,\"\n\ndeserted universities\n\n— these are\n\n"} {"page": 129, "printed_page": null, "text": "EDUCATION AND THE WORLD-WAR\n\nSessions]\n\n113\n\nNotwithstanding all this, and the mighty struggle in which these nations\nare engaged and the enormous difficulties with which they have to contend,\nall of\n\nthem are making heroic efforts to continue their school work. As\nBoard of Education of\n\nindicative of this I quote from the report of the\n\nEngland: .\nIn the schools [of Francel upon every line of battle the teachers \"carry on their\nclasses stoically, and pass in companies over the ruined roads to the pedagogical confer-\n\nAt Reims, in the midst of the bombardments, schools were installed in cellars\nOut of 1,715 pupils in the schools of this one town, 498 were instructed\nThe greater part of the school teachers having entered the\nin these subterranean schools.\nservice, this work was mostly in charge of women.\nence.\"\n\nof country houses.\n\nTime will not permit a recital of the experiences of the different nations\nin this respect.\n\nIn most of the countries many of the schools were unavoid-\n\nably closed at the outbreak of the war, but some of these were later reopened.\n\nThe general effect of the war has been to emphasize in European countries\nthe importance of education in conserving and promoting the national\nwelfare, and to point the way to certain reforms which will tend to connect\n\nschool work more vitally and more completely with the lives of the people.\n\nUpon this question, speaking of France, Professor Petite says: \"The\nupon safeguarding the\nAs\nprimary education was made obligatory as an outcome of the War of 1870,\nso in like manner it is necessary that obligatory continued education should\nfuture welfare of the republic depends, not only\n\nyoung, but upon the increase of their training and opportunities.\n\nfollow the present conflict.\"\n\nAgain, Dr. Fisher, referring to the changes contemplated in the higher\ninstitutions of learning thruout the British Empire, places particular stress\n\nupon the importance of bringing higher learning within the reach of the\nmiddle\n\nclasses.\n\nHe also emphasizes the necessity of developing in the\n\ncolleges and universities branches of pure and applied science, serviceable\n\nto\n\nthe\n\nleading\n\ninstitutions\n\nare\n\nBritain, declares:\n\nthe respective localities\n\nindustries\n\nin\n\nlocated.\n\nViscount Haldane,\n\nalso,\n\nin\n\n'which these\n\nspeaking\n\nof\n\nGreat\n\n\"Our greatest mistake in this country has been in center-\n\ning upon the conducting and training of the well-to-do.\"\n\nHe explains that\n\nin that country more than 90 per cent of the people under the conditions\n\nobtaining theretofore had received the advantage of no school training\nbeyond the age of fourteen. Comparing the national-system of education\nin Switzerland with that of\n\nGreat Britain, he emphasizes the importance\n\nof readjusting the school work of the latter in such a way as to adapt it\n\nmore nearly to the needs of all the people, \"particularly of those who are\nThe old methods in England, he says,\nwill no longer avail.\nThe government must lead in preparing the nation for\nthe industrial struggle which must follow the war.\n\nengaged in the great industries.\"\n\n"} {"page": 130, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n114\n\n(General\n\nTwo things here may be noted: First, recognition of the right of the\ngreat middle classes to training in school comparable with that which has\nheretofore been afforded the well-to-do in preparation for the vocations\n\nthey are to follow in life and, second, as a matter of interest to the individual\n;\n\nand of concern to the nation, school work must be so modified that it shall\ntrain men for efficient service in the industries.\n\nThis latter idea of estabUshing a closer relationship between education\n\nand industry is further emphasized by Dr. Goy, in a speech before the French\nSenate, in which he urges that steps should be taken to increase the corps\nof engineers, managers of great enterprises, etc.\n\n\"Science and education,\"\n\nhe says, \"have both been too far divorst from industry.\" He proposes\nthat a faculty of applied science be estabhsht in every institution of\nhigher learning thruout France, with an adaptation of university work to\nindustrial needs.\nin\n\n\"In this war,\" he continues, \"there would be estabhsht\n\nFrance centers of the higher technical education, including altogether\n\nThe same interest in this subject is\nThe President of the National Association of\nHead Teachers of that country in a recent report says: \"The outstanding\nthe totahty of the applied sciences.\"\n\nshown in England.\n\nalso\n\nfact in the year's record is the awakened consciousness in England in regard\nto national education\n\nand its relation to national industry.\"\n\nThe first\n\naction of the British government in this direction, as he explains, was the\ncreation, in July, 191 5, of a new Department of Scientific and Industrial\n\nResearch, with an initial appropriation of $150,000.\n\nAnother reform in education that has grown out of the experiences of\nthe European countries at war has been in the larger opportunities for\nhigher education offered to\n\nwomen.\n\nFor the first time the universities\n\nof England and France are now open to women as to men.\n\nSpecial provi-\n\nsion has also been made for the training of women in the more diversified\n\nforms of technical and vocational education.\n\nIn Russia the government\n\nhas given official recognition to the Institute of Technology for women at\n\nMoscow.\nBut what of the general effect of the war upon the future, not only of\nthe nations immediately involved, but of civilization ? Dr. James D. Clarke\nsays:\nPerhaps the greatest mistake made by some of the nations across the sea has been the\nfailure to make provision for replacing the trained leaders who have gone to the front,\n\nmany never to return.\n\nLarge numbers of teachers and undergraduates are in the trenches\nschools and colleges are closed or runnmg with\n\nor are buried on the fields of battle;\n\ngreatly reduced attendance, and now, after three years of war, thoughtful men are asking,\n\"What are we gomg to do for a trained leadership for the future ? \"\n\nSome of the European countries, at least, are answering this question\nby enlarged appropriations for education. In England, for instance, as\nreported by the Board of Education, the appropriation for education during\n\n"} {"page": 131, "printed_page": null, "text": "EDUCATION AND THE WORLD-WAR\n\nSessions]\n\n115\n\nthe year 19 16- 17 was more than four million dollars greater than for the\n\nyear 1913-14, the year immediately preceding the outbreak of hostilities.\n\nThese nations have come to realize, as declared by Arnold Bennett, that,\nwhatever the other demands, education is the very last thing in which they\nshould economize.\n\nWith all that has been done, however, or can be, think of the enormous\nin property, but more especially in men!\nAnd\nmany of these are the educated men, the men who have been trained for\nleadership, for positions of responsibility in the world's afifairs.\nAs an\nwastage the war involves\n\n—\n\ninstance, recall the fact that during the first year of the war 50,000 teachers\nenlisted from\n\nEngland and France alone, that a large proportion of the\n\nprofessors and a majority of the students in the institutions of higher learn-\n\ning in all the belligerent countries were at the front, and then picture the\nsacrifices of war in leadership to these nations!\n\nBut what of the United States, the last great nation to become involved\nShall this country profit by the experiences\nof Europe?\nHaving more recently entered the conflict, with the lessons\nbefore us to be drawn from Europe's three years' experience, may we not\nview the situation in truer perspective, and avoid the more serious errors,\nat least, that were made by other nations during the earlier period of the\nwar?\nA repubhc, the perpetuity of whose institutions is dependent upon an\nintelligent citizenship, and a government which in its ideals at least is\nof the people, by the people, and for the people, must have large interest in\nin this world-mad cataclysm ?\n\nmeasures for the training, not only of leaders, but of the entire population.\n\nFrom the time of the earHest settlement of this country there has been\nspecial interest in school work, and with the development of the country has\ncome corresponding advancement in education. Indeed, the development\nof the school system of the United States, particularly during recent decades,\nis\n\nwithout a parallel in the history of education.\n\nWe spend more money\n\nfor education per pupil or per capita of population than any other country.\n\nThe school budget of the United States for the year 1914, as reported by\nthe Commissioner of Education, aggregated more than $800,000,000,\nand it was estimated that this amount would be increast within two years\nto at least $1,000,000,000.\nThe elementary schools alone are costing more\n\nthan $550,000,000 a year.\n\nThe average expenditure per pupil between the\nThe\n\nages of five and eighteen is $21 .34; per capita of population, $5 62.\n.\n\namount invested in school property aggregates more than $2,560,000,000.\nIn addition to all the public funds provided, private gifts to institutions of\n\namount in the aggregate to more than $407,000,000.\nThe progress being made in the advancement of school work is shown by\n\nlearning since 1896\n\nthe fact that since 1900 the cost per capita of population has increast from\n\n$2 84 to $5 62, or nearly 100 per cent.\n.\n\n.\n\nAnother evidence of real progress\n\n"} {"page": 132, "printed_page": null, "text": "\"\n\nii6\n\nNATIONAL EDUCATION ASSOCIATION\n\nis found in the report that during the\n\nin population decreast from 7\n\n.\n\n[General\n\nsame period the percentage of illiterates\n\ni per cent to 4\n\n.\n\ni per cent, or nearly one-half.\n\nBut the growth of education in the United States is measured not alone\nby the funds provided for its support. Even greater progress has been\nmade in the improvement of standards, and more particularly in the adaptation of school work to community needs.\nIt is now recognized that education, to be of the greatest value in a democracy, must afford the best possible\ntraining for all the children of all the people, in preparation for their life-\n\nwork, whatever occupations they may follow.\n\nOur ideals in education, however, notwithstanding all that has been\naccomplisht, have not yet been fully realized.\ntions obtaining thruout the\n\nA careful survey of condi-\n\nUnited States, especially in the light of war\n\ndevelopments, reveals limitations in our school machinery that must be\n\nremoved, and indicates improvements that must be made if we are to achieve\n\nThere is not yet equahty of opportunity in education,\nAmong the reforms most important at this time are\nan improvement of rural-school conditions, an extension of the advantages\nof vocational education, and larger and more general provision for the education of the adult aHen population.\nthe desired results.\n\neven in this country.\n\nThe development of the war and the unusual and extraordinary\ndemands resulting therefrom place upon the schools of the country a greater\nburden of responsibility than ever before. Never before in history has\nthere been such need for trained leadership. However great the other\ndemands upon the country, it is imperative in this crisis that at all cost our\nThe future of the nation depends\n\"As the school is, so is the nation.\"\n\neducational processes should continue.\n\nupon it.\n\nIt was Bismarck who said,\n\nIf the school work should be depleted, and relatively large numbers should\n\ndiscontinue their education, to what source can the nation look for the\ntraining of the leadership required during the period of reconstruction to\n\nfollow the war, and even during the war itself ?\n\nAs stated by the Secretary\n\nof the Navy, \"The country must look to the educators to furnish the larger\n\nportion of men who will lead in the great struggle which we are waging until\nvictory comes.\"\n\nThe Secretary of War also declares, \"The nation will be\n\nneeding educated men even more than ever before, as a result of this war,\nfor the coming years, and the colleges must supply them.\"\n\nThe three things\n\nmost needed, he says, for the successful prosecution of the war are munitions, food, and educated men.\nAnd he might have added that educated\nmen are quite as necessary in the manufacture of munitions and in the\nproduction and conservation of food as in the military service.\n\nThe first impulse when the United States became involved in the war\nwas to close all the schools, that the children might be used in industrial\nwork. There could have been no greater mistake. Children should be\ntaken from school only in cases of extreme necessity. High-school graduates\n\n"} {"page": 133, "printed_page": null, "text": "EDUCATION AND THE WORLD-WAR\n\nSessions]\n\n1 17\n\nand college students, also, should be encouraged and urged to continue their\neducational work. In building up the military forces the government has\ndecided upon a policy of selective conscription. The object no doubt is\nthat under this policy every man should be used in the particular kind of\n\nThe relatively small\nnumber of men students in our higher institutions, and the extraordinary\npresent demand for advanst training, particularly in the field of applied\nscience, would indicate that most, if not all, of the young men who are\nnow in college or who are prepared to enter upon college work could render\nthe nation no greater service than by continuing their education, at least\nservice in which he could be of the greatest value.\n\nfor the present.\n\nThat our educational work may be successfully continued it is not\nnecessary that the teachers, as a class, should be exempt from military\nservice.\n\nMost of the teachers now in the elementary schools are women.\n\nMany of the men teaching in high schools could be replaced by women.\nWomen also could do much of the work now in charge of men in certain\ndepartments of the higher institutions.\n\nIn other divisions, however, as in\n\nthe technical departments, a comparatively large\n\nnumber of\n\nthe best-\n\ntrained and most competent men of conscriptive age would no doubt be\n\nneeded, and should be exempt purely in the interest of th€ country in\n\nmeeting the present emergency.\nSchool curricula thruout all grades should be readjusted to meet, so far\nas practicable, the requirements of the war situation.\n\nBy having college\n\nand university work continue over a period of forty-eight weeks, divided\ninto four terms, instead of following the present semester plan, and by\narranging the courses so that students might enter at the beginning of any\nterm, many more people would no doubt be able to get the advantages of\nthe training afforded by these institutions.\nThe vital relationship between the various industries and the war and\nthe unprecedented demand for the products of industrial enterprise, add\nemphasis to the importance of the technical courses in the colleges and\nuniversities and to vocational training in the secondary and elementary\nschools.\nThere is urgent need for the largest number possible of trained\nspecialists and skilled workers in the different lines of industry.\nThe\nindustrial development of -the United States during the past fifty years\nis perhaps greater than that of any other country; and yet, with all the\nachievements of the past, there is still enormous waste and great opportunity for improvement. For instance, it is estimated that \"not over\nII per cent of the energy in coal is effectively utilized, the remainder being\nlost in the inefficiency of the steam boiler, the steam engine, and the electric\n\nThe value of recoverable products wasted each year in the\nmanufacture of coke is estimated at more than forty-five million dollars.\n\ndynamo.\"\n\nThe 'United States produces forty miUion tons of coke annually, and it is\n\n"} {"page": 134, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nii8\n\n[General\n\nsaid that \" if every ton produced came from the most modern by-product\n\novens, thereby saving the gas, tar, ammonia, benzol, etc., otherwise wasted,\n\nwe should be almost entirely independent of Chilean nitrates for explosives\nas well as fertilizers.\" The waste products thus saved would also have made\nIn the\nthis country independent of Germany in the matter of dyestuffs.\nfield of agriculture, also,\n\nthere\n\nis\n\nequal necessity for eUminating waste.\n\nThe annual loss from preventable animal diseases and pests, for example,\nThe loss from smuts\nis estimated at more than two hundred million dollars.\nof wheat, barley, oats, and rye alone averages more than sixty million dollars\n\na year.\n\nThe Secretary of Agriculture announces an annual food waste\n\nin this country, as a result of bad preparation, bad cooking, improper care\n\nand handhng, amounting\n\nto\n\nmore than seven hundred million dollars.\n\nThese, of course, are only illustrations.\n\nOn the other hand, as indicating what may be accomphsht, reference\nmay be made to the fact that the extraction of copper by hydro-gravity\nconcentration resulted in a saving in a single year of more than fifty-one\nmillion dollars. With the advent of the steam shovel, also, and improvement in methods of concentration, three mines alone, otherwise unproductive, were made to produce more than three hundred million pounds of\n\ncopper, worth, at fifteen cents, forty-five million dollars.\n\nIn agriculture\n\nthe saving to the country thru the applications of science is almost inesti-\n\nmable, amounting certainly to hundreds of millions of dollars each year.\nIt is upon the schools, likewise, that the country must largely depend\nfor the assimilation\n\nand Americanization of the aliens who come to our\n\nDuring the life of the nation thirty-three million foreigners have\nimmigrated to the United States. During the decade preceding 1910, out of\nshores.\n\n8,398,000 people admitted, more than 2,238,000 were illiterates.\n\nAt the time\n\nof the census in 1910 there were in Michigan 102,000 non-EngUsh-speaking\n\nforeigners,\n\nand in New York 597,000.\n\nin New York, 362,000\nIn the interest of the nation\n\nOf those\n\ncould not read or write in any language.\n\nmust be educated in the meaning and opportunities\nAmerican institutions. Previous to the beginning of the European\nwar immigration to the United States averaged about one milHon\nannually. The assumption has been that these people were being converted\ninto loyal Americans, but \"the war has taught that they were not.\" In\nevidence of this reference need only be made to the social disturbances\nthis class of people\n\nof our\n\nthruout the country\n\n—\n\nriots, organized conspiracies against the government.\n\n\"If we are to remain a nation,\" it has been declared, \"we must have the\nstrength of union.\"\n\nObviously, therefore,\n\nwe must thoroly Americanize\n\nthe foreigners already here, and must prepare the machinery to Americanize\n\nthe immigrants who will make up the great stream that will be expected\nto flow again to this country after the close of the war.\n\nTo accomplish\n\nthis, continuation and night schools must be more general, and other special\n\n"} {"page": 135, "printed_page": null, "text": "Sessions]\n\nTHE UNIVERSITY AND THE NATION'S IDEALS\n\nprovision must be\n\n119\n\nmade to insure the training of all immigrants to this\n\ncountry in the duties of American citizenship for intelligent and desirable\nparticipation in our industrial and social Hfe.\nFinally, with all its limitations, education constitutes the great democratizing agency of this country.\n\nIt promotes liberty, equahty, opportunity.\n\nThe schools of the future must emphasize the development of practical\nefficiency, clear thinking, high ideals of statesmanship, in the preparation of\n\nstudents for the greatest service to themselves, the nation, and mankind.\n\nTHE UNIVERSITY AND THE NATION'S IDEALS\np. L.\n\nCAMPBELL, PRESIDENT OF THE UNIVERSITY OF OREGON, EUGENE, ORE.\n\nThe colossal mistake made by the dominant military caste in Germany\nwas in underestimating the fast hold which moral ideals have on civilized\nhumanity. Trained in the doctrine of selfish aggrandizement and cynically\naccepting the theory that at bottom every nation believes in \"safety\nfirst\" as the supreme rule of action, how could the powerful war lords\nfail to go astray in forecasting the course of Belgium when invaded by the\noverwhelming might of the most powerful military organization the world\nhas ever known? Cynical disbelief in heroic unselfishness and infinite\nself-sacrifice met a rude awakening in Belgium's self-immolation on the\naltar of the world's freedom.\nAnd with England was made the same fatal\nmistake of misjudgment.\n\nRich, lethargic, seemingly decadent in heroic\n\nquaUties, who could guess the fires that burned beneath the easy-going\n\nslackness of her upper classes and the all-too-evident deterioration in mind\n\nand body of her toihng masses ? That she would risk all and bear all and\nhave a rebirth as a nation in her glorious defense of world-freedom seemed\ninconceivable to a philosophy that denied the dominance of moral ideals.\n\nAnd in the same blind way America was misjudged. On the surface we\nseemed but a nation of money-getters. It was the fashion with the military\ncaste to despise and ridicule us.\n\nthe best of all jokes.\n\nThat we could be too proud to fight was\n\nCynicism, as usual, did not look under the surface.\n\nIt had again to learn in the bitter school of experience that it is a vastly\nsafer practical rule to think the best of people than to think the worst of them.\n\nHistory, religion, evolution,\n\nall\n\ngive denial to the deadly doctrine of\n\nthe dominance of might, and make this the surest of all sure things, that it is\n\na moral universe we live in and that ideals determine the destiny of mankind.\n\nConquering nations have arisen but to fall.\n\nbeen well said, all things are against the violent.\n\nAnd in nature, as has\nThe great moral forces\n\nhave welded people together and made them invincible for right.\n\nDefiance\n\nof the moral order in the world unites the world against the attack.\n\n"} {"page": 136, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n120\nIt\n\nis\n\nsurprising that\n\n[General\n\nan enlightened people who have so desperately-\n\nmisjudged this country of ours should not have read their history better\n\nand understood that from the first this nation has been \"dedicated to\nfreedom,\" and that the origin of our government was in the highest and\nnoblest ideals of the race.\ning a continent;\n\nIt is true that we have been very busy develop-\n\nthat we have suffered both major and minor ills of mis-\n\nmanagement, to which all democracies are liable; that we have been too\nmuch engaged to pay as much attention as we might to manner, absorbed\nas we are in the matter of our great enterprises. As one who judges by\nexteriors might easily mistake one of our pioneers, seeing only the materialistic practicality that levels forests and reclaims deserts, but failing to pene-\n\ntrate to the inner source of power in great purposes to be accomplisht for\ncivilization, so this loose-jointed young giant of a nation, working in shirt\n\nsleeves and good-naturedly indifferent to minor niceties of etiquette, was\n\nthought to be coarsely sordid when it was only sweating freely under the sun\nit might have at command the means with which to make\n\nin order that\n\nreal in national life its magnificent ideals.\n\nThe first thought of the pioneers was always for education and religion.\nIn the far West they gave evidence of their splendid aspirations by founding,\nnot colleges, but invariably universities, in the log schoolhouses which\nsheltered the one teacher and handful of pupils of each ambitious educational\n\nThey lookt not on the things of today, but fixt their eyes on the\n\ncenter.\n\nfar horizons and were cheered to their work of conquering a wilderness by\n\nsplendid visions of the world that was to be.\n\nThey were the finest of\n\nideahsts, the practical idealists that wrestle with the brute world to convert\nit into a fit abode for the\n\nthings of the spirit.\n\nThey knew only too well from hard experience that life is always a\nseries of compromises between things as they are and things as they ought\n\nto be.\n\nIn order to establish justice, they must at times forget the courts and\n\ntake into their own hands the summary vindication of the higher law.\n\nThey\n\nwould have peace if they had to fight to secure it. But their unshaken\nideal, toward which they were striving with all their might, was law and\npeace and brotherly kindness and human happiness.\nLet it never be forgotten, then, that this is and has always been a nation\nof ideahsts, of practical idealists, who toil and sweat and suffer and achieve\nthat their ideals may not remain but empty dreams, but may at last become\nthe living realities of a reconstructed world.\n\nBut it must not be supposed that in the sharp conflict with the actual,\nwhen the give and take at times grows fast and furious and the primitive\nlove of combat threatens to overwhelm all nobler motives, the light of the\nideal continues to guide with undiminisht brightness, and the way upward\n\nshines out with undimmed certainty and clearness.\nIt\n\nis\n\nnecessary to safeguard \"lest we forget.\"\n\nAnd so a democracy\n\nturns to education and to all the strong reinforcements of religion to fasten\n\n"} {"page": 137, "printed_page": null, "text": "Sessions!\n\nits\n\nTHE UNIVERSITY AND THE NATION'S IDEALS\n\nI2i\n\nhigher purposes thru enlightenment and the powerful sanctions of con-\n\nscience.\n\nThe youth are trained in the ideals of their native land.\n\nFrom\n\nprimary school to university we almost unconsciously acquire a supersaturation in the principle of liberty and equaUty.\n\nBut it is in the higher\n\nstages of the educational process, for most perhaps in the university years,\n\nthat the change is made from the routine acceptance of a dogma to the\nactive dynamic of a reasoned belief.\n\nIt is especially to the safe-keeping of its\n\nhigher educational institutions that a democracy intrusts its supreme ideals.\n\nTrue, the atmosphere is congenial, and the generous youth that throngs\nthose halls of learning, as yet unhardened by worldly conflict and sordid\nstriving, is especially receptive toward all that is highest and finest.\n\nFree-\n\ndom characterizes this sacred ground as nowhere else on earth, and here it is\nthat the nation is taking care for the welfare of its ideals.\n\nBut this very\n\nfreedom, which is necessary for the full development of all that is highest and\nbest in the world of ideas and of ideals, carries with it a tremendous responsibility.\n\nIt is a high and sacred trust, that which is committed by a people to\n\nthe leaders of its thought and the instruction of its youth, and only with the\n\ndeepest sense of obligation to the destiny of the state should anyone dare\nexercise the high privileges granted\n\n\"academic freedom.\"\n\nby the time-sanctioned doctrine\n\nof\n\nIt must be the freedom granted to the seer and the\n\nprophet and not the irresponsible license claimed by the cheap charlatan\n\nwho has only selfish personal ends to exploit.\nIn this period of world-crisis, when all that humanity holds dear is at\nstake, the way of the universities is open and clear.\nThe great ideals of the\nrace are largely in their keeping, and these must not be marred nor obscured\n\nby the passions of war or the tragedies of brutal violence. Clear and bright\nas never before must now shine out the beacon lights of lofty principle\nwhich have ever guided the race in its march of progress.\nThey are not many in number, they are not uncertain, they are not\ndifficult to understand.\nThey represent the highest generalizations of all\nhuman history. The first of these, raised to a dominant position in worldconsciousness today, is the principle of democracy for which we are fighting\n\"to make the world safe\"; democracy, with all its impHcations, not only\nin matters of government, but in the economic and social life of the world\nas well.\nIt means that equality of opportunity which guarantees to every\nindividual the most complete self-realization.\nIt means the development of\nall latent talent, the full capitalization by the state of all its hidden resources\nof potential genius.\nIt recognizes the essential equality of endowment,\nin posse if not in esse, of all members of the race, knowing that we are all of\none blood, that the slow processes of evolution have eliminated inequalities,\n\nand that the^variations of successive generations show but different measures\nof opportunity afforded by time and circumstance.\n\nIt looks forward to con-\n\nditions which will eventually mean the leveling up of the race to the high\n\nplane now achieved by its most fortunate members.\n\nWith complete self-\n\n"} {"page": 138, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n122\n\n[General\n\nrealization will come complete self-control, and the ideal of self-government\n\nboth for the individual and for the nation will have been attained.\n\nBut democracy, after all, is but the form, and will be powerless without\nthe spirit which must animate it, the second of the great world-principles,\n\nthat of the practical good will.\n\nThis is the dynamic which attacks all prob-\n\nlems of life, individual or national, governmental or social, and works out\nultimate solutions by processes as widely varying as philanthropy and\ncommerce, as world-congresses and world-war. It sees its great objectives\nin the good of all mankind, and without hatred and without injustice it\nuses whatever means the occasion makes necessary in moving on to the\n\naccomplishment of its great purposes.\n\nIt is not passive, but active;\n\nnot negative, but positive.\n\nand prevents.\n\nbefore the plague arrives.\nflict impossible.\n\nIt foresees\n\nit is\n\nIt cleans the city\n\nIt strives for world-justice that may make con-\n\nIt is not of the quality of a near-Christianity, which knows\n\nonly how to suffer evil, but of an aggressive Christianity which goes out to\n\nconquer the world for righteousness in a spirit of love.\n\nWorking as unceasingly and as irresistibly as the pull of gravity, these\ntwo great principles, democracy and the practical good will, are making for\nthe reconstruction of the world, at times thru constructive periods of\n\npeace and prosperity, at times thru destructive periods of national readjust-\n\nments and world-wars.\n\nThe way is often hard to understand, and supreme\n\nfaith is demanded in holding to the verity of our guiding ideals.\nIt is the business of the universities to help us maintain this faith.\nis\n\nIt\n\ntheir business to train up a generation that grasps it more firmly than\n\nour own, and in the light of vindication, which the sure outcome of this\nworld-crisis is to bring, to pass on in its power to higher levels of achievement\n\nthan we have as yet dared to believe possible.\nIt will be a new era that will begin when peace is made.\n\nnever again be the same.\n\nThe world can\n\nVaster opportunities, vaster undertakings,\n\n—\n\nvaster dreams of world-righteousness to be realized\n\nall these are coming to\n\nthe generation which is now in training, and it is the high duty of the universities to teach no uncertain doctrine, to strike no uncertain note as to the\n\nideals on which this nation is founded, and to the acceptance of which it\nis striving with all its might\n\nto bring the world.\n\n—\n\nDemocracy and the practical good will these are the supreme formulae,\nthe one of the form and the other of the animating spirit, with which the\nworld is to be reconstructed.\n\nNATIONAL EDUCATION AND WORLD-POLITY\nEDWARD O. SISSON, PRESIDENT, STATE UNIVERSITY OF MONTANA,\nMISSOULA, MONT.\n\nThe world is ablaze with war.\n\nAfter long immunity we too are now\n\ninvolved, altho as yet the flames have hardly touched us, and our own home\n\nland is wrapt in profound peace.\n\nBut just around the curve of the earth\n\n"} {"page": 139, "printed_page": null, "text": "Sessionsl\n\nNATIONAL EDUCATION AND WORLD-POLITY\n\nunspeakable horrors are in full swing.\n\n123\n\nIt is terrible, and would be incredible\n\nwere not actual, that so wonderful a world should go mad in a month.\nWhat poison has got into its veins ? Why did the fury spread so swiftly\n\nif it\n\nand so irresistibly in spite of all the diplomats of civilization ? This is the\nsupreme question; and the supreme task is to fight the causes of this\nterrible lapse and secure the world against a like disaster for all time to\ncome. Winning the war is the immediate duty; to this end every effort\nmust be put forth. But back of this task, beyond it, above it, is a greater,\nvaster problem to render war impossible and establish peace among all\n\n—\n\nnations.\n\nIn days like these the educator is awakened to realize what is always\n\n—\n\nand in all times his duty to rise to the level of statesmanship and grapple\nwith the final problems of human life. Let us look up awhile from the\ninnumerable petty details of our craft and ask ourselves the meaning and\nthe lesson of the present unparalleled world-war.\n\nIf we can but rise to the\n\ntrue conception of our rule as educators we shall find that the greatest of\nall the lessons of the present state of the world is to us and to our task.\n\nHow did the war come to be ?\n\nNever before was a war so great; never\n\none in which the occasions and pretexts were so petty and irrelevant;\npever one in which the true causes were so vast and so fraught with the\ndestiny of man; never before a war in which liberty and human hopes were\nso totally thrown into the balance.\n\nSuch a war must be full of meaning for\n\nthe educator.\n\nThe diplomatic documents of 1914 give a shocking picture of nations\nhurried into mortai combat without a single clear cause and against the\n\nardent desires and prayers of the vast majority of all most deeply con-\n\neach protesting its own innocence and its own devotion to peace.\nBut there was no basis to be found for peace; instead of mutual confidence\nand good faith there was nothing but the quicksand of distrust and suspicion;\ncerned;\n\neach felt compelled to strike lest the other should strike first.\n\nNo one can\n\nread these documents and the history of carnage since written without\nfeeling that the world as it existed then was hardly fit to live in, and offers\n\nno safe foundation for the further evolution of human life;\n\nit is\n\na world\n\nthat stands in need of radical and immediate change.\n\nThis war is already more horrible than all past wars: and, terrible as is\nthe thought, human progress has made it so.\n\nThe products of man's brain\nwhich should minister to human welfare are prostituted to the ends of\ntorture and destruction.\n\nEvery advance of science and engineering makes\nwar more hideous; every advance in organization and efficiency makes it\nmore terrible; the very international bonds which foreshadow peace thru\nunity for the present serve to drag every nation into the carnage.\n\nBut\n\nunless the world is radically changed, this war, more terrible than all past\n\nwars, will be followed sooner or later by another war more terrible than\nthis.\n\n"} {"page": 140, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n124\n\n[General\n\nThe present war has at least torn ofE the veil and exposed the total\nThe world has fooled itself with pleasing phantasms of\ninternational law and rules of warfare; it even dreamed that modern war\nat least was noble and almost humane. The rape of Belgium, the shrieks of\ndrowning women and children, the bombing of quiet homes in undefended\ntowns, and other horrors new each day have provided a rude awakening.\ndepravity of war.\n\nAll these are merely the inevitable result of the logic of war applied without\n\nruth; worse will come just as soon as worse can be found.\n\nThe very hymn\n\nof hate, abhorrent to every human ideal, fits perfectly into the system and\nspirit of war.\n\nGermany has simply played the terrible role of frightfulness\n\nin becoming the last champion of war as the final arbiter of human affairs.\n\nTo have been chosen by the forces of history for this r61e is in itself punishment enough for any national crimes. Under the pressure of their situation\nin the middle of Europe, Germany chose, or rather its rulers chose for it, to\nbe aligned with the past and against the future:\n\nfor this reason\n\nis\n\nthe\n\ndefeat of the Germans so indispensable, for their victory would set back the\nclock of progress five hundred years;\n\nand Germany herself, in the midst\n\nof Europe, would be the most tragic sufferer.\n\nThe world is ablaze with war because in 19 14 it was an inflammable\nworld charged with high explosives, material and spiritual. With the^\nmaterial explosives, from the bomb at Sarajevo to the Krupp guns in\nGermany, we are not much concerned; they are but the tools of the spiritual,\nand of themselves neither make nor prevent wars. If two men live side by\nside they are pretty sure to quarrel sooner or later if they are quarrelsome\n\nmen or if they believe they have cause to quarrel; this regardless of whether\nthey have bowie|knives|or sixshooters or not.\nif\n\nThey can get sixshooters\n\nthey really want to kill each other, or if no sixshooters are to be had\n\nthey can do damage enough with fists, clubs, or stones: lack of weapons is\n\nnever a safeguard against war and disaster.\n\nHowever, if the two men are good friends who understand each other\nand have faith in each other, or are working for common ends, they may\nThe spiritual causes of war form\nsafely have a whole arsenal of weapons.\ncomes in and where the\neducation\njust\nwhere\nthe real danger; and this is\nschools play their part. Disarmament alone will not prevent war. The\nspiritual causes must be eradicated, or rather the spiritual forces underlying\npeace must be made supreme. These are simply the forces already dominant in the internal relations of all civilized nations:\n\nit remains to establish\n\nthem between nations.\nThe nations, all at war for the first time in history, have\n\nsuddenly\n\nawakened, for the first time in history, to the realization that they should all\nbe at peace; and that peace should no longer be accidental and precarious,\nto be upset by the first trifling disagreement, but organized and binding,\n\nThis means some sort of\nand concord, with\nunity\npermanent\nthe World, with\n\nsecured by the combined forces of all the powers.\n\nUnited States of\n\n"} {"page": 141, "printed_page": null, "text": "Sessionsr\n\nNATIONAL EDUCATION AND WORLD-POLITY\n\n125\n\nagreements binding upon all, and force sufficient and available to maintain\norder. This great idea, long foreseen by prophets and sages, is now quickening in the minds of men everywhere.\n\nOf the spiritual causes of war none is more striking than a sort of\nexaggerated national ego, of which Pan-Germanism is probably the most\n\nWith the Germans this characteristic can be traced far\nWhile the drums of Napoleon were rattling in the\nstreets of Berlin in 1807, the philosopher Fichte delivered a series of famous\nlectures, the keynote of which was the absolute supremacy of the German\nnation. \" If you should be lost,\" he declared to these vanquished and humiliated people, \"with you is lost every hope of the human race for salvation\nfrom the depth of its evils .... there is no escape; if you sink to destruction, with you sinks all humanity, without any hope of future recovery.\"\nThe hearts of the Germans of his own time responded marvelously to these\nextraordinary words; and Germans ever since have admired and treasured\nhis utterances.\nBut Fichte was simply the mouthpiece of his people and\nhis times: and the response is simply the response of the national ego.\nGermany took his words seriously, as he meant them; but she also took\nthem crudely and materialistically, as he did not mean them. His was a\nterrible example.\n\nback in their history.\n\nnoble prophecy of spiritual power;\n\nthe actual realization has been a wild\n\npassion for glory thru domination.\n\nGermany has for over a hundred years\n\nfostered the national ego to a point where no power could avert a clash and\n\na cataclysm;\n\nhence the present war.\n\nThe schools of Germany have been used by the government as the chief\ninstrument for raising up a people fitted to hear and believe the doctrine of\nDeutschland iiber Alles. Never since the time of Sparta has education\nbeen focust so relentlessly and so effectively upon fixt and rigid national\naims; the aims and methods of the German schools have all been subservient to these ends. The German pupil never asks a question; the\nteachers, as more than one of them said to me, tell him all he needs to know.\n\"Listen to me, so that you can tell me back what I am telling you! \" shouted\na German teacher to his class in my hearing. This attitude of the schools is\nsimply the reflection of the attitude of the state. For more than a hundred\nyears the German government has been telling the people all they need to\nknow, and training them to repeat it faithfully in word and deed. The\npeople on their part have listened so long to the voice of the state that their\n\nThe dominant idea from first to last\nand glory of Germany, especially as embodied in the brilliant\nfigure and personality of the kaiser.\nWithout these schools, \"telling the\npupils all they need to know,\" there could never have been the extraordinary\n\nears are dulled to every other sound.\nis the greatness\n\nspectacle of mediaeval autocracy projected into the twentieth century\n\namong a people otherwise highly intellectualized.\nBut Germany is not alone in her exaggerated national ego and illconcealed contempt of other peoples:\n\nI\n\nshe is only the extreme case of a\n\n"} {"page": 142, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n126\ngeneral rule.\n\n[General\n\nEvery nation considers itself the Chosen People of God:\n\nnot only Germans, but French, English, and, of course, we Americans;\nalso Russians, Italians, Serbs;\nfelt\n\neven Turks and Mexicans.\n\nIf\n\nthey but\n\nchosen to serve, which is probably the only choice made by God, all\n\nwould be well;\n\nbut they feel chosen to rule, .and then trouble comes.\n\nFichte told the Germans they were chosen to bear light and truth to all\n\nmankind; but the Germans conceived that they were chosen to rule the\nrest of the world.\n\nEven the idea of God is still clouded in petty nationalism: we profess\nmankind, the Lord of all nations; but we\ncannot break away from the idea that he is peculiarly our God and we his\nfavored people, and that he must fight with our armies and against our\nenemies. Here again Germany is the horrible example: scarcely a single\nspeech or army order or battle report omits God; only a people exceedingly\nshort of the sense of humor could tolerate such endless iteration of the\ndivine name in every war document.\nThe other side of the exaggerated national ego is the shallow depreciation\nof other peoples.\nEach nation is in general grossly ignorant of the virtues\nand capacities of other nations, and naively regards them as inferior.\nto worship the Father of all\n\nThis is particularly true with respect to prowess and valor in war, and particularly dangerous in this respect.\nThe average American is sure that one\nAmerican soldier can beat two or three of any other race; but the average\nEnglishman and Frenchman think the same of their soldiers. Of course all\nsuch ideas are foolish and contrary to the facts; but they are all the more\ndangerous for this reason. Napoleon jeered at the English as a nation of\nshopkeepers, but the English finally destroyed his empire and shut him up\non a desert island to die. Even in our own Civil War, where both sides\nbelonged to the same nation, the South despised the Northerners as traders\nand artisans, and the North looked upon the Southerners as pampered\naristocrats who would never endure the hardships and perils of warfare.\nHow bitterly were both disillusioned as to their own fancied superiority!\nEach nation too easily suspects the motives and decries the ideals of\nothers; and each nation is prone to decry and disregard the claims of\nothers, whenever these claims conflict with their own desires or ambitions.\nThese tendencies are fruitful causes of war.\nThe schools have had a large share in fostering this false idea of national\nsuperiority and of the inferiority of other peoples. In every controversy\nwe are right and our opponents wrong; all the honesty and fair-mindedness\nare on our side, all the meanness and treachery with our opponents. In\nevery war all the heroism and splendor are attributed to our troops, and\nall the flight and defeat to the enemy.\nWe are always outnumbered and\nwin by incredible valor and prowess; the troops of the enemy are overwhelmed in spite of all their advantages. All this is so unutterably false\nand silly that one would never believe it could exist except that it does exist\n\n"} {"page": 143, "printed_page": null, "text": "NATIONAL EDUCATION AND WORLD-POLITY\n\nSessions)\n\nand is common to all peoples.\n\nIt\n\nis\n\n127\n\nthe pernicious remnant in civiliza-\n\ntion of the grotesque war-dance of the barbarian, in which he brags and\n\nOne of the health-\n\nboasts of his achievements and derides his antagonists.\n\ntoday is the protest against the falsehoods and evasions of our\n\nful signs\n\nown American school histories, and the demand that the plain truth be\ntold as to our diplomacy and our wars, even when it is not entirely to our\nnational credit. Let the good work go on: we shall know the truth and\nthe truth shall make us more and more free.\nThus education has had its share in making this war and in making all\nwars. Education has had its share in making men and nations and a\nworld which easily go war-mad.\n\nEducation must play even a greater part\n\nin making men and nations and a world\n\nthe way.\n\nBut exactly how?\n\nThat\n\nis\n\nThe\n\nwhich shall be war-proof.\n\nspirit of the new world order is to be made dominant;\n\nthe school must lead\n\nthe question.\n\n—educators, to use the broader term; what\n\nteachers\n\nis\n\nYou and I\nour part?\n\nare\n\nHow\n\nshall we discover it, perceive it clearly, perform it well, and win for ourselves\nand our profession the crown of wild olive from the hand of history, which is\nafter all the reward most worth seeking?\nWe must seek to learn the\nlesson of experience, and then seek to practice the wisdom thus gained in\nthe actual day's work of home and school. This, it seems to me at least,\nis\n\nthe greatest question today for us as educators.\n\nUnless we find the\n\nanswer to our question and solve our problem, there is little chance that the\ndiplomat or the statesman will do better now than in the war-curst past.\n\nBut already the signs are good, and we may confidently lay hand to our\npart in the nurture of the new world-spirit.\n\nJust what changes must be made in our education to produce men and\nnations and a world which shall be at least reasonably conflagration-proof ?\n\nThe briefest answer is that we must foster a new sense of the unity of the\nworld; we must take seriously that splendid resolution passed with enthusiasm by this convention proclaiming a great new aim World-Citizenship I\nThis, fellow-teachers, is the most momentous action ever taken by the\nNational Education Association; let us rejoice that our profession has at\n\nnot fallen short of declaring for the dawn of the new world-order.\nThank God for the acclamation which sprang from the hearts of this\nassembly when that great closing resolution was read; it is an omen of\nleast\n\nbrightest promise\n\nAfter all, the error in our education has not been so much in what we\nhave done in overfeeding our own national ego as in what we have omitted\nin teaching our children a decent respect and regard for our fellow-peoples.\n\nHow many times we sing \"Long may our land be bright, with freedom's\nholy light,\" and how seldom it occurs to us to stir in our children the idea\nthat\n\nall\n\nlands must be bright with liberty!\n\nThe German national song\n\ntears open the old sore of the French defeat in 1870.\n\nEngland's \"Britannia\n\nrules the waves\" rasps the national sensibilities of every commercial people.\n\n"} {"page": 144, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n128\n\n[General\n\nNationally we must cultivate the ego less and the socius more. We\nhave long let our altruism stop at our frontiers in what we praise and rightly\npraise as patriotism;\nto all peoples.\n\nit\n\nmust range beyond, over oceans and continents,\n\nWe must better understand other nations and races, believe\n\nin them, teach them to believe in us; trust them and be trustworthy in our\n\nrelations with them.\n\nWe must exchange, not only commodities, but also\nAll this is the simplest and most natural thing\n\nservice, regard, aye, love.\n\nin the world, and is absolutely in the line of historical progress; in our own\n\nland it is but yesterday that thousands of noble men put state above the\nnation; but that is all past and gone; our land has risen, one nation, united\n\nSo the world is to rise in new unity as the home and\n\nand indivisible.\n\nfatherland of all mankind.\n\nWe need not less, but more and wiser patriotism; but we need also more\nand wiser and broader humanity. In a word we need to establish between\nnations what is already practist between individuals and between the\nstates of federated nations like our own.\n\nThe opportunity and duty of America in this work are incomparable.\n\nWe have been favored by providence beyond all peoples. We know nothing\nof the crushing economic and spiritual burdens borne by crowded nations\n\nliving among hereditary foes.\n\nGod has given us unparalleled breadth and\n\nfreedom,\n\npolitically.\nWe have no hereditary\nWe used to think we hated England, but\n\neconomically,\n\nsocially,\n\nantagonisms with any nation.\n\nthe Spanish War ended that, and our present common cause is knitting us\nclose together.\n\nFrance has long been bound to us by bonds of democratic\n\nsisterhood and mutual aid.\n\nWe have blood brotherhood with every people\n\nof the earth thru the flow of their emigrant children to our hospitable shores.\n\nHow can we repay our enormous debt to history for all these boons better\nthan by throwing our whole force into the new world-unity ?\n\nHappily our beloved country already has a gracious record of the newer\ndiplomacy; witness the freeing of Cuba, the return of the surplus of the\nChinese indemnity, and the general frankness of our foreign policy.\n\nIn all\n\nthis our national conduct has run ahead of our common talk and our educa-\n\ntional procedure.\n\nThe American school, whatever its weaknesses, is yet the leading\nexample of a great democratic system of education, quite unequaled in\nits\n\nnational unity and yet quick in its responsiveness to new truth.\n\nThus\n\nmay America and American education lead the way in the new world-order,\nbut always in the spirit of humility and service.\n\n"} {"page": 145, "printed_page": null, "text": "THE NATIONAL COUNCIL OF EDUCATION\nSECRETARY'S MINUTES\nPORTLAND MEETING\nOFFICERS\nChicago, 111.\nPresident—WiLLiAis B. Owen, principal, Chicago Normal College\nVice-President Augustus S. Downing, first assistant commissioner of education Albany, N.Y.\n\n—\n—Adelaide Steele Baylor\n\n.\n\nIndianapolis, Ind.\n\nSecretary\n\nFIRST SESSION— Saturday Afternoon, July 7, 191\nIn the absence of President William A. Owen and Vice-President Augustus S. Downing,\nthe meeting was called to order at 2 00 p.m. in the Ballroom of the Multnomah Hotel, by\n:\n\nCarroll G. Pearse, president. State Normal School, Milwaukee, Wis.\n\nAfter the roll call to check up absentees, the entire session was given over to\nan informal discussion, \"The Obligations and Opportunities, of the Schools during the\nWar.\"\nThe following members took part in the discussion: Carroll G. Pearse, Milwaukee,\nWis.; C. H. Dempsey, Haverhill, Mass.; Homer H. Seerley, Cedar Falls, Iowa; John\nF. Sims, Stevens Point, Iowa; Mrs. O. Shepard Barnum, Alhambra, Cal.; W. J. Kerr,\nCorvallis, Ore.; Charles A. Van Hise, Madison, Wis.;\nKate Devereux Blake, New\nYork, N.Y.; Robert J. Aley, Orono, Me.; Mrs. Margaret McNaught, Sacramento,\nCal.; Neil C. McDonald, Valley City, N. Dak.; W. H. Campbell, Central City, Nebr.;\nSamuel C. May, Portland, Ore.; W. A. Brandenburg, Pittsburg, Kans.\n\nSECOND SESSION— Saturday Evening, July 7, 191\nThe meeting was called to order by Carroll G. Pearse at 8 00 p.m. in the Ballroom of\n:\n\nthe Multnomah Hotel.\n\nArthur H. Chamberlain, chairman of the Committee on Thrift\n\nEducation presided.\n\nThe topic for the session was \"Agricultural Preparedness and Food Conservation:\n\nA Study in Thrift.\"\nThe following papers were given by members of the Committee on Thrift Education:\n\nA\n\n\"Thrift,\nPatriotic Necessity\"— S. W. Straus, New York, N.Y.\n\"How the School May Help Increase Food Production\" R. H. Wilson, state\nsupermtendent of public instruction, Oklahoma City, Okla.\n\"Waste of Food from the Producer to the Household\" J. A. Bexell, dean, School of\nCommerce, Oregon Agricultural College, Corvallis, Ore.\n\"Patriotic Extravagance or Thrift Which?\" Kate Devereux Blake, principal.\nPublic School No. 6, New York, N.Y.\n\"Food Storage and Preservation\" Henry R. Daniel, secretary, American Society\nfor Thrift, Chicago, 111.\n\"Agricultural Preparedness and Food Conservation A Study in Thrift\" Arthur\nH. Chamberlain, executive secretary, California Council of Education, San Francisco, Cal.\n\n—\n\n—\n\n—\n—\n\n—\n\n—\n\n—\n\nThe following resolution submitted by S. W. Straus was adopted by the National\nCouncil:\n\nIn August, 1915, following the urgent recommendation of the International Congress\nfor Thrift, held in San Francisco, the National Council of Education appointed a committee\n\nto investigate the advisability and feasibility of teaching thrift in the public schools of\n\n129\n\n"} {"page": 146, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nI30\n\n[National\n\nthe United States. After mature deliberations, study, and investigation, the committee\nunanimously approved the following:\nWhereas, The world- war has now precipitated unprecedented economic conditions\nin the United States, calling for the immediate practices of intelligent, constructive thrift\nbecause of the calamitous waste of man-power and the destruction of physical resources\n\nabroad, and\n\nWhereas, The signs of the times point with unquestionable certainty to the fact\nthat the American people must from now on eliminate waste of every character, and\nWhereas, President Wilson, with a full realization of this fact and with the acute\nprospective of his lofty position, devoted his first message to the American people, after\nthe declaration of war, to the subject of thrift, and\nWhereas, It is only thru the medium of the school teacher and the schoolroom that\nfuture generations of our citizens will make of thrift, not only a habit, but a fundamental\nprinciple of existence; therefore be it\nResolved, That it is the urgent duty and patriotic opportunity of this committee to\ntake such immediate action as shall look toward the introduction of the study of thrift\nin our schools, thus making America the first of all nations to take this decisive forward\nstep in constructive education; and be it further\nResolved, That this committee recommend the preparation of such literature as shall\nbe advantageous in making possible the application of thrift studies in connection with\narithmetic, domestic science, history and English composition, and other school branches;\nand be it further\nResolved, That this conmiittee shall at its meeting in February, 1918, have before it\na comprehensive plan for the practical use of these mediums in the schoolroom.\n\nThe chairman announced the Committee on Membership in the National Council,\nand a motion was carried that the name of at least one woman be added to the committee.\nThe following served on that committee: Carroll G. Pearse, Milwaukee, Wis. {ex officio),\nChairman; Walter R. Siders, Pocatello, Idaho; Mrs. O. Shepard Barnum, Alhambra, Cal.;\nEdwin S. Monroe, Muskogee, Okla.; and John R. Kirk, Kirksville, Mo.\n\nTHIRD SESSION—Monday, July 9, 191\nAnnual Business Meeting\nThe meeting was called to order at 10:00 a.m. by Carroll G. Pearse.\n\nThe secretary\n\npresented the following report from the Committee on Membership:\n\nYour Conunittee on Membership begs leave to submit for the consideration of the\nCouncil the following recommendations:\na) For membership in the National Council, to succeed themselves, the election of\nthe following: W. J. Kerr, Corvallis, Ore.; Joseph Swain, Swarthmore, Pa.; Nathan C.\nSchaeffer, Harrisburg, Pa.; E. E. Bass, Greenville, Miss.; G. W. A. Luckey, Lincoln, Nebr.;\nThomas W. Palmer, Montevallo, Ala.; Frederic E. Farrington, Washington, D.C.; George\nL. Towne, Lincoln, Nebr.; and F. B. Dresslar, Nashville, Tenn.\nThe terms of those members will expire in 1923.\nb) For membership in the National Council, to succeed Ben Blewett (deceased),\nMrs. Susan M. Dorsey, Los Angeles, Cal.\nc) That the Committee on Membership be given authority to supply other vacancies\nin the Council, should any be found, when the report of attendance for the 1916 meeting\nis referred to the present secretary of the Council.\nd) The election of Adelaide Steele Baylor to serve as secretary of the National Council\nof Education for a term of three years.\ne) The re-election of A. J. Matthews, whose term as a member of the Executive\nCommittee has expired.\n/) Thfe re-election of John R. Kirk and James Y. Joyner, whose terms as members of\nthe Membership Committee have expired.\n(Signed)\n\nCarroll G. Pearse (ex officio), Chairman\nMrs. O. Shepard Barnum\nWalter R. Siders\n\nJohn R. Kirk\nEdwin S. Monroe\nAdelaide Steele Baylor {ex officio). Secretary\n\n"} {"page": 147, "printed_page": null, "text": "I\n\nI\n\nCouncUl\n\nTHE SCHOOL MAY HELP FOOD PRODUCTION\n\n131\n\nOn motion this report was adopted by the National Council as read,\nRobert J. Aley, president, National Educational Association, then named the following members of a Committee on Membership from the National Educational Association\nto supply vacancies from that body, on the National Council, and report to the Board of\n\nDirectors:\n\nCarroll G. Pearse, Milwaukee, Wis.;\n\nJohn R. Kirk, Kirksville, Mo.; Adelaide\n\nSteele Baylor, Indianapolis, Ind.\n\nPresident William B. Owen had sent in the following important reconunendations\nto be presented to the Council, which were now considered:\n1. That the membership of the Council be enlarged from 120 to 240 members and the\nquota of membership from each state increased.\n2. That standing committees be appointed to investigate and report on educational\nmovements and that one or more sessions of the National Council be devoted to the\ninformal discussion of important educational problems.\n\nOn motion the president of the National Council was empowered, to appoint a committee of three to consider the advisability of enlarging the membership of the Council.\n\nThis committee was given full power in the making of recommendations, which, if favorable to the recommendations of the president, will be presented at the next annual business\n\nmeeting of the Association.\n\nA motion was carried that there would be no objection to the appointment by the\npresident of the special committees referred to in his recommendations.\n\nOn motion it was also decided to ask the president of the Council to consider the\nwisdom of providing, at the next meeting of the Council, for one or two sessions for the\ndiscussion of questions by the Council members only.\n\nPAPERS AND DISCUSSIONS\n\nHOW THE SCHOOL MAY HELP LNCREASE FOOD PRODUCTION\nR. H.\n\nWILSON, STATE SUPERINTENDENT OF SCHOOLS, OKLAHOMA CITY, OKLA.\n\nThe school organization may be utilized to increase food production by\nadopting generally the plan outlined by the Bureau of Educational Experiments, according to which camps for boys from 16 to 19 years of age are\nto be located in agricultural commtmities and the boys in such camps given\nemployment on the near-by farms during the growing season. Under a\nproper regulation of hours of labor permitting the boys to work in relays\nof seven hours' duration while the farmer would secure his full day's labor\nof fourteen hours, the conditions can undoubtedly be made satisfactory to\nall\n\nconcerned.\n\nThe boys would have more time for camp life and its\n\ndiversions by working shorter hours and the farmer would have the benefit\n\nwhom would work until\nEven the city-bred boy after going thru the hardening process for a week or ten days would approximate the value of the\n\nof two willing workers during the day, neither of\n\nentirely exhausted.\n\nexperienced farm laborer, especially where hours are shortened.\n\nThe elimination of waste during this period of food scarcity is also\nclosely related to the subject of food production, because conservation is\n\nequal in importance and supplementary to production.\n\nIn preventing\n\nwaste the domestic science departments of our schools should play a most\n\nimportant part.\n\nIt is impracticable to establish camps for girls along the\n\nlines of those suggested for boys,\n\nbut the schools can throw the domestic\n\n"} {"page": 148, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n132\n\n[National\n\nscience departments open to the women of the community in the summer\nmonths and during the evenings of the fall, winter, and spring, or at such\n\nhours during those seasons as will not interfere with the regular school work.\n\nmore difficult for the domestic science department to reach\nBut\nresults may be seciu-ed thru a liberal use of the country press and community institutes, analogous to those conducted by the farmers' institutes or\nIt will prove\n\nthe rural women than for the boys to be mobilized for farm service.\n\nagricultural colleges.\n\nIn rural communities the labor problem is\n\nall\n\nimportant.\n\nUnsatis-\n\nfactory labor conditions are the cause of the present tendency to leave the\n\nfarm.\n\nBoys and girls, however, are kept reasonably busy on the home farm\nfarm so that their work is properly arranged and\n\nor on a neighboring\ndirected.\n\nThe schools can touch with new life rural pupils, largely thru\n\nthe clubs organized for intelligent promotion of better agriculture, better\nstock, and better homes.\n\nIntensive work should be done along the line of\n\nbetter farming thru the medium of boys' and girls' clubs at this time while\n\nthe necessity is great.\ngirls\n\nThe numerous instances on record where boys or\n\nthru intelligent club activity have revolutionized farming methods\n\noffer ample justification for the emphasis which it is recommended be placed\non this work at this time by our schools. This will prove an effective means\nof reaching the adult farmer at this time when by reason of circumstances\nthere is unusual interest in the better methods of agriculture.\nExperience has demonstrated that little can be accomplisht in the\nteaching of agriculture in our one-room schools. The pupils attending these\n\nschools are the ones that should receive agricultural instruction since from\n\nClub work, so far, has proved the\ntheir ranks the farms are recruited.\nmost effective means of conveying practical instruction to farm boys and\nThe laboratory nature\ngirls in such a form as to be properly assimilated.\nof the work required is such that it also serves as a demonstration for adult\nfarmers, thus coupling the school and home interests and for our present\npurposes helping, both thru precept and example, in securing improvements\nin methods that ultimately lead to increast production.\nThe schools can well afford to give credits for work done by the pupils\non the farms both as club members and as members of camps of farm\nMany of our city schools have adopted the policy of increasing\nlaborers.\nproduction by means of having vacant lots planted to vegetables and other\nfood crops.\n\nThis movement should continue after the present stress in food\n\nconditions is relieved, because it is fundamentally important both from a\n\nand an economic standpoint. Means of distributing the products\nmust be provided in order to give this movement its widest possible development. The schools, thru the educational associations and thru the\nadministrative department, must devise some workable plan whereby\ncivic\n\nexcess products can be conserved to the greatest possible advantage.\n\nIn\n\nOklahoma City there is employed a garden supervisor to help the children\n\n"} {"page": 149, "printed_page": null, "text": "Coundl]\n\nTHE SCHOOL MAY HELP FOOD PRODUCTION\n\nand adults with suggestions and directions.\n\n133\n\nIn this good year, when we are\n\n—aye, an international food dictator\n\nconsidering a national food dictator\n\nwe can well begin to allow our supervisor to dictate in a measure the crops\nthat shall be planted on vacant lots by children belonging to the garden\nclubs in order to eliminate such waste as would ordinarily follow unrestricted\n\nand unsupervised planting and marketing.\n\nThe attitude of the pubUc\n\nis at this time such that larger powers along lines of supervisory control will\n\nbe accepted as not only advisable but necessary.\n\nA closer organization of this garden work in cities should be made now\nwhile efficient organization is appreciated by the public at large.\n\nThe best means that the schools may employ for increasing the production and the conservation of food is to be sought in intelligent cooperation with those agencies\n\nnow addressing themselves to this great task.\n\nSuch cooperation will accomplish the results desired by means suggested\nby the experts. The school should lend its organization to the cause and\nshould place itseK under the leadership of the specialists now undertaking\nthis work,\n\nnever forgetting that in this connection the principles of thrift\n\nshould be inculcated and that parents as well as children should be taught\nthe character value of ownership, lest too many of the young producers suffer\nfrom such experiences as are detailed in the following verses:\n\nWhy Johnnie Left the Farm\nJohnnie bought a little pig with money he had earned,\n\nHe named her Nell and fed her well, and lots of tricks she learned.\nBut Nellie grew to be a sow, had piggies quite a few,\nThen father up and sold them, and kept the money, too.\nJohnnie took a little calf as pay for hoeing com,\n\nHe loved that calf and the calf loved him as sure as you are bom.\nBut calfie grew to be a cow, as all good calfies do.\nThen father up and sold her, and kept the money, too.\n\nNow, Johnnie loved his little pets, but father loved the pelf.\nSo Johnnie left his father's farm and struck out for himself.\nSaid Johnnie's pa, one summer day, \"I often wonder why\nBoys don't like life upon the farm, 'the City' is their cry.\"\n\n\"It always will be strange to me,\" continued Johnnie's pa,\n\"It only goes to prove, though, how ungrateful children are.\"\nWhen Johnnie heard what father said, he gave a bitter laugh,\n\nAnd thought of his empty childhood and of his pig and calf.\n\nWe must not overlook the fact that the jingle of the coin, either in\npossession or in prospect, furnishes the inspirational music that makes the\n\nboy or girl march forward with more alacrity, energy, enthusiasm, and\npatriotism than all the band music that can be supplied, and that production\n\nwithout a profitable market is more likely to act as a discouragement than\nas an encouragement.\n\nNeither the school nor the other agencies can afford\n\nto overlook this fundamental human trait.\n\n"} {"page": 150, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n134\n\n[National\n\nWASTE OF FOOD FROM THE PRODUCER TO THE HOUSEHOLD\nJ.\n\nA.\n\nBEXELL, DEAN OF SCHOOL OF COMMERCE, OREGON AGRICULTURAL\nCOLLEGE, CORVALLIS, ORE.\n\nMy subject is \"Waste of Food.\" Of all the problems that engage the\nminds of the American people today, there is no subject of wider import\nnor of more universal discussion than food production and consumption.\nSlowly, painfully, costly, the human race is learning that God's universe\nis governed\n\ning itself.\n\nby immutable laws. The eternal law of compensation is exertThe decree, *'As thou sowest so shalt thou also reap,\" is being\n\nexecuted with relentless exactness.\nof the slothful servant\n\nInnumerable times has the parable\n\nbeen expounded to us;\n\nevery child understands\n\nsomething of the laws of action and reaction, of pain and pleasure, of reward\n\nand punishment, but the practical appHcation of these laws to economic\nand social conditions is either misunderstood or completely ignored.\nA national disgrace. Nothing has been so startling and so disquieting\nto the complacent American people as the discovery a few months ago that\nwe are threatened with shortage of food. That this should have been possible in this the most favored land on the globe is nothing short of a national\nPractically everyone in this audience remembers how the fertildisgrace.\nity of our soil was once regarded as well-nigh inexhaustible and when no one\nthought of taking steps to restore it. The magnitude of the disgrace is\nbest shown by comparative statistics. Let us begin by comparing the\narea of some of the best developt agricultural states. Iowa, Missouri, and\nKansas are larger than France by nearly 2,000 square miles and have\nvastly more land for cultivation. Missouri, Kansas, Iowa, Colorado,\nTexas, and California are greater agriculturally than Great Britain, Germany, and France combined. The six states named have a combined\npopulation of 15,611,565, while the three foreign countries have almost\nten times the population, or 153,565,738. Texas alone is greater than all\n\n—\n\nthe north\n\nGerman states combined.\n\nCalifornia,\n\nif\n\nproperly cultivated,\n\nshould be able to feed all the Pacific states, and the Willamette Valley\nalone, with a population not to exceed 250,000 people, is larger and richer\n\nthan the Po Valley in Italy having a population of 5,000,000 people.\n\nIn spite of these great advantages, we are almost in a state of panic\nis scarcely more urgent in\nEurope after three years of devastating war.\nIn each of the numerous processes as food passes\nClassification of waste.\nfrom the producer to the consumer it is not possible altogether to ehminate\nwaste, but it should require no argument that waste should be reduced to\na minimum.\nWaste of food may be classified as direct and indirect, the latter being\nthe more serious and of more far-reaching consequences. Among the\ndirect wastes of food should be mentioned improper preparation and\n\nregarding the food situation, and the alarm\n\n—\n\n"} {"page": 151, "printed_page": null, "text": "WASTE OF FOOD\n\nCouncfll\n\n135\n\nand downright destructiveness\nand carelessness in handling food in the household.\n\npreservation, intemperance, epicureanism,\n\nThe chief indirect sources of waste are found in the operations of production, the handling of soil, labor and equipment, the processes of manufacture, inadequate\n\nand wasteful transportation facilities, including bad\n\nroads, improper methods of preservation, storage, etc., and finally in the\n\nmethods of distribution.\nWaste of soil fertility.\n\n—Let us now look at the situation in the\n\nlight of\n\nhistory and in the light of actual farming practice thruout the world at the\n\npresent day.\n\nIs the tendency toward improved agriculture increasing the\n\nproduction per acre, or is it the reverse?\n\nWhat has been the history of\n\nLand that was once flowing with milk and honey is\nnow uninhabitable, and many a civilization has passed away because of\nthe improvident use of the soil. But we need not cross the seas for examples\nof poor agriculture.\nThe average returns per acre thruout the United\nStates is only $11 .38 per acre, which is the lowest of any civilized country\nolder civilizations?\n\nnext to Russia.\n\nComparing this with the yield of the virgin land in many\n\nof the great agricultural valleys of the United States, we perceive the startling fact that the fertiHty of the soil has been reduced by two-thirds during\n\ntwo or three generations.\n\nOnly a generation ago it is reported that the\n\nWillamette Valley averaged forty-five bushels of wheat to the acre, and\n\nnow the average is probably not more than fifteen bushels.\n\nThis has been\n\nbrought about by mine farming, that is, removing the fertiHty of the soil\nwithout restoring\n\nit\n\nby means\n\nof\n\nproper agricultural methods.\n\nThe\n\nfundamental problem before the American people today is the restoration\nof vast agricultural areas so as to leave the land for future generations more\n\nproductive than at present.\n\nThat Washington reaUzed what was coming to the American people is\nevident from a letter written by him to Alexander Hamilton\nIt must be obvious to every man who considers the agriculture of this country (even\n\nin the most improved parts of it), and compares the produce of our lands with those of\n\nother countries, no way superior to them in natural fertility, how miserably defective we\n\nand that if we do not fall on a better mode of treating\nAges will not produce a systemchange without public attention and encouragement; but a few years more of\n\nare in the management of them;\n\nthem, how ruinous it will prove to the landed interests.\natic\n\nincreast sterility will drive the inhabitants of the Atlantic states westwardly for support;\n\nwhereas if they were taught how to improve the old, instead of going in pursuit of new and\nproductive soils, they would make those acres which now yield them scarcely anything\nturn out beneficial to themselves.\n\nThat Washington's foreboding has been justified is shown in a recent\nbulletin by the Federal Department of Agriculture:\n\nWheat was produced quite successfully in central New York for something like forty\nyears.\n\nDuring the latter part of that period the yields began to decline and at the end\n\nof another twenty years they were so low that exclusive wheat growing became unprofit-\n\nable.\n\nI\n\nOhio, Indiana, Illinois, and Iowa have each in turn repeated the history of New\n\n"} {"page": 152, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n136\nYork.\n\n[National\n\nThe soils of these states were productive in the beginning, and it required forty,\n\nfifty, or sixty years for the single crop system to materially reduce the yields.\n\nAside from the question of increase in population there are absolutely\nonly two ways of avoiding a world-disaster of shortage of food, namely, by\nincrease in production and decrease in consumption. Greater production can\nbe effected in two ways, by a more effective use of land, labor, and capital\n\nnow engaged in farming, and by enhsting unproductive land, labor, and\ncapital in food production.\n\nUnfortunately, most of us have a tendency\n\nto urge others to greater efforts without a corresponding effort on our part.\n\nHere we are up against the proposition, not only of urging others to work,\nbut for every one of us to do his part. The slogan should be \" Produce more\nat less cost and consume less.\" Some progressive farmers have found that\nsplendid results can be accomplisht by enlarging the day, working in two\nor three shifts. This has been found so satisfactory that it bids fair to\nrevolutionize large-scale farming.\n\nThe remedies for waste in fertility are very simple.\nfarms.\n\nFirst, smaller\n\nAltho this is strictly opposed to the fact that as a business venture\n\nthe smaller farm is not as profitable as larger acreage, from the point of\n\nview of national economy there is no question but that the smaller farm,\nbeing usually better cultivated,\nscientific rotation of crops;\n\nis\n\nby far the most profitable; second,\n\nand, third, proper cultivation and fertilization.\n\nImproved fertilization implies increast production of livestock, and consequently the greater cultivation of leguminous plants.\n\nThe principal elements in plant life are water, nitrogen, potassium, and\nThru ceaseless labor, science has taught us practically how\nto control these elements; it now remains for the tiller of the soil by pru-\n\nphosphorus.\n\ndence and careful cultivation to utiHze these gifts of nature and not only to\nrestore the fertiUty of the soil but to improve it.\n\n—\n\nWaste in farming practice. There is one enormous waste which I must\nIt is fair to assume\nI refer to waste in farm management.\nthat in the long catalog of wasteful processes no single item is more impor-\n\nnot pass over.\n\ntant.\n\nIt is not long since the book farmer was ridiculed and very few people\n\nwould have anything to do with the agricultural schools, much less with\ncounty agents, had there been any. Farmers are now beginning to learn\nthat they must mix brains with brawn. It is just as unwise to intrust a\nsick farm to an incompetent agriculturist as it is to submit a difl&cult case\nBoth cases need to be thoroly diagof surgery to an unskilled operator.\nnosed and studied before a cure is attempted. All who are engaged in\nproductive enterprises must study costs and operations and be ready to\nadopt those changes which are labor saving and productive of economy and\nefficiency.\n\nWaste of labor.\nis found in\n\n—One\n\nof the most serious types of waste in production\n\nthe management of labor, both of man and beast.\n\nAuthorities\n\non the farm management say that loss of motion occurs to a greater extent\n\n"} {"page": 153, "printed_page": null, "text": "WASTE OF FOOD\n\nCouncil]\n\n137\n\non the farm than in any other productive enterprise. This is doubtless due\nmeasure to unavoidable conditions, but it is due largely to an\n\nin a large\n\nindisposition to adopt labor-saving methods.\n\n—\n\nWaste in farm equipment. The waste in the use of farm equipment is\nno less serious than the waste in the use of land and labor previously referred\nIn a recent message President Wilson said:\nto.\nIt is not enough simply to stop waste, stop carelessness.\nTake care of the farm\nmachinery so it will not be lessened in efficiency by the weather. Put everything under\n\nshelter and keep it painted.\n\nIt may be very difficult to buy new machinery when you\n\nneed it, so take care of what you have.\n\nKeep up the fences so the livestock will not\n\nYou cannot afford to have stock tramping thru grain worth so much\nIt takes only a minute or two to trample down several dollars' worth of\n\ndamage your crops.\nas it now is.\n\nWaste in the selection of livestock.\n\n—Untold millions\n\nof dollars are lost\n\nto the farmer every year thru improper selection of Hvestock.\n\nIt\n\nis\n\nto\n\ncorrect this evil that the well-known cow-testing association has come into\nexistence, January 23, 1895.\n\nWaste in storage.\nof dollars could\nof the silo.\n\n—Waste\n\nin storage of feed is very large.\n\nMany millions\n\nbe saved for stock feed by the more general introduction\n\nFood experts all advise that perishable foods should be utilized\n\nduring the summer when they are available and that the more permanent\nfoods suitable for preservation should be stored for winter use.\n\nEnormous\n\nwaste results from improper handling of eggs and dairy products.\n\nIt\n\nis\n\nestimated that many millions of dollars' worth of eggs are wasted annually\nin storing fertile eggs, which is wholly a preventable waste.\n\nWaste in marketing.\n\n—^The waste in marketing\n\nis\n\nserious for two reasons.\n\nOne is the enormous waste of perishable products due to improper connection between the producer and the consumer and the consequent ignorance\nof the producer as to just what is needed in the market.\nThis often causes\nan overflow in the market and an oversupply of one product and an undersupply of another.\n\nIt is not generally realized that a large crop is often a\n\nserious loss to the producer and to the community.\n\nA crop that cannot\n\nbe sold to advantage represents a loss, not only to the owner, but to the\n\ncommunity at large by the amount of labor expended for food which cannot\nbe consumed.\n\nIn the second place, waste in marketing results from the\nimproper tying up of capital in the business of a large number of useless\n\nmiddlemen and the removal from industry of both the capital and the labor\nthus unprofitably employed.\n\nA large number of such middlemen should\n\nbe turned into productive employment.\n\nEvery person and family who is\n\nmaintained by society and who is not rendering a full quota of service is\njust that\n\nmuch waste.\n\nIn normal times it may result only in increast\n\nprices, but in times like these it results in a serious decrease in the food supply.\n\nWaste in retailing.\n\n—That there\n\ndistributing food thru the\n\nI\n\nis\n\nan enormous waste in our method of\n\nmedium of the ordinary retail dealer everyone\n\n"} {"page": 154, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n138\n\nrecognizes, but a remedy has not yet been found.\n\n[National\n\nThe cooperative store\n\nhas been tried for a generation or more in different localities, but at least\n95 per cent of such ventures have been failures. That these stores will be\nmodified so as eventually to become successful there is no doubt. The\nconditions for success, however, are generally lacking.\nCooperative buying\n\ncircles.\n\n—In a recent bulletin\n\nit\n\nwas announst by\n\nthe United States Bureau of Markets that the most successful types of co-\n\noperative buying\n\nis\n\nwhere a number of consumers, usually farmers, get\n\ntogether and pool orders on the cash-on-delivery plan.\n\nIt eliminates almost\n\nwholly overhead expense, does not involve the giving of credit, and obviates\nthe necessity of handling a stock of goods which requires considerable\n\nThat cooperative distribution of commodities has only begun\nand will be one of the great economic movements in the future there can\nbe no doubt. But neither has the method been perfected nor has the\ncapital.\n\ncompelling necessity arisen in the United States.\n\nMore than one-third of\n\nthe necessities of life are distributed on the cooperative plan in Europe, and\nthis exercises a powerful stimulus on the retail trade in general, so that\nconsumers are sure of receiving fair treatment and reasonable prices.\n\nThose interested in this subject of cooperative organizations should communicate with the United States Bureau of Markets at Washington. The\norganization of this agency for the study of marketing conditions, standardizing business methods and procedure, promises to reduce much of the\npresent waste in distribution.\n\nWaste in specidation.\n\n—The most shameful and criminal\n\nof all waste of\n\nfood is when unscrupulous speculators succeed in controUing the market\n\nand in destroying large quantities of food in order to maintain prices.\n\nAn\n\ninstance was recently reported where several thousand sacks of potatoes\n\nwere consigned to the ocean for fear that an abundant supply would weaken\nthe market. Holding food for speculation in the hope that prices will\nadvance results not only in a loss of food but often weakens the efficiency\nA remedy\nof laborers to such an extent that large indirect waste follows.\nfor this evil is a direct supervision of warehouses and refrigerator lines by\n\nthe government.\n\nWaste in public use.\n\n—\n\nIt is said that Nero built a canal from the ocean\n\nto the imperial palace in order to insure fresh fish for his breakfast and thus\n\nmade himself infamous not only as a tyrant but as a disciple of Epicurus.\nBut why refer to ancient examples? According to the 1910 census,\n157,000,000 bushels of grain alone are now wasted in the manufacture of\nliquors, to say nothing of the waste of labor and capital in this stupendous\n\ncrime.\n\nBy the official estimate of liquor consumed, this requires enough grain\n\nto produce not less than 12,000,000 loaves of bread per day, which would feed\n\nan army of 3,000,000 men.\n\nFortunately, Congress is now taking measures\n\nto stop this wasteful traffic.\n\nThe use of tobacco is not generally regarded\n\nas a waste of food, and yet every puff of the fragrant weed and every filthy\n\n"} {"page": 155, "printed_page": null, "text": "WASTE OF FOOD\n\nCouncil)\n\n139\n\nchew of tobacco would contribute toward the alleviation of suffering of\nthousands if the labor and capital required in its production were utilized\nin the production of food.\n\nThere is one source of waste which deserves more than passing notice:\nnamely, the waste resulting from unwise legislation, especially taxation.\n\nUnder our present system the improvement of land is generally discouraged\nby taxes which often amount to a fine for enterprise. Land speculators\nare encouraged to hold vast tracts of land in idleness because taxes on\nunimproved land are insignificant as compared with those on improved\nproperty.\n\nWaste in consumption.\n\n—The United States Department\n\nof Agriculture\n\nhas compiled some very interesting figures regarding the probable waste\nin the use of foodstuffs in the household.\n\nRegarding milk:\n\nIf\n\nthe 20,000,000 homes in the United States waste\n\none-half cup of milk daily, it would equal two and one-half million quarts\n\na day, or 1,249,000,000 quarts a year, which is approximately the total\nproduction of 400,000 cows.\n\nRegarding meat:\n\nIf\n\n20,000,000 families wasted one ounce of meat or\n\nfat daily, this would be equivalent to 1,285,000 pounds of food,\n\nwhich is\n\nequivalent to 875,000 steers or 3,000,000 hogs.\n\nit\n\nAgain, if the same number of famiUes waste one slice of bread per day,\nwould amount to 875,000 pounds of flour daily, or 365,000,000 loaves\n\nper year.\n\nThe bread supply should increase 18,000,000 barrels if 81 per\n\ncent of the whole wheat were utilized for bread instead of 75 per cent.\nis\n\nIt\n\nestimated that this saving would feed 12,000,000 people.\n\nThe prodigious waste in hotels, hospitals, and other places is too well\nknown to require more than passing notice. Under the caption, \"Analyze\nGarbage,\" the Department of Agriculture recently gave the following\n\"Have your city food chemist analyze your city garbage from\n\nadvice:\n\nweek to week and publish prominently what he finds as an index of food\nsaving or waste in your community.\" Where there is no official chemist,\nlocal chemists capable of determining percentage of fats, protein, starch,\n\nand organic matter wasted in garbage can render great service to the nation\nby volunteering to make these analyses in their localities. Vast amounts of\nbread, meat, and edible fats are wasted in garbage and tons of valuable\nfoodstuffs for animals are lost to the food supply of the nation by usual\ngarbage reduction or disposal methods. One of the first results from the\ncareful analysis of city garbage should be the passage or more rigid enforcement of garbage-collection ordinances, requiring that no glass, tin, wood,\nburnt matches, paper, string, or inorganic trash be mixed with the vegetable\nmaterial, meat scraps, or bones which can be used for feed.\nIt is estimated that the thrifty Germans save from the garbage pail\nsufficient food to feed a herd of cows capable of producing two milHon\nquarts of milk daily.\n\n"} {"page": 156, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nI40\n\nSane buying.\n\n[National\n\n—It should not be inferred that agricultural economists\n\nadvocate during these trying days a complete cessation of buying everything\nexcept necessities.\n\nWe may not agree\n\nNothing could be more disastrous.\n\nwith the doctrine ''business as usual,\" in the sense that people should be\n\nencouraged to spend their substance as extravagantly as during peace times,\n\nbut unquestionably the sane method is that during these prosperous years\nfor the farmers, when they have an opportunity to create a surplus, they\n\nshould improve the farms and buy those personal conveniences for which\n\nthey have long planned during less prosperous times.\n\nIt will be a splendid\n\nopportunity to buy that electric-lighting and power outfit, those much-\n\nneeded conveniences for the home which have been the dream of the tired\nhousekeeper these many years.\n\nA coat of paint on the weather-beaten\n\nhouse, a new fence, some shrubbery and a lawn around the house, and more\nattention to the roads in the neighborhood of the homestead are improve-\n\nments which should receive attention, to say nothing of the general road\nimprovements, which are not only economic necessities for the farmer but\nare also public necessities in times of war.\n\nmore fitting terms than to quote from the great\nJames J. Hill, who wrote these words long before a\nwar cloud was visible on the horizon.\nI cannot close in\n\nindustrial prophet,\n\nNow as ever, to the nation and race, as to the individual, nature, the unrelenting\ntask-mistress of the centuries, holds in one hand her horn of plenty and in the other her\nscourge.\n\nThis country has brought itself within reach of the thong, while grasping at the\n\nsatisfaction of present appetite and forgetting the primal relation between the earth and\n\nman.\n\nThe pathway to prosperity is still open.\n\nThe divinity of the earthly life at heart\n\nUnder her rule there is work and abundant reward for all, but these must be\nwon in her designated way and in none other. Her pointing finger, that has never varied\nUpon\nsince man came upon the earth, shows the old and only way to safety and honor.\n\nis kind.\n\nthe readiness with which this is understood, the sober dignity with which a whole nation\nrises to the\n\nwinning of its broad and permanent prosperity, will depend the individual\nLargely by the result will posterity,\n\nwell-being of millions of this and many generations.\n\nour fit and righteous judge, determine whether what issues from the crucible of this\ntwentieth century is a bit of worthless dross to be cast aside or a drop of golden metal\nto shine forever upon the rosary of the years.\n\nFOOD STORAGE AND PRESERVATION\nHENRY R. DANIEL, AMERICAN SOCIETY FOR THRIFT, CHICAGO, ILL.\nIn the matter of food storage and preservation no organized progress\nof consequence has\n\nbeen made in America.\n\nIt\n\nis\n\ntrue that cold-storage\n\nplants are numerous thruout the country, but they are not of sufficient\n\nnumber or consequence to prevent a fabulous wastage.\n\nIf the war should\n\nbe of long duration, it is safe to assume that the government will take hold\nof the storage problem with characteristic American vigor and with sufficient\nthoroness to warrant a diminution of the present colossal waste from inade-\n\n"} {"page": 157, "printed_page": null, "text": "I\n\nFOOD STORAGE AND PRESERVATION\n\nCouncilj\n\nquate preservative facilities.\n\n141\n\nBut for the immediate present we must look\n\nto the individual if conditions are to be improved.\n\nWhen we consider that the first practical application of a method of\npreserving food was made over one hundred years ago by Francoise Appert,\n\nwe are brought to the conclusion that there has been shameful lack of progIn fact, there has been little advancement made since\n\nress in this line.\n\nAppert's time, compared with other accomplishments of science.\nthe full bottles or cans in water and boiled them.\n\nHe put\n\nHis theory was that the\n\nthings essential to the preservation of food in this manner were the exclusion of air and the application of gentle heat, which caused a diffusion of the\n\nconstituents and fermentation in such a manner that the power of ferments\nwas destroyed. Scientists since then, particularly Pasteur, have discovered\nthat fermentation and putrefaction were caused by bacteria and other\n\nmicroscopic organism.\n\nAppert's theory as to the cause of the spoiling of\n\nfood was incorrect, but his method of preserving it by sealing and cooking\n\nwas correct, and science has been able to discover no successful method of\nimproving Appert's discoveries.\n\nSome efforts have been made along the line of cooperation in the canThat cooperative canneries in the United\nStates really handle a very small portion of the total business is shown by\n\nning of agricultural products.\n\nand dried\nand vegetables marketed in 19 14 these cooperative organizations\n\nthe fact that of approximately $158,000,000 worth of canned\nfruits\n\nNevertheless, a few successful cooperative\nand vegetable canneries stand above the large number of failures,\nwhich shows that if properly managed they can be made successful. The\ncooperative cannery has a legitimate place in an efficient scheme of marketsold only $3,500,000 worth.\n\nfruit\n\ning perishable products.\n\nPractically all the cooperative canneries in the\n\nUnited States are found in the Pacific Northwest and California.\n\nMany\n\ncanneries have failed because they were organized solely to utilize that\n\nportion of the fruit crop that could not be sold on the market in its fresh\nstate\n\non account\n\nof its deteriorated condition.\n\nThe use of such fruit\n\nresults in an inferior quality of canned goods, which is not readily salable\n\nand may be Hable to seizure under the various federal and state pure-food\nlaws.\n\nThe United States Department of Agriculture has made an exhaustive\nstudy of the cooperative fruit and vegetable canneries, and from data\nobtained from this source the writer ventures the assertion that the cooperative cannery scheme is feasible and practicable.. While many failures\nhave existed, their nature has not been such as to make apparent the\n\nfutiUty of the entire plan.\n\nManagers\n\nof several cooperative canneries\n\ngive as their greatest handicap the lack of sufficient capital.\nzations have started with as little as $5000 or $6000\n\nA few organi-\n\npaid-in capital when\n\nonly a few products were handled and business was being done on a small\nscale.\n\nt^\n\nTo be successful the association should have sufficient paid-in capital\n\n"} {"page": 158, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n142\n\n[National\n\nto make the plant and equipment practically free of debt at the time the\n\ncanning season opens. There is sometimes an interim of eighteen\nmonths or more from the time the raw material is delivered until the final\nreturns from the canned goods are received. This delay necessitates a\nliberal fund for making advances to the growers at the time of the delivery\nof the raw material.\nIn several instances farmers' organizations have\npurchast at a bargain the canning plant and equipment of private enterprises which have failed, and they have made a success of the business.\nfirst\n\nIt is not, of course, within the scope of this brief paper to go into the\nIt is hoped that the government will lend\nwork of organizing rural canning associations, because here is a fertile field for the eUmination of food wastage on a\ngigantic scale. It would mean more money and a more complete employment of acreage in the rural communities and a great reduction in the cost\nof food to the city dweller, provided food prices are based on the law of\nsupply and demand.\nThe United States Department of Agriculture has taken commendable\nsteps to encourage home canning and to disseminate information on household methods of preparation of canned fruits, preserves, and jeUies. A very\nworthy booklet by Maria Parloa, prepared under the supervision of the\nOffice of Experiment Stations, has been issued.\nThis gives all essential\ninformation needed on the subject and should be in the hands of every\nhousewife. The United States government also has disseminated considerable information on the preservation of food for short periods. It has\neven issued information on the construction of an iceless refrigerator, showing how food may be preserved by those who for any reason are not able\nto keep an ice box.\nThru this device it is said that even on hot days a\ndetails of cooperative canning.\n\nits\n\naggressive assistance in the\n\ntemperature of 50 degrees can be maintained in this iceless refrigerator,\nwhich can be constructed at an estimated expense of 85 cents.\n\nThe government also has taken commendable steps in the encouragement of home canning and has issued a series of follow-up instructions to\nbe used in the home-canning-club work.\n\nThis literature gives every bit\n\nof information that possibly could be desired, so that no one in America\n\ncan plead ignorance as an excuse for not joining in the movement for the\nnational elimination of waste of foodi\n\nIn this connection it might be said\n\nthat the government is giving the following counsel to those who cultivate\n\ngardens or raise fruit:\nIf your garden at any time produces any more than you can use immediately, do not\n\nCan surplus beans, peas, com, tomatoes, beets, spinach,\npumpkin, and squash for winter use. Can or preserve apples, peaches, pears, cherries,\nquinces, berries, and other cultivated and wild fruits. Every can of vegetables or fruit\nand every jar of preserved fruit means that you have saved food materials that would\notherwise have been wasted. Can or store root crops, cabbage, and other vegetables\nproperly so they will keep well and supply you with food when the garden ceases to\nallow the surplus to spoil.\n\nproduce.\n\n"} {"page": 159, "printed_page": null, "text": "DOMESTIC ECONOMY AND INDUSTRIAL ARTS\n\nCouncil]\n\n143\n\nWe are informed by the same source that last year boys and girls of\nAmerica raised in their gardens and helped to can more than 4,000,000\npackages of valuable food. If this matter were taken up energetically and\nsystematically, what a tremendous addition could be made to our national\nfood supply.\n\nWe beHeve that the greatest good can be accomplisht thru the cooperative cannery associations, and we suggest that leaders in rural communities\n\nget in touch with the Agricultural Department at once for information and\n\nThis department will tell them just how to undertake the organiza-\n\nadvice.\n\ntion of a cooperative club and will furnish them with enough data to assure\n\nthe success of the enterprise if the advice of the department's experts is\nfollowed.\n\nWe suggest also to boys and girls, housewives, and others who desire\nto take up canning work in the home, or in small clubs, to get in touch either\n\nwith the United States Department of Agriculture, a state agricultural\nclub, or a county agent, who will be able to give simple methods for canning\n\nvegetables and fruit at home with ordinary home utensils.\n\nIt is certain that\n\nthe United States Department of Agriculture must be the medium through\n\nwhich this work is developt and encouraged.\n\nIf we are to have better food-\n\nstorage and preservation conditions in this country, the individuals in the\n\nhomes in districts where there is an abundance of fruit and vegetables must\nbe aroused.\n\nLack of public understanding of canning problems and lack of appreciation of the vast amount of food that can be saved in this way are responsible for the somewhat slipshod conditions that exist in this country today.\n\nADAPTATION OF COURSES IN DOMESTIC ECONOMY AND\nINDUSTRIAL ARTS TO MEET EXISTING DEMANDS\nC.\n'\n\nH.\n\nDEMPSEY, SUPERINTENDENT OF SCHOOLS, HAVERHILL, MASS.\n\nWe have lived so long in times of peace and prosperity, in a land of\nseemingly inexhaustible resources, under conditions apparently so far\n\nremoved from real danger and disaster, that we have acquired habits of\ncarelessness and extravagance very difficult to break.\nWe have wasted\nour substance in high living until we are face to face as a nation with far too\n\nmany run-down and deserted farms, denuded timber tracts, depleted fishing\ngrounds, exhausted industries, inefficient laborers, and other sinister results\nof thoughtless and spendthrift policies.\n\nWe have ignored or scoft at the remonstrances of thoughtful men\nscientists,\n\neconomists, and statesmen\n\n—and have even, in addition to our\n\nimprovidence, adopted an individualism and an indifference to real public\nwelfare that all together have brought us into conditions that we\n\nadmit are full of peril.\n\nmust\n\n"} {"page": 160, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n144\n\n[National\n\nWe are, to be sure, enjoying a national prosperity of surpassing magnitude, but\n\nit will\n\nhardly be contended that teachers, retail merchants,\n\nlaboring classes, farmers, in short, the people at large, are as well off as in\n\nnormal peaceful times before 1914.\nIt has in truth remained for the present era of war and high prices to\nbring us to a sharp realization of the need, in the home, in industries and\ncommerce, and in our national life of true economy and forethought of\n\n—\n\nthrift.\n\nThe cultivation of genuine thrift is emphatically one of our most important national and individual problems, and must be a task of every social\n\nagency we have.\n\nIt is peculiarly an obligation resting upon the schools in\n\ntheir work of training intelligent, efficient citizens.\n\nEven more emphati-\n\ncally is it incumbent upon the educational organization and forces of the\n\ncountry, supported by society for the\n\navowed purpose of bettering and\n\nserving society, to rise to present emergencies and contribute everything\nin their power to meet existing demands for food production and conservation, domestic economy, industrial self-help, rational living and saving, and\n\nthe like.\n\nThree things the schools, as a branch of governmental activities, ought\nto do.\n\nthey should serve as a means of publicity and dissemination of\nand practical knowledge. By instruction of pupils, and thru them\nof adults, by organization and direction of parent-teacher associations, by establishment of lecture and instruction courses for adults,\nand by other similar means splendid service can be rendered in bringing most valuable knowledge and impetus to people who need one or the\nFirst,\n\nvital\n\nother.\n\nSecondly, the schools should furnish demonstrations of practical methods\nof meeting present\n\ndemands for better provision and utilization of food\n\nproducts and other necessaries, both for our own use and for that of our\nallies in Europe.\n\nThirdly, the schools are the best existing organization, not only for\n\ndemonstration of practical individual economy, but also for the formation\n\nand fixing of habits of intelligent industry, efl&ciency, and thrift.\nThese three functions the dissemination of knowledge, the demonstration of practical methods and applications, and then actual use and mastery\nby the recipients, pupils or citizens constitute ideal service and should\ngo hand in hand.\nThe particular departments of school work best adapted to this broad\nTheir\nservice are the courses in domestic economy and industrial arts.\naims, equipment, and methods have from their inception been in line with\nour present economic needs. In the expansion, adaptation, and emphasis\n\n—\n\n—\n\nof these departments lie the readiest means of contributing to our national\n\ndomestic welfare,\n\nI\n\n"} {"page": 161, "printed_page": null, "text": "CouncU]\n\n'\n\nTHRIFT, A PATRIOTIC NECESSITY\n\n145\n\nOur most acute needs of this sort are evidently these:\na) More abundant supply of staple foods.\nb) More general conservation of food by storing, canning, etc.\nc) More economical use of food as to quantity and kinds, balanst\nrations, use of substitutes, nutritive values.\n\nAvoidance of waste (due to difficulty of marketing, spoiUng, poor\n\nd)\n\ncooking, lavish serving, ignorance about foods, etc.\ne)\n\nElimination of excesses in condiments, fancy foods, candies, etc.\n\n/)\n\nPractical knowledge of clothing, textiles, footwear, house furnishings,\n\nand the like.\ng)\n\nPractical knowledge of use of household equipment, fuel, light, etc.\n\nKnowledge in marketing and purchasing, supplemented by judicious\ngovernment control of prices.\ni) Development of personal efficiency in gardening, handiwork, household accounting, dressmaking, and the like.\nThe list might be lengthened appreciably, but it would but emphasize\nthe fact that these needs are not new, but rather age-old. They are simply\nmore acute and point out decidedly the direction of greatest emphasis.\nOur courses in domestic economy and industrial arts, then, should\nassuredly be greatly expanded to give us speedier, more complete, and more\nwidespread mastery of the production and utilization of the necessaries of\nlife.\nWhere such courses do not exist in elementary and high schools, they\nshould by some adequate means be introduced. Where already installed,\nh)\n\ntheir scope should be broadened, if necessary, by lengthening the school day.\n\nVocational and continuation classes and special classes for adults, day and\nevening, should be organized at once for instruction along lines indicated.\n\nCredit for home work in household arts, canning, gardening, and industrial\nservice,\n\nand adequate supervision of such related activities ought to be\n\nprovided in fuller measure.\n\nThe demand is more insistent than ever that culture and learning must\nAt all\ntimes essential, war conditions and the present world-crisis make it impera-\n\nbe supplemented by what may be termed productive efficiency.\n\ntive that the schools thru their applied arts courses enhance the economic\n\nvalue of every pupil, and by extending their work give similar assistance to\ncitizens at large.\n\nTHRIFT, A PATRIOTIC NECESSITY\nS.\n\nW. STRAUS, NEW YORK, N.Y.\n\nWhen, in August, 191 5, your honorable body appointed a committee to\ninvestigate the advisability and feasibility of teaching thrift in the public\n\nschools of America, we had little thought that within the short space of\n\ntwo years we would find ourselves confronted with the conditions that exist\ntoday.\n\n1^\n\nWe did know, however, that the war in Europe would levy a tax\n\n"} {"page": 162, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n146\n\n[National\n\nupon our resources, because, to the most superficial student of economics, it\nwas apparent that all humanity must share in the burden of this stupendous\nwaste.\n\nAnd now that we have been thrown into the great world- war, a much\nmore serious economic condition confronts us.\nThe first message delivered direct to the, nation by President Wilson\nSo\nafter the declaration of war with Germany was on the subject of thrift.\nrapidly are events of epochal importance being enacted today that possibly\n\nthe full significance of this fact was lost sight of by most of our citizens.\nBut to my mind it would seem to indicate that the chief executive of the\nUnited States, with the accurate perspective of his lofty position, saw thrift\nalike as the first duty and the first patriotic opportunity of the citizens of\nthis country in the face of the great national crisis.\n\nIn the present instance the whole world virtually\nupheaval.\n\nis\n\nin\n\na state of\n\nWe are fighting in the darkness that precedes the dawn of\n\nuniversal democracy.\n\nAutocracy and militarism will have vanisht from the\nNot only the rights, but the responsibilities,\n\nearth when peace comes again.\n\nof the individual will hold larger sway.\n\nWe shall have learned first of all that waste has no right to exist anyToday the man who becomes intoxicated\nby his fellow-citizens, and tomorrow the man who is not\nthrifty will be a social outcast, for we shall understand then what we are\n\nwhere under any circumstances.\nis held in aversion\n\njust beginning to learn today, that the spendthrift is a public menace.\n\nman cannot waste his own substance\n\nalone.\n\nA\n\nDestruction cannot be\n\nconfined to the individual who commits it.\n\nCast a pebble in the water\n\nand the ripples will describe a wide circle.\n\nIn like manner, waste of any\n\nsort describes a vast circle of harmful influence.\n\nLet me call attention at this time to the point that thrift means in a\nway simply the elimination of waste. We have had examples\n\ngeneral\n\nrecently in this country of the baneful influence of misguided thrift.\n\nBecause we, as a nation, failed to understand the full meaning of the word\nwe rusht into practices of false economy when war was declared in such\n\nmanner that, had they continued, they would have brought about industrial\ndisorganization and personal hardship. We failed to differentiate between\nconstructive and destructive thrift. We concluded that it meant tightfistedness, and as a result we began to deflect from their normal courses the\ntides of the nation's\n\nmoney that turned the wheels of industry.\n\nWhile\n\nattempting to build up on one hand, we were tearing down on the other.\nWe must understand that we cannot practice thrift merely by ceasing\nto spend\n\nmoney.\n\nThe greater thrift consists, not only in the prudent\n\nspending and wise saving of money, but in the intelligent regulation of our\nlives, and, above all things else, in the elimination of waste.\n\nI\n\nam happy to state that our committee has since its organization\n\nevinced a thoro understanding of thrift in its broadest interpretation, and\n\n"} {"page": 163, "printed_page": null, "text": "THRIFT, A PATRIOTIC NECESSITY\n\nCouncUl\n\nno one can accuse us of attempting to establish in\n\n147\nthis\n\ncountry those\n\npractices of hysterical economy which would, if widely followed, slow down\n\nthe legitimate business of the nation.\n\nWe have taught since our organiza-\n\ntion that thrift means sane judgment in the spending of money, time, and\n\nenergy; we have taught that mere indiscriminate tight-fistedness is as far\nremoved from real thrift as is ruthless extravagance.\nWe have taught also that thrift gives us the power to practice selfdenial that quality of heart and mind which is so much needed in these\nHad we as a nation learned the true meaning of\ndistressing war times.\nthrift years ago and had our children been taught it in our schools, we would\n\n—\n\nbe better prepared to face the conditions that are confronting us today.\n\n—\n\nFor thrift begets strength of character the ability to withstand stress and\nturmoil even to the physical hardships of a soldier's life.\nBut, tho these things have been neglected in the past, it is for us to\nbegin to preach their beneficent influences today. We must teach the\nnation that individual fortitude and self-reliance must have thrifty practices\nas their foundation.\n\nIn times of peace we have taught also that a man who can surround\nhimself with the finer things of life is not thriftless, provided, of course, that\n\nhe can well afford these things and that he is otherwise doing his full duty\nto society.\n\nWe have taught that these practices are necessary to the\n\nBut in times of war we\nmust all know the value and necessity of self-denial. We must not gauge\nour expenditures by the same standard that exists in times of peace. The\nrights and wishes of the individual must be surrendered to the greater needs\nof the nation, and it is only through a cultivation of thrift that we can bring\ndevelopment and encouragement of the fine arts.\n\nourselves to these sacrifices for the common good.\n\nThrift means the sane administration of one's personal affairs to the\n\nend that there shall be the least amount of waste, the least amount of lost\nmotion, and the greatest possible good to oneseff and the nation.\n\nThrift is\n\nthe foundation of individual preparedness, and let me say that the present\n\nwar shows what a vital part individual preparedness plays in the destiny of a\nnation when a great crisis is presented.\n\nIndividual preparedness schools\n\none to the hardships which come alike to those who fight at the front and\nto those who suffer at home.\n\nIt is thru thrift that the individual develops\n\nnerve, stamina, courage, and character, and these are the quaUties we need\n\nmost of all in times of war.\nIt is only thru thrift that we are enabled to maintain that equiUbrium\n\nso necessary to individual and national success in times alike of war or of\npeace.\n\nWe must bear in mind always that thrift is a virtue that must be studied\nif its\n\nmanifest quaHties are to be of value either to the individual or to the\n\nnation.\n\nThese are the reasons why, I say, an application of thrift must be\n\nincluded in our school curriculum.\n\nThe nation of today is learning the\n\n"} {"page": 164, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nI4S\n\n[National\n\neconomic necessity of thrift, but the nation of tomorrow must know the\neducational necessity of this virtue.\n\nCurrent events make our duty today\n\nWe\nWe must see to it that our\n\nso plain that posterity will hold us in strict account for our decision.\n\nmust safeguard the America of tomorrow.\n\nchildren are given a fundamental understanding of thrift, that they may go\n\nforward into the world and practice it understandingly to the benefit of\nthemselves, their fellow-citizens, and the nation.\n\nThis is a responsibility that rests upon us today.\n\nmade considerable progress in two years.\nus as a tremendous object-lesson.\ntested today.\n\nWe are seeing our theories of other days\n\nThrift has indeed become a patriotic necessity.\n\nbut one pathway for us to follow.\ngreat tomorrow.\nthe future.\n\nOur committee has\nBut now the war has come upon\nThere is\n\nThe schoolroom is the vestibule of the\n\nIt is the only point of contact between the present and\n\nIt is only through this channel that we can make our influence\n\nfelt for posterity.\n\n— to place\n\nTherefore our duty is clear\n\nthe schools on the grounds of pure patriotism.\n\nthrift teaching in\n\nThose of our boys who have\n\ndonned the khaki, or have taken service in the navy, or enUsted in the\naviation corps have responded definitely and valiantly to the call of duty,\n\nbut patriotism does not exact her toll from the soldier alone.\n\nShe imposes\n\nduties on each of us, and I say to you here today that the man who is not\n\na soldier has duties to perform that are as imperative as those imposed upon\nthe man at the front or in the training camp, and I say also that he who\nremains in civil life and falls short of the duty that patriotism places upon\nhim is no less reprehensible than the soldier who flinches when the hour of\nbattle comes.\nIt is our duty to see that the nation no longer proceeds in ignorance of\n\nthe true meaning of thrift.\n\nThrift must be taught in the schools.\n\nyour duty and my duty to see that this is done\n\n—and\n\nit is your duty\n\nIt is\n\nand my\n\nduty to contribute this much to oiu: nation in this crisis.\nWhat I am saying to you tonight in urging that this step be taken is\nbut a reiteration of statements I have previously made before this\ncommittee.\n\nAt the meeting of the Congress for Thrift held in San Francisco at the\nPanama-Pacific Exposition in August, 191 5, I pointed out the facts that\nwhile we had not at that time been drawn into the European cataclysm,\n\nwe would not be able to escape its effects, as war meant, above all things\nthat Americans must turn to habits of thrift if they would save the\nfuture of the nation; that all mankind must share in this carnival of colossal\nwaste that was raging across the seas; and that you could not wipe out\nstill\n\nelse,\n\nbillions of dollars, annihilate millions of\n\nmen, and pauperize countless\n\nthousands of widows and children without incurring a debt that all humanity\n\nmust pay.\n\nThen again, at the midwinter meeting of your Association held in\nDetroit in February, 1916, 1 urged the value of individual preparedness.\n\nI\n\n"} {"page": 165, "printed_page": null, "text": "THRIFT IN THE HOME\n\nCouncU]\n\ntried to point out what I felt was our urgent duty\n\n149\n\n—that the individual must\n\nbe better equipt for whatever circumstance might arise in the country.\nI called attention to the fact that in the process of evolution now going on\n\nthere was a constantly increasing demand for individual efficiency.\n\nI said\n\nat that time, and I wish to emphasize it tonight, that the foundation of\n\nindividual efficiency is thrift, and thrift can only be brought about in a great\n\nway thru the medium of the schoolroom.\nAnd at the New York meeting held in July, 1916, 1 pointed out the need\nthat saving money is\nof a better understanding of the \"Greater Thrift\"\n\n—\n\nonly one of the foundation stones in the building of a thrifty character;\nthat true thrift consists in the judicious use of all our mental, material, and\n\nphysical resources.\n\nThe events of the present day emphasize as never before that the most\nurgent needs of our nation today are a more thoro appreciation of indi-\n\nand a deeper understanding of the principles of the\n\nvidual preparedness\ngreater thrift.\n\nWe are\nWe are coming into a\n\nLet us therefore not fall short of the spirit of our republic.\nfighting today to make the world safe for democracy.\n\nnew order of things, and in this new order the rights, the responsibilities, and\nthe opportunities of the individual will be greater than ever before.\n\n—\n\narise to the situation\n\nLet us\n\nlet us be true patriots, teaching our nation that while\n\nmankind can progress only thru the processes of democracy, a democratic\npeople can succeed only when thrift is the mainspring of its actions and the\nfoundation of its existence.\n\nTHRIFT IN THE HOME\nKATHERINE DEVEREXJX BLAKE, PRINCIPAL, PUBLIC SCHOOL NO. 6,\n\nNEW YORK CITY\n\nI\n\nI was surprised when the chairman wrote me that I was to speak on\n\nThrift in the\n\nHome.\"\n\nAt first I had little sympathy with this topic.\n\nThere are so many Adams in the world always ready to follow the example\nf the father of the race\n\nand say, \"It is the woman's fault,\" and they have\n\nNo one\nNew York\n\niscovered that the place to practice economy is in the household.\n\nf\n\nrges economy in the use of tobacco, and the editorials in the\n\n'newspapers have been fairly hysterical at the thought of economy in beer.\n\nThere has been so much talk of the imperative need for saving and it\nhas frightened eastern people so much that the New York merchants have\n\nbeen obliged to start a campaign of \"Business as Usual\" in order to prevent\nthe utter stagnation of trade.\n\n\"The rich are buying nothing,\" said a\n\nformer pupil of mine with a sob in her voice, as she told how she and many\nothers had been dismist from the Fifth Avenue shops which supply the\n\nwealthy.\n\nMr. Hoover tells us that ten million famihes waste one hundred million\ndollars each year.\n\nThat sounds very terrible, but that is only ten dollars\n\n"} {"page": 166, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nISO\nper family.\n\n[National\n\nThe average family consists of five persons, so it is but two\n\ndollars a year each, or a tiny bit less than four cents a week per person.\n\nNot so very bad, particularly as it is all guess-work statistics, as are those\nwonderful figures about that million hah-cups of milk that would save the\nlives of I don't know how many\n\nthose half -cups of milk together ?\n\nher child with it if you could ?\n\nthousand babies.\n\nHow would you put\n\nAnd what mother would want to feed\n\nIt would not be sanitary.\n\nBut let us put guess-work statistics and joking aside. All waste is bad.\nBut the garbage contractor in New York is authority for the statement that\non the East Side the garbage pail^^holds but 25 per cent of what it held last\nyear. Any further economy will come, not out of the garbage pail, but\nout of the dinner pail, I fear, and that will mean more under-nourisht\nThe lowest estimate made by the head of the New York Health\nchildren.\nBoard is that there are one hundred and forty thousand under-nourisht\nSo you can understand why\nchildren in the public schools of my city now.\nI came here prepared to advocate ''Patriotic Extravagance.\" But when I\ncame to this wonderful west country where the men have left Adam behind\nthem and have learned to love and respect their women and treat them\nwith equahty, I said, \"I will be good and help.\"\nIf you will consult the dictionary, you will find that thrift really means,\nnot economy, but healthy growth. When you speak of a thrifty plant, you\nmean one that is growing vigorously. The true meaning of thrift is that\nwhich produces healthy and vigorous growth. Every side of the human\nbeing must be developt, mental, moral, physical, and spiritual, or we are\nnot thrifty.\nI have been a practical housekeeper all\n\nmy life, yet I have only a bowing\n\nacquaintance with calories and proteids, though an intimate knowledge of\n\nhow to make two ends meet. Domestic-science experts might plan a winter\nmenu and a summer menu not a week's menu, for that is deadly, it is so\ntiresome\n\n—\n—but each for three weeks, so that there may be no danger of\n\nmonotony.\n\nSuch a menu, arranged for a family of four, providing a diet\n\nproperly balanst for healthy growth, would be a real benefit to many\n\nwomen who are eager to do what is right, but ignorant as how best to proceed.\n\nIn experimenting for this thrift menu, materials should be bought\n\nin small quantities at the top market prices, for so the poor must always\n\nbuy.\n\nFamihes of five living in two rooms do not buy in bulk.\n\nSuch\n\nexperiments as those which have been conducted frequently in the past,\n\nwhere the food has been bought at wholesale prices and cooked by an\nexpert, only discourage the tenement housekeeper.\nLet this committee try to plan food that will produce thrifty growth at\nthe lowest possible rate of expense under difficult conditions.^ Such a\n\nmenu with\n\nits\n\ntabulated cost\n\nwould\n\nalso\n\nshow\n\nto\n\na certain extent\n\nwhether any minimum-wage scale could produce thrifty families of future\ncitizens.\n\n"} {"page": 167, "printed_page": null, "text": "PREPAREDNESS—A STUDY IN THRIFT\n\nCounciil\n\nt^i\n\nAGRICULTURAL PREPAREDNESS AND FOOD CONSERVATION:\nA STUDY IN THRIFT\nBY ARTHUR H. CHAMBERLAIN, SECRETARY, CALIFORNIA\nCOUNCIL QF EDUCATION\nFood, clothing, shelter, transportation, are the fundamental, physical\nIn temperate cHmates, and especially among\nof mankind.\n\nnecessities\n\nsimple peoples, neither clothing nor shelter is as important a factor as in\n\nmore rigorous climates and where society has developt complex conditions.\nEven transportation, in many of its modern phases, is, aside from the part\nit plays in the solution of the food problem for cities, more of a convenience\nthan a necessity.\n\nMATERIAL GROWTH AND INTERDEPENDENCE\n\nThe food problem itself is daily becoming more complex. From an\nwe are rapidly developing into an\nFrom a nation of rural communities,\nindustrial, a commercial, people.\nwidely scattered farms, and distances great with individual demands easily\nmet, we find ourselves today with a large part of our one hundred million\nagricultural people in the beginning\n\npeople compacted into cities and towns.\n\nThese people must be fed.\nWhere once each family or group was self-sustaining and largely independent\nof each other family or group, we are today largely dependent one upon the\nIn early times all the processes of converting the raw material of\nother.\nfood or clothing into the finisht product were carried on in the home, and\neven today in certain countries this is done. At the present time, with us\nspecialization has been developt to such an extreme that a shoe which once\nwas made in the home must now, from the tanning of the hide to the turning out of the completed article, pass thru the hands of 60 experts.\n\nThe making of bread, which from the raising of the grain to the baking of\nthe loaf was the work of each family at first, has now become a matter so\nintricate and complicated that the farmer may buy back the flour from his\noriginal wheat after it has been transported half-way across the continent.\n\nObstruct for the period of a week the channels thru which food in\nraw state reaches the great centers of population, and famine, disease,\nand death will result. And because the producers of these raw foodstuffs\nare in their turn dependent in such great degree upon the manufacturing and\nindustrial plants to return to them in converted form and ready for use the\nproduct of the soil, it is apparent that the producer and the manufacturer\nare necessary, the one to the other, and that food and transportation are,\n\nits\n\nin the final analysis, closely identified.\n\nIn our own country the exodus to the cities has carried from the rural\n\ncommunities many of their young men.\n\nThese, following the generations\n\nthat have reapt the first fruits of the soil, and being impatient for the more\nattractive life, more rapid rise, and greater financial return that the city is\n\nh\n\n"} {"page": 168, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n152\n\n[National\n\npresumed to offer, leave once populous and prosperous communities to the\nold and infirm, or to waste and weeds. Then, too, many who have past\ntheir lives on the farms prefer an urban existence for their sons and\ndaughters. Rural life is thought of in terms of hardship and privation.\n\nOUR UNJUST ECONOMIC SYSTEM\nOur economic system, in many ways unjust, has placed the producer\nat a disadvantage, and in isolated districts at the mercy of the middleman,\n\nrepresented\n\nby organization and capital.\n\nAs a result the producer has\n\nnot been able to reap just financial rewards from his labor.\n\nThis, however,\n\nhas not brought foodstuffs to the consumer at the price which he should be\nexpected to pay.\n\nMore than all else, however, we are faced by the fact\n\nthat our American people, whether in country or city, are the most extravagant, most profligate, most wasteful, of any nation on the globe.\n\nIndeed, it\n\nwould appear that we are fast becoming a nation of spendthrifts. Our\nvast expanse of territory, our tremendous resources, our countless forest\nareas, our mines and quarries, our streams and lakes for transportation and\npower, our bigness everywhere, has led people to believe that nature would\ncontinue in her original abundant fashion to supply our every demand.\n\nWASTEFUL TENDENCIES EMPHASIZED BY WAR\nAll too late\n\nwe are suffering a rude awakening.\n\nEuropean countries began\n\nto\n\nLong ago certain\n\nadopt a policy of intensive agricultural\n\nproduction, of ehmination of waste, and of using the by-products.\n\nA\n\nFrench family will exist with comfort upon the product of a patch of ground\nwe would consider too small for a kitchen garden. The substantial meal of\nthe Russian or Italian peasant could well be made from the waste of the\naverage table in our country.\n\nFrom every large hotel in the land many tons\n\nof bread are annually thrown away, and fruits, vegetables, meats, and table\n\nfoods of all kinds are allowed to go to the garbage can in such quantities as\n\nwould feed the needy of a city.\n\nIce, coal, gas, oil, timber, and those resources\n\nthat affect directly or indirectly the food supply are being ruthlessly wasted\nor so controlled by capital or by transportation agencies as to make their\n\nuse almost prohibitive outside the wealthy classes.\n\nThe conditions outUned, bad enough in so-called normal times, are\nWith the great Central Powers of Europe at\n\ntoday aggravated many fold.\n\nwar there has been an unusual drain upon the food products of those\ncountries.\nDuring the three years past the food resources have been\nseriously taxt.\n\nneglected.\n\nLand has been devastated, crops destroyed, agriculture\n\nMen of the farms have been called into the conflict. As a\n\nresult it is to this country that Europe is now looking for much of her food\n\nsupply.\n\nNow, with the entrance of our own country into the war, matters take\nOur storehouses have been depleted, and\n\non a much more serious aspect.\n\n"} {"page": 169, "printed_page": null, "text": "PREPAREDNESS—A STUDY IN THRIFT\n\nCouncil]\n\nthruout the nation there\n\n153\n\nseen the need for intensive farming, for\n\nis\n\nsufficient farm labor at the time when it is required to save the crop, facilities\n\nfor\n\nmoving and marketing crops, and the elimination of waste in the\n\npreparation and use of foods.\n\nWe are faced with the prospect of having to\n\nbecome the granary, not alone of our own country, but also of our AUies.\nThe situation appears even more serious when it is realized that with average\ncrops and under normal conditions it would take many months to fill our\ngranaries and storehouses to the level they had reacht before the war\nopened. It would seem that, little by little, our people are coming to\nrealize that real preparedness lies fully as much in increasing and conserving\nour food supply as in activity in some other direction.\n\nEDUCATION THAT EDUCATES\n\nThat the schools of the nation have now an additional task to perform\nno doubt. Our upper grammar grades, our intermediate\nschools, our high schools, our colleges, are filled with young men who, while\nthey may not be called upon at once to enter actively into war preparations\nin the field, can be made fully as useful on the farm and in the laboratory.\nIt has taken a great calamity to bring home to us clearly and forcibly the\nfact that, efficient as our educational system is, we have not begun to\nthere can be\n\nrealize our possibiUties in hitching the schools to the actual conditions of\nlife.\n\nStates, counties, municipahties, rural districts, schools\n\neverywhere\n\nand have made such progress\nduring the last few months as seems incredible. School grounds have been\nplowed up and are under cultivation, lands have been least, high-school\nboys have given assistance upon the farms where help could not be secured\nand where crops would otherwise have been destroyed; girls are canning,\npreserving, and storing fruits and vegetables, are learning the nature of food\nsubstitutes, and how simple menus can be prepared\nthese and many\nother things are being done that will prove of the greatest value, not alone\nto the community in increasing the food supply, but to these young men and\nwomen in teaching them one of the greatest lessons they should learn, that\nof economy and thrift.\nthruout the land, are appreciating\n\nthis,\n\n—\n\nNATION-WIDE PARTICIPATION\n\nThe results of an investigation recently made as to what schools are\ndoing thruout the nation are most suggestive.\n\nIt will be impossible to give\nWhile the schools of practically every state\nin the Union are at work, only a few typical examples are here cited, these\n\nhere more than an outline.\n\nalphabetically and without preference.\nCalifornia.\n\n—In 37 school\n\ndistricts only there are under cultivation 2625\n\nacres, this exclusive of additional school gardens, small plots,\n\nlands aggregating 800 or 1000 acres.\n\nand other\n\nSmall mountain country schools with\n\n20 to 40 pupils, large city high schools, and grammar and high schools in\nagricultural, fruit, and dairying districts are all making their contributions.\n\n"} {"page": 170, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n154\n\nSays one high school in the beet district:\n\n(National\n\n\"We gave a week's holiday at\n\nThe boys and girls put in 10,000 hours at farm work.\nGranted leave of absence to all who were at farm work.\" From a mining\ntown: \"About one-half acre of high-school land is at present under cultiva-\n\nbeet- thinning time.\n\ntion for vegetables;\n\nhigh-school students, janitor, and teachers are doing\n\nthe work, each possessing a separate plot.\"\n\nmunity:\n\nFrom a fruit-growing com-\n\n\"We have over 300 gardens under cultivation under direction of\n\nour school gardener; domestic-science classes working on cheap menus and\nbetter cooking and buying.\"\n\nIn one high school in one of the largest cities: 95 out of 118 pupils have\ngardens, 8$ acres are planted, 43 are yet to be planted. School begins at\n7\n\n:\n\nOn call for volunteers students went to the beet fields to help\n\n30 A.M.\n\nthin, thus saving the crop.\n\nIn the same city the student body of another\n\nhigh school by unanimous vote suspended athletic activities for the year,\n\nplowed athletic field for beans, volunteered their service to the beet-growers,\nthinning over 100 acres of beets, and gave much of the same acreage the\nfirst hoeing.\n\nSchool opens at 7 20 a.m.\n:\n\nAggregate earnings $1,350.\n\nSays\n\nthe report: \"I regard the experience to any one of the pupils as valuable\nas could be had from any subject in the course of study.\"\n\nIn another high\n\nschool in the same city 22 acres of vacant lots and adjacent land have been\nplanted.\n\nIn another school 160 acres have been planted, mostly in potatoes,\n\nonions, lettuce, beans, and corn, and in still another high school 10 acres\nof the campus have been brought under cultivation.\n\nIn a small rural high\n\nschool boys having jobs on the farms were excused four weeks before the\nclose of school.\n\nNot alone the high schools, but the elementary schools, are at work.\nCounty authorities are directing their efforts in harmony with the state\ncommittees on food preparedness, the agricultural college, and the County\nCouncil of Defense. Agricultural clubs are everywhere organized, and land\nplanted before vacation is being tended, cultivated, and irrigated. Canning\nand preserving clubs are using the school laboratories and domestic-science\nrooms. House-wives are studying food values, methods of handHng and\npreparing foods, food substitutes, and simple menus.\nIllinois.\n\n—The statement from the\n\nJoliet high school is typical.\n\nHigh-\n\nschool boys have been excused to work on farms and have received credit\n\nwork during the remainder of the year, such arrangement to\nThe Rotary Club\nplowed all the available lots in the city; school boys and girls are planting\nthem and will cultivate them during the summer. This work is under the\ndirection of the school authorities.\nThe food products are sold and the\nreceipts divided, half going to the owner of the land and half to the student\n\nfor school\n\ncontinue until after the harvesting of the fall crops.\n\nwho cultivated it.\nIndiana. From the state office we learn that more than 80 teachers\n\n—\n\nare employed to supervise boys and girls in their projects for crop production\n\n"} {"page": 171, "printed_page": null, "text": "PREPAREDNESS—A STUDY IN THRIFT\n\nCouncil!\n\n155\n\nand food conservation. In each of 42 counties that have county agents,\nthese have made definite plans for organizing and supervising clubs. Each\ncounty in the state has been organized by committees. It is estimated that\n40,000 boys and girls will be engaged in food production and conservation\nThe girls have done much of this work in foods in school,\nthis summer.\nunder the direction of special teachers. In Indiana, where there is state\naid for vocational work, two-thirds of the salaries of special teachers for\nthis\n\nwork is paid by the state and one-third by the local community.\n\nStudents receive no compensation, for they are benefited by learning the\n\nand best methods for canning, drying, and preserving fruits and\nAt Seymour 250 gardens are under cultivation by students,\nunder competent supervision, and this is suggestive of what is being done\n\nlatest\n\nvegetables.\n\nthruout the state.\n\nKansas.\n\n—^The normal school at Emporia has developt school gardens\n\nfor the pupils; products are being sold from all of these.\n\n\"Our children,\"\n\nsay the Topeka authorities, \"have been taught and urged as never before\n\nimportance of planting and cultivating.\"\n\nin reference to the\n\nA lecture-\n\ndemonstration was put on at each school building recently by a representative from the state agricultural college.\n\nare giving great assistance.\n\nIn Kansas towns the Rotary clubs\n\nThe authorities favor a reasonable compen-\n\nsation for pupils \"in those grades in which promotion is bast upon credits;\ncredit may well be given for summer work that is thoroly vouched for.\"\n\nMaine.\n\n—The Junior Volunteers have been organized; for younger\n\nboys the Scouts;\n\nfor girls the\n\nCampfire\n\nGirls.\n\nIt\n\nis\n\nproposed to open\n\nschools late in the fall if necessary and to make school work more intensive.\n\nMichigan.\n\n—In Detroit the Public Recreation Commission has garden\n\nclubs on vacant lots, directed\n\nby playground workers.\n\nThere are 1200\n\nardens and 715 potato-patch assignments. Potato patches are plowed\nnd the seed furnisht at cost. There are exhibits and competitions among\ne various classes of gardeners.\nCredit is given to those who are called\nway from school before the end of the term if their work is satisfactory\nt the time of leaving.\n\n—\n\nNew Jersey. \" There has been organized the junior industrial army of\new Jersey, consisting of three divisions. Agriculture, Home Gardens, and\niris' Service.\"\nThe assistant commissioner of education heads the work,\neach county superintendent being responsible for his own county.\ntions are given that every school kitchen in the state should\n\nInstruc-\n\nbe organized\n\nor special emergency service.\nShort courses are to be given in order that\nno housekeeper, because of her ignorance, shall waste her own and her\n\ncountry's resources.\n\nOne circular sent out by the commissioner of educa-\n\ntion is headed, \"This War must be fought in the Kitchens, as well as in the\n\nTrenches.\"\n\nStatistics are being collected regarding facihties for work in\nthe various domestic-science laboratories and manual-training shops, and\n\nUst is being compiled of all manual-training and home-economics teachers\n\nI\n\n"} {"page": 172, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n156\n\n[National\n\nfor the purpose of ascertaining what possible service they could render to\n\nPeople are called upon to organize locally,\n\nthe state in case of emergency.\n\none slogan being: \"Food is not produced from promises or hopes, nor from\n\nbut in gardens as on regular farms;\n\nseed neglected in the ground;\n\npersistent work imder wise direction, thru the growing season.\"\n\nby\n\nCredit\n\ntoward graduation may be given in lieu of school work during the time a\npupil is actually engaged on the farm.\n\nNew Mexico.\n\n—There\n\nis a state director of industrial education.\n\nout the state boys' and\n\ngirls'\n\nThru-\n\ngardening and canning clubs are being\n\norganized; and there are being estabHsht vocational classes in agriculture\nand home economics. In all the high schools and upper grammar grades\n\nthe State Council of Defense is planning to organize boys' camp clubs to\nassist in harvesting the crops;\n\nand a plan is being workt out for giving\n\nschool credit for industrial work.\n\n—\n\nNew York. Some 8000 boys and girls have been releast from school for\nwork in food production and conservation. Announcement is made by the\ncommissioner of education that any pupil who enlists for, and renders\nsatisfactory, agricultural or industrial service will\n\nbe credited with the\n\nwork of the term without examination on the certificate of the school, if\nCare is taken that the\nhis work up to the time of enlistment is satisfactory.\nconsent of the local school principal or superintendent or of the parents of\nthe children is obtained before the pupils are releast from school.\ntions of labor, living, and remuneration must be satisfactory.\n\nCondi-\n\nGirls releast\n\nfor service must be employed in their homes or so near their homes as to\n\nbe under the supervision of their parents. '* No claims should be made for a\nspecific percentage in any subject, but simply for credit in the subject in\n\nAn act recently receiving the signature of\nNew York relates to the \"employment of children in\n\nthe records of the department.\"\nthe Governor of\n\nagricultural pursuits,\n\nand\n\nrelieving\n\nchildren so employed from school\n\nattendance, and providing for credit for pupils who are engaged in miUtary,\nagricultural, and industrial services.\"\n\n—In Cincinnati they excused \"all pupils over fourteen years\n\nOhio.\n\nof\n\nage, and a few who were a little under that age, who were willing to under-\n\ntake farm work or for whom there seemed to be any opportunity for farming.\"\n\nThere are also \"two groups of about 100 each engaged; one, two\n\nhalf-days a week; and one, one day a week, in community or group farm-\n\ning\"; and in addition to this \"about 1200 pupils are engaged in a tentative\nschool and home garden.\n\nFull school credit is allowed to pupils who are\n\nengaged in this work during the school session.\"\n\nThere is in Cincinnati what is known as the Farm and Garden Division\nof the Industrial Army of the United States and of the State of Ohio.\nis\n\nThis\n\nbeing organized for the preservation of American ideals of freedom and\n\ndemocracy.\n\nThe student who accepts work in this organization in place of\n\nschool attendance promises to give eight hours a day to farm and garden\n\n"} {"page": 173, "printed_page": null, "text": "PREPAREDNESS—A STUDY IN THRIFT\n\nCouncU]\n\n157\n\nwork, circumstances permitting; to file with the school principal a monthly\nreport of farm attendance;\n\nand to return to school when so directed by the\n\nsuperintendent of schools, in accordance with the laws of the state.\n\nOklahoma.\nconflict,\n\n—Long before the war precipitated our nation into the\nOklahoma were actively engaged in promoting\nand developing economy and thrift therewith. In\n\nthe schools of\n\nagricultural interests\n\npractically every county of the state\n\ncampaigns for. the increase of the\n\nproduction of food products have been put on; and in the cities a great\n\nmany children have been employed in gardening during the vacation period.\nThese in considerable numbers take part in cotton-chopping and other work\nsuited to their ability.\nIn most of the country districts the school is so\narranged as to have vacation during the planting period.\n\nA large number of\n\nuniversity students have been excused to take part in harvesting\n\nand\n\nThese will be granted credit for the courses in which they were\n\nplanting.\n\ndoing satisfactory work at the time of leaving.\nOregon.\ngirls under\n\n—In each county there\n\nis\n\na complete organization of boys and\n\nthe auspices of the boys' and girls' club work, which is carried\n\non by the Department of Agriculture at Washington with the cooperation\n\nThese boys and girls are carrying out\n\nof the Oregon Agricultural College.\n\nthe different projects of poultry-raising, egg-raising, growing corn, potatoes,\n\nand canning and baking. The Home Guard Girls are doing a great deal of\nwork along the line of gardening and potatoes. A committee in every town\nin the state directs all the work.\n\nIt is stated that pupils should receive the\n\nbest wages possible, in order to help them in continuing in school.\n\nCredit\n\ntoward graduation should be given for students who drop out, or they should\nbe given opportunity to make up time on their return.\n\nAt one town in\n\nOregon, the superintendent visits children on their home premises.\n\nMunici-\n\npal gardens are operated thru the assistance of school children, who are to\n\nbe employed also in the picking of berries and in other light occupations.\n\nRhode Island.\n\n—School gardens, back-yard gardens, and vacant\n\nare being brought under cultivation.\n\nlots\n\nIn Providence prizes are offered for\n\nthe greatest successes in gardening. Large numbers of boys are excused to\nwork on the farm. Tools and seeds are purchast thru various municipal\nand philanthropic organizations.\nTexas. ^At Houston more than 3000 home gardens were made and\ntended by school children during the past year. The boys of the Houston\nschools sign an obligation to do a certain amount of work in gardening\nduring the coming summer. The domestic-science departments will be\nkept open for the instruction of girls and women in canning and preserving.\n\"The work has not been considered from the standpoint of credit, but from\n\n—\n\nthe standpoint of opportunity.\"\n\nWashington.\nare active.\n\n—The State Agricultural Commission\n\nis\n\nat work and clubs\n\nHigh-school pupils are expected to assist in harvesting crops,\n\nand elementary pupils take part\n\nin club work.\n\nAt\n\nSeattle\n\nnumerous\n\n"} {"page": 174, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATIOl^\n\n158\n\ncommunity-school projects are under way.\n\nSeed\n\nis\n\nfurnisht for\n\n[National\n\nhome\n\ngardens, and vegetable plants are supplied free thru the high schools.\n\nA\n\nsupervisor of gardens gives his whole time to organization and to preparing\nteachers' committees.\n\nWisconsin.\n\nA harvester's bureau is organized outside of school.\n\n—The work in one town\n\nis\n\ntypical.\n\nThe school board has\n\nplaced 10 acres at the disposal of the children, and school gardens are\n\nThe work is under control of the director of pubHc\nThe placing of children on farms is very carefully guarded that\n\neverywhere cultivated.\nrecreation.\n\nthey be not exploited.\n\nProper wages should be given, and students should\n\nbe surrounded by the best housing, living, and working conditions. The\nKenosha authorities object to pupils going on the farms during the regular\nsession.\n\nVacation employment should be permitted under the direction\n\nof the federal and state Child Labor laws:\n\n\"Until, by actual test, the men\n\nand women of the nation have proved themselves unable to cope with the\nemergency we ought not attempt to shift our responsibilities upon the\nshoulders of children.\"\n\nRECONSTRUCTION AND CONSERVATION\n\nWe are led to the conclusion that with greater extensive and intensive\nfood production and with improved methods of preserving, canning, and\nstoring of foodstuffs there must come as well a decided sentiment for food\n\nOur resources must be husbanded. From a wasteful policy\nwe must develop, thru scientific methods, a policy of economy and thrift.\nTo meet successfully the great struggle that will follow the close of the war,\nit must be apparent to any student of economics that, while at the moment\nfaced with a tremendous problem, this problem is not to be solved simply by\nsuccess on the field of battle. The period of reconstruction that will follow\nconservation.\n\nthe war means, not alone a diferent Europe^ but also a different America.\nChanged conditions will be noted in our economic, our industrial, our social,\n\nour civic, life.\n\nThis means, if it means anything, that there must prevail\n\nfor the proper solution of these problems school conditions different from\n\nthose we have known for a decade past.\n\nAGRICULTURE EVALUATED\nThere is apparent then a very imperative need for agricultural instrucand elementary schools the country over.\nThe fact that there is in so many instances much more definite instruction\ntion in the high, intermediate,\n\nin agriculture given in the cities than in the rural districts offers only another\n\nproof that the rural school is not receiving the funds and necessary attention\nto make it measure up with the needs of the community. Large school\n\ngrounds, several acres in extent, or rented or least property should be at the\ndisposal of all schools.\nIt may also be said without fear of contradiction that the tendency is\n\ntoward an oversupply of high-school graduates who have had training in\n\n"} {"page": 175, "printed_page": null, "text": "PREPAREDNESS—A STUDY IN THRIFT\n\nCouncU]\n\ncommercial branches.\n\n159\n\nWhat the rural and smaller high schools need is a\n\nsubstitution of instruction in rural education, rural economics,\n\nand farm\n\naccounting for much of the work now given under the head of commercial\nsubjects.\n\nThen, too, these agricultural phases of education must not be\n\nhandled from the book or from the laboratory side merely, but must be\nWith improved rural-school\ncarried on in the most practical way possible.\nconditions our young people would not flock to the cities there to enter\nblind-alley occupations and to receive minimum wages;\n\nwe should not be\n\nforst to discuss a \"back to the farm\" movement, but would practice the\n\n\"stay on the farm\" poUcy.\n\nDOMESTIC PURSUITS PARAMOUNT\nAll schools, rural, town, city,\n\nmust offer work in home economics\n\ndomestic science, domestic art, household arts, applied chemistry, and the\nlike.\n\nGirls,\n\nand boys as well, should know something about food values,\n\nfood substitutes, and what constitutes a well-balanced ration, and be able\nto plan simple menus and understand thoroly the necessity for economy in\n\ncooking.\n\nWaste in the matter of foodstuffs is not alone noticeable in great\n\ncities, but even more so on the farm and in rural conimunities.\n\nThere should be establisht school-employment bureaus in order that the\nthe product of the school\ngarden should be used in the school cafeteria and in the home economic\nposition and the worker may be brought together;\n\nand storing foods for use in\nbe given those who do\noutside work, but always strictly in accord with results accomplisht; and\nno student who works for the common good should be penalized in the\n\nclasses in their work in canning, preserving,\n\nschool and home;\n\nfinancial remuneration should\n\nmatter of credit.\n\nWASTE vs. THRIFT\nOne of the best lessons that can come to the boy or girl is that of the\nThey are led to see things as they really are. Their\nentrance into the real work of the world not only affords them a proper\n\"gospel of work.\"\n\nperspective, but helps to give society at large an appreciation of the school\n\nand that for which it stands. It will more than anything else tend toward\na well-balanst curriculum and one that will meet the needs of the day.\nWhile the present condition presents some serious aspects, the results of\nwork by boys and girls will have an effect upon them when the war is over\nmuch more far-reaching than can now be appreciated. And the prevailing\nfault of the American people, that of wastefulness, will, thru proper direction, be check t.\nFor should the American people go forward as they promise\nto we should soon become a nation of spendthrifts. One of the most farreaching results of this war for democracy will be to bring home to every\nman and every woman, every boy and every girl, the necessity for the\npractice of thrift.\n\nI\n\n"} {"page": 176, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni6o\n\n[National\n\nAMERICAN YOUTH OUR GREATEST ASSET\n\nThe school properly conducted is the most essential institution in our\nWe must not allow ourselves to be carried away by the\n\ncountry today.\n\npopular clamor in some quarters which has resulted almost in hysteria.\n\nSome of the European countries are\nmoment suffering because children of immature years have been\nallowed to engage in gainful occupations during this war period. They\nChild labor is permissible nowhere.\n\nat the\n\nand moral and physical natures dwarf t.\nUnder no conditions must children be exploited. If boys and girls are away\nfrom home during a vacation period they should be under supervision of\ncompetent school authorities and subjected to the best moral and hygienic\nsurroundings, while long hours or undue tax from a physical point of view\nfind juvenile crime increasing\n\nshould never be tolerated.\n\nPOLICY TO PURSUE\n\nWhether or not the present vacation or any vacation should be\nlengthened to permit boys and girls to assist in the planting or harvesting\nof crops, is a matter to be properly determined by the local school officials.\n\nAuthority to postpone *the opening of school, or to close during a session,\nshould be granted individual School Boards.\n\nIf,\n\nwithout the assistance\n\nof school children, crops will be ruined, then and then only should child-\n\nren of proper age and ability be taken from their school to assist in the\n\nemergency.\n\nBut such emergency should not be the excuse for postponing\n\nthe opening of school for children of the lower grades or those who are\nunfit physically.\nis paramount and\n\nThe local situation, a knowledge that child conservation\ncommon sense, should dictate always.\nMODERNIZING THE SCHOOL\n\nThe place of the school in developing these problems cannot be over-\n\n—\n\nWhile our work in the sciences ^physics, chemistry, biology,\nhas been year by year improving, such work\nis still too isolated and disconnected with the work outside the school.\nestimated.\n\n—\n\nagriculture, domestic science\n\nIndustrial and vocational lines, the shops, laboratories, gardens, must show\n\napplication of the principles learned in the various classes.\n\nIsolated courses\n\nand those with traditional value only must no longer find a place.\n\nNot only\n\nin the high school, but in the elementary school as well, these practical\n\nBoys and girls must be led to see that economy and\nnot only in their work in school, but also in the\ndevelopment of the country at large and in the life of the community in\nwhich they as men and women will soon find themselves as intrinsic\nelements. In the primary school and in the grades the work in arithmetic,\nhistory, geography, manual training, must all be given a thrift setting, and\nin the high school, technical school, and college boys and girls should be\n\ncourses must be given.\n\nefficiency are necessary,\n\n"} {"page": 177, "printed_page": null, "text": "OPPORTUNITIES OF THE WAR\n\nCouncil]\n\ni6l\n\ntrained as leaders in order to apply properly the doctrines of thrift.\n\nJust\n\nas West Point and Annapolis train young men for leaders in the army and\n\nnavy and in the field, so should the school shape its courses to train young\n\nmen and women as conservation engineers.\n\nFor, regardless of the wealth\n\nor extent of our country or the possibiUties that He ahead of us, moral\n\nstamina rather than commercial greatness is to be the great element in our\nperpetuity.\n\nSuch moral stamina and individual development are to be had\nand practice of the principles of economy\n\nlargely thru the appreciation\n\nand thrift.\n\nOPPORTUNITIES OF THE WAR\nKATE DEVEREUX BLAKE, PRINCIPAL, PUBLIC SCHOOL NO. 6,\n\nNEW YORK, N.Y.\nEver since the war began I have been opprest by the awful fact that the\nWe have\nit in our hands to prevent a like catastrophe in the future.\nWhat is the\nreal cause of the stupid slaughter of the flower of the world's young manhood\nnow going on in Europe ? It is a lack of imagination that is the fundamental difficulty. What ruler gifted with a keen vivid imagination that\nwould foresee and clearly visualize the men suffering and Hterally rotting\nin the trenches, the dead on the battlefields, the children dying of starvation, the women and old men overworkt trying to take up the burdens,laid\ndown when the men marcht away the whole fabric of civilized trade\ndestroyed, only the commerce of destruction flourishing what ruler with\nsuch an imagination could plunge his people into the horrors of modem\nwarfare ? What man could be a distiller if he could see the folly, the unhappiness, and the dark tragedy that lie hidden in each barrel of whiskey ?\nIf\nteachers of the world have failed or the war would be impossible.\n\n—\n\n—\n\nI\n\n—\n\nthe food grafter could see the pallid faces of the poor when he sat at his\n\nluxurious table, he would cease to reap his unholy profit.\n\nI\n\nWe have been training our children in \"make-believe\" imagination.\nIf we are to do our duty as educators henceforth, we must train the children,\n\nnot in the imagination that fills the cheap moving-picture house and sells\nthe five-cent thriller magazine, but the ''put yourself in his place\" imagina-\n\nI\n\ntion that is the gift of the seer, the prophet, the saint, and the scientist.\nThe \" make-believe \" imagination is easy to teach. The silly fairy tales from\n''Lazy Mary \" up and down are at everyone's hands. The glorious imagination that guided Archimedes, Copernicus, Columbus, and Edison is not so\neasy. But that is no reason why we should shirk our duty.\n\nLet this Council appoint a committee to study\nlet us who guide\n\nthis question.\n\nAnd\n\nthe future destiny of this nation see to it that when the\n\ncitizens leave our hands they go equipt with a glorious imagination that will\n\nenable them to grasp the shining fate that should be theirs.\n\n"} {"page": 178, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni62\n\n[National\n\nOBLIGATIONS AND OPPORTUNITIES OF THE SCHOOLS\n\nDURING THE WAR\nROBERT J. ALEY, PRESIDENT, STATE UNIVERSITY, ORONO, ME.\nIt is a condition, not a theory, that confronts us.\n\nThis is not the time\n\nto discuss what caused the present crisis, but the time to recognize that it\nis here\n\nand consider how to meet it.\n\nPeople have no notion of the magnitude of this struggle.\n\nThey must\n\nbe educated to a comprehension of its great proportions.\nThe best-informed men do not pretend to prophesy when the war will end.\nIt is a struggle that will cost blood and fortune to a degreenever beforeknown.\nIt is a struggle of democracy against autocracy.\n\nIt is a struggle that,\n\nfor the first time in the history of nations, has brought about the recogni-\n\ntion of education as a national resource.\n\nThe schools and the homes must become centers of information and\ndevise ways and means for disseminating this information that the people\nin them and around them may know the greatness of this struggle and the\n\nmeaning of the outcome.\n\nTHE OBLIGATIONS AND OPPORTUNITIES OF THE SCHOOLS\nDURING THE WAR\nMRS. O. SHEPARD BARNUM, VICE-PRESIDENT, STATE BOARD OF EDUCATION,\n\nCALIFORNIA\nIn President Owen's plans for this meeting, he has, in a way, asked us\nas members of the Council to serve in the goodly company of \" Four\n\nMen'\"\n\n—a valuable form\n\nof\n\n'\n\nMinute\n\nhome guard, pledged to charge assemblies\n\nand \"fire the shot\" that shall carry urgent war messages and appeals to the\nAmerican public.\nWe should first give a salute in honor of our boys who have enlisted\nthru whom our school system has triumphantly met the supreme test.\nMany hundreds of high-school and university students in California, as\nelsewhere, have made their answer to this solemn question of obligation\nduring the war. Our students, coming up thru the elementary schools to\nour high schools and colleges, have heard more quickly than any other group\nthe call of their country, and more clearly realized the sublime nobility of\ntheir country's cause.\n\n\"Before the war\"\n\n—how long ago\n\nit\n\nseems!\n\n—we\n\nwere forst to Hsten to criticism and serious doubt on this precise point of\nOur boys were becoming \"mollycitizen-building by our public schools.\ncoddles,\"\ntion.\n\nwe were told\n\n—a\n\nsoft, selfish, pleasure-loving, joy-riding genera-\n\nWe were told that there were too many women teachers in our schools\n\nand that in consequence the youth of the nation was suffering from \"feminization\" whatever that is. Today the crisis that is \"sifting out the\nhearts of men\" has banisht doubt; it has proved that our high-school and\nTo the first eager bands of\ncollege boys are patriots and potential heroes.\nvolunteers, June 5 added the young manhood of all the land; quietly, sensibly.\n\n—\n\n"} {"page": 179, "printed_page": null, "text": "OBLIGATIONS OF THE SCHOOLS DURING THE WAR\n\nCouncil]\n\n163\n\nwith clear vision and grim determination, they wrote out an honor roll ten milWhere was that generation of mollycoddles on registration day ?\n\nlion strong.\n\nOne true feature mentioned by the critics has become a credit.\n\nThese\n\nJioble boys of our nation have been taught by women, for the most part.\n\nThe results show that American- women school teachers must have been\n\n—\n\nbusy thruout the years with sterling citizen-building with the inculcation\nof ideals of right and justice, with love of liberty and mercy, of humanity\n\nand fair play, with the training of quick conscience.\nteachers understand real democracy.\nof\n\nEvidently our women\n\nPerhaps we ought to send an army\n\nthem to confront the enemy; perhaps a little more \"feminization\" in.\n\nPrussia would have kept human nature's \"quality of mercy\" from being\nall\n\nstrained out of German nature.\n\nLet us salute also America's women\n\nteachers, who have manifestly instilled, from the first grade on, the divine\n\ntruth:\n\n\"It is not all of life to live\" for self, \"nor all of death to die\" for\n\nnative land and the liberty of others.\n\nRegarding opportunities during the war of which the schools of Cali-\n\nMcNaught can speak\nThey comprise Red Cross work; \"adoption\" by pupils of suffer-\n\nfornia are enthusiastically availing themselves, Dr.\nin detail.\n\ning children in France and Belgium;\n\nassistance in campaigns for Liberty\n\nLoan, Y.M.C.A. and other war funds; labor reserve registration; the planting and care of school and home gardens, thousands of acres of them;\n\nconservation of food thru extension classes in canning and drying and thru\n\nhome economics departments; direct teaching of patriotism, as in our \"All\nfor America\" bulletin, which Mr. Winship has said was the best of its kind\n\nthat he has seen; extension of vocational education, by state participation\nin the provisions of the Federal Smith-Hughes law;\n\ninstruction of adult\n\naliens in citizenship, English, and right living conditions, by means of home\n\nteachers and evening classes;\n\nand state-wide compulsory physical educa-\n\ntion to make all boys and girls physically fit for the great tasks that await\nthem. Truly we are back again in the time of the \" survival of the fittest \"\n\nthe physically most fit.\n\nOur fundamental obligation as school officials is, I believe, that indicated\nour President when he called the schools the nation's \"last line of\ndefense\" the reserve line of strength and knowledge and training. We as\nschool officials must Hold That Line. Nor must we allow it to be held as\nthe Hindenburg line is being \"held\" today by moving it back a few miles\nevery now and then at the instance of the enemy. We should hold the\nline unbroken, without retreating an inch; school terms should be kept up,\nattendance should be kept up, the school course of each and every child\nshould be kept up to its reasonable fulfilment. Mass attacks in the interest\niby\n\n—\n\n—\n\nof child labor should be repelled, as well as individual raids on the part of\n\npupil or parent to snatch a handy \"blind alley\" job.\n\nAll these insidious\n\nmust be repelled in the name of education and patriotism. Let us\nmeet our supreme obligation; let us hold the line, the schools-America's\n\nfoes\n\n''la\n\"last\n\nline of defense,\"\n\n"} {"page": 180, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nl64\n\n[National\n\nTHE OBLIGATIONS AND THE OPPORTUNITIES OF THE\nSCHOOLS DURING THE WAR\nHOMER H. SEERLEY, PRESIDENT, STATE TEACHERS COLLEGE,\nCEDAR FALLSj IOWA\nThe appeal. —^National emergencies and\n\ncrises\n\nalways appeal to the\n\npatriotic citizen as creating obligations and opportunities for special indi-\n\nvidual service.\n\nNo genuine American can fail to feel the urgent call of\n\nhis country for cooperation and for support during a period such as this\n\nwhen civilization's character and progress are to be determined by the\nestablishment of principles and the breaking down of dominations. The\ntime has come when the world is to be considered as having a right to Uberty\nand enlightenment and when nationalism is secondary to world social\nrighteousness and justice. Humanity demands a chance to be free, an\nopportunity to deserve happiness, and tiie privilege of enjoying peace and\nprosperity,\n\nand to this end has the United States of America become a\n\nparticipant in this world's greatest war.\n\nTo the teacher in the school this\n\nappeal comes with special force because of its importance to the immediate\npresent and because of its necessity as a policy for the future.\n\nThe work\n\nfor mankind that the schools are undertaking to accomplish is only possible\n\nwhen freedom of the human soul is a reality and when redemption from sin\nand wretchedness can be made an absolute certainty. It is the emancipation of the mind from ignorance and helplessness that the schools are establisht to secure, as without it national reliabihty is uncertain and national\n\nprominence is unattainable and national efficiency is unknown.\nThe teacher as a factor. ^Amid such conditions as must arise in national\n\n—\n\nlife and unity the teacher's loyalty and sincerity as a patriot should occupy\n\npeculiar prominence and distinction in times of national stress and suffering.\n\nHis vision of the rights and duties of men should be clear and definite,\n\nhis conscientiousness as to obedience and responsibiUty should be consistent\n\nand complete, while his faithfulness\n\nas a contributor to the necessary\n\ncooperating public opinion should be reliable and justifiable.\n\nThe teacher\n\ndeals with childhood and youth, personalities that are immature in individuality, inexperienst in\n\njudgment and reason, and uncertain\n\nclusions and in decisions.\n\nOn this account he becomes an effective factor\n\nin con-\n\nin creating sentiment and in making opinions for others, and his country\n\nhas a right to expect from him a loyalty of spirit and a readiness to sacrifice\nthat are exceptional in their quality and positive in their sanity.\n\nIt\n\nis\n\nappropriate for the teacher to be a neutral in religion, politics, and philos-\n\nophy in times of peace, when freedom of discussion is un trammeled and\nwhen the issues to be decided are in most respects immaterial and unimportant, but in such a time as this individuality must be submerged into\npatriotism and differences of opinion must be lost in loyalty. There has\nnever been ^ time in the history of this country when the people have past\n\n"} {"page": 181, "printed_page": null, "text": "k\n\nI\n\nCouncil!\n\nOBLIGATIONS OF THE SCHOOLS DURING THE WAR\n\n165\n\nthru such an evolution of thinking and doing as has occurred in the past\n\nGradually the government's policies and plans have changed\nfrom unobstructed and genuine neutraUty to passive and then active participation in the mighty conflict.\nThis notable evolution has come despite\nthe attempts to avoid controversy and responsibility while demanding\nnational rights and obedience to recognized international law. The teacher\nthree years.\n\nhas had the experience of being able for a time to discuss the world situation\nfrom the standpoint of free inquiry, to show his neutrality by condemning\nor commending the parties to the great war, as seemed correct and appropriate, and then again to find all this changed because circumstances compelled his country to become the ally of the one combination and the enemy\nof the other combination.\n\nThe very opportunity of the teacher for study,\n\nand giving out conclusions has made him occupy variable\nattitudes during these years of struggle and strife, so that revisions of decisions and reorganization of opinions and development of duties have had\nremarkable experience in modifications and readjustments to the new situations that the war has produced.\nThe present opportunity. There is but one view for the American teacher\nto take in the present-day opportunity. There is but one thing to do from\nthe standpoint of the school amid the present exigencies. There is but one\nservice to perform when immediate needs are to be met and extraordinary\nopportunities arise. For years the schools have advocated and represented\nthe ideals of democracy as the foremost and best notions of government\nknown to civilization. For years every effort has been made to unify all\nthe forces of the state on the side of liberty in its absolute sense. As a\nprinciple of education the schools have taught the rights of men and the\nequaUty of all. As a fact in civiHzation they have taken the child of the\nalien and transformed him into a reliable American citizen.\nAs a reality\nin experience they have insisted that all men everywhere were entitled to\nthe enjoyment of the opportunities and the privileges that America afforded,\nand hence they have welcomed with enthusiasm those from every country\nin the world who came to participate in these opportunities and burdens.\ninvestigation,\n\n—\n\nThe training that has thus been accorded has brought its own to-be-expected\nUnited States are prepared in spirit and in\n\nresults, and the people of the\n\ndevelopment to give their money, their comfort, even their hves, in order\nthat other nations\n\nmay inaugurate equivalent enterprises and possess\n\nsimilar inalienable rights to those here enjoyed.\n\nThe American pubUc\n\nschools are a gigantic training camp in which the youth are prepared to\nfight for principle and to defend the rights of others outside of their environ-\n\nment because they know the principles to be true and the cause to be just.\nIt was a remarkable step that America took in the Spanish-American War\nwhen it fought for human rights without regard to control and when it\ninsisted on a settlement that paid the defeated country an indemnity for\nthe privilege of teaching the lesson of a better way of living and managing.\n\n"} {"page": 182, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni66\n\n[National\n\nIt is doubtful if that crisis could have been so consistently and completely\n\nmet had it not been for the immortal principles of Hberty and brotherhood\nthat had been taught in the public school.\nThe actual outcome. Today another step is being taken in the active\nprogram of a new civihzation. It is now accepted as a fact that the United\nStates must be interested in how other nations Hve and how they fulfil their\nobligations to civilization. The philosophy of manliness and righteousness\ntaught in the American public school is now to be tried out on the field of\nbattle in Europe with no ambition for more authority over other races and\nwith no other purpose in national life except the ameHoration of mankind\n\n—\n\nand the betterment of civilization.\n\nIt is remarkable indeed to see a great\n\nnation mobilizing all its resources with no thought of indemnity and with\n\nno desire to demand retribution; with altruistic motives entirely dominant\nand with selfishness and prosperity subordinated to the procuring of happiness and justice to all humanity. Such an attitude could not exist, such\nan aim could not be adopted, such a sacrifice could not be possible, were it\nnot for the remarkable accomplishments that have originated from the\nAmerican pubHc school during its century of effective activity. The\nobligations and the opportunities balance each other, and the teacher of\ntoday holds in his responsibility and his fidelity the promise and the outcome\nof the civihzation of tomorrow.\n\nTHE ELEMENTARY SCHOOL DURING THE WAR\nMRS. MARGARET S. McNAUGHT, COMMISSIONER OF ELEMENTARY\nSCHOOLS, CALIFORNIA\n\nIn the excitement of war the teachers of elementary schools are going\nto have many new tasks imposed upon them and many kinds of leadership\n\ndemanded of them. To begin with, we American people are very fond\nof making use of school children for purposes of parade and exhibition whenever occasion calls for spectacular appeal, whether of war, worship, or festival.\n\nIn the second place, school children are themselves sensitive to every\n\nform of excitement among their elders and are sure to imitate in play what\nthey see and hear on the street and at home. To meet the first of these\ndemands, elementary-school teachers will have to assist in planning and in\nconducting frequent school patriotic processions, tableaux, or other forms\nof display.\n\nTo meet the second, the teachers will have to guide and direct\n\nthe imitative ardor of boys and girls into channels of activity that will be\n\ngenuinely educational and useful in character-forming.\nDirect children's energy.\n\n—When young men are marching along the\n\nstreets with banners displayed and martial music sounding, small boys will\n\nhardly be content to plant beans and tend school gardens if the purpose\n\nbe not made clear to them.\n\nWhen young women are conspicuous in the\n\n"} {"page": 183, "printed_page": null, "text": "CouncUl\n\nTHE ELEMENTARY SCHOOL DURING THE WAR\n\nservice of the Red Cross or wearing badges of\n\n167\n\nArmy Relief Corps, small\n\ngirls will thrill with a desire for some brighter work than that of practicing\n\neconomy and making their own dresses.\n\nSchool lessons will appear to many\n\nas tedious things; all sorts of street sights and sounds will be continually\n\nawakening impulses toward movements that go beyond the schoolhouse\nand the home.\nAny attempt to repress and to stifle this young ardor will be worse than\nWherever there is energy there must be an outlet. Every school\nuseless.\nchild that is old enough to feel the popular energy aroused by the war\nshould be provided with some means of making use of it. To deny it would\nbe to provoke revolt. All will turn to disciphne willingly borne and to\ngood results, however, if the energy be directed in the right way to right\nends which the child itself can see and understand.\nTeach patriotism by means of poetry and music. Patriotism can be\ntaught in poetry and music that are both strong and beautiful. The\nchild's ardor in the war will brighten its mind with a new interest in poetry,\nand the memorizing of verse, which is to some children a tedious task,\nIn the glow of the excited\nwill become a joy and even a pride to most.\nmind, reflecting the war spirit of the nation, the recitation of poems that\ntell of valor and of love of country will be given with an earnestness\nthat will have something of eloquence if the verse chosen be of a merit that\ninspires eloquence.\nPlato long ago taught us the power of music. Let\n\n—\n\nchildren sing the songs that have inspired heroes to valorous deeds.\n\nChildren a part of the patriotic force of the country.\n\n—The\n\ndiscipline of\n\nmilitary drill can be made to tend to many other kinds of discipline.\n\nObedi-\n\nence to all school regulations, to all civic laws, to all right customs, to all\nfair codes of youthful ethics, can be instilled along with the ardently adopted\n\nwar discipline of which they are going to hear so much at home as long as\nthe war lasts.\n\nThe need of cultivating gardens as well as farms in order that the armies\nin the field may be fed, if explained to children as a duty askt of them by\n\nthe president of the Union, by the governor of the state, and by the commanders of the army and the navy, can be made widely helpful to the whole\nscheme of school-garden and agricultural work.\nEven so, the needle-work and domestic work of the girls' classes can be\nmade more interesting by fitting them into the patriotic work of the women\nof the community.\nSchoolgirls can be shown that they are a part of the\npatriotic force of the nation;\n\nthat they are doing their share to help the\n\narmy and the army nurses and all the Red Cross workers.\nwill\n\nnot be difficult in most cases.\n\nSuch adaptation\n\nIn fact, if counsel be taken with the\n\ncounty defense committee and with the local Red Cross committee, it is\nprobable that the elementary teachers will not only have appreciative hearing to any suggestions they may make to the committees, but will receive\nfrom them suggestions that will be of value in the school work.\n\nI\n\n"} {"page": 184, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni68\n\nTeach children to understand this partnership.\n\n—The\n\n[National\n\nessential point\n\nis\n\nthat the children of the elementary schools shall be as far as possible brought\nof the community in\nThey should be permitted\n\nan understanding partnership with the rest\n\ninto\n\nmastering the lessons the great war is teaching.\n\nto share the thrill of drum and flag; to feel the pride of the pomp and parade\n\nthat accompany military affairs; to take their part in assemblies and pubhc\nspectacles; but along with these they should be imprest with the meaning\n\nof it all as exprest in the finest verses of great poets, the loftiest eloquence\nof great statesmen, and in the story of its battles and its victories as reported\n\nYouth can never be too early instructed in public\nand it behooves the teachers of the\nelementary schools to be diligent and fervent in giving that instruction to\nin the daily press.\n\nduties as well as in patriotic devotion;\n\nthe children who are under their charge in this time of national exaltation\nof our flag\n\nand our arms on land and sea, in both the New World and\n\nthe Old.\n\nDISCUSSION: FOOD PRICES\nt\n\nW. A. Brandenburg, president, State Manual Training Normal School, Pittsburg,\nKans.\n\n—I have listened with intense interest to the splendid address on regulation of food\n\nprices by the distinguished speaker of the afternoon,\n\nand I am in hearty accord with\n\neverything that he said; but I do feel that he stopt just a little short.\nIf our government is going to regulate prices of foods, I\n\nwant to say here in this\n\npresence that it is up to the government to regulate the price of every commodity, and\nespecially those expenses which directly touch the production of foods.\n\nBy way of illustration: A McCormick grain self-binder which two years ago could\nhave been purchast for $125.00 to $130.00, during the last season has cost the farmers\nof this country from $165 .00 to $185 .00; sulky corn-plows which two years ago cost the\nfarmers of this country $25.00 to $26.00, during the past season cost them $35.00 to\nS3 7 so; whatever labor farmers have been able to secure during the past season has cost\n•\n\nthem from 15 per cent to 30 per cent more than a year ago, or any year in the past.\nNow all these increast costs have come into the production of the crop which we\nare now beginning to harvest. We have not heard a single word, and so far there has not\nbeen a single move made, to regulate the price of metals, labor, cost of seed, and other\nthings which have gone into the production of our foods.\n\nNow I submit to you that the place to begin in regulating prices is on the machinery,\nWe are all for\n\nthe appliances, and the labor which must go into the production of a crop.\n\nregulation; but regulation must be broad enough to be just and equitable to all concerned.\n\nMr. Chairman, may I say just a word respecting what teachers may do through the\nschools to assist in our great crisis.\n\nI think one of the great things to be done through\n\nAmerican education during the coming years is to lay bare the fallacious and damnable\nGerman philosophy by means of which the leaders in Germany have educated their\npeople, so that they are able to lead them as victims into this great slaughter and to\nperpetrate such a slaughter upon the entire world. For years we have been quoting\nGerman philosophers and referring to German philosophy in our schools, colleges, and\nuniversities.\nIf we are to permit the teaching of such fallacies,\n\nwe are only continuing to assist\n\nthe German leaders in the promotion of that kind of education which they know, and we\nought to know, will either continue us in just such slaughter or lead us into another within\n\na few years.\n\nWe can no more prevent the reoccurrence of this present conflict, if we do\n\n"} {"page": 185, "printed_page": null, "text": "PATRIOTISM IN THE SCHOOLS\n\nCouncil)\n\n169\n\nnot expose the fallacious education that underlies it all, than we can prevent the develop-\n\nment of disease when we have inoculated the victim.\nGermany is not engaged in a struggle for the freedom of the high seas; her merchant\nships are continually seen in every port of the world.\n\nThe German labeled goods have\n\nbeen welcomed to every mart and market on land and sea.\n\nShe is not contending for\n\nadditional territory to demonstrate her superior industrial and commercial ability.\n\nShe\non by selfish, ambitious, bloodthirsty leaders, who believe in autocracy, militarism, and despotism as against democracy. This they seek to establish. After scores\nof years of the most careful and systematic preparation conceivable, they want to show\nus the \"superman.\" They are going to do it; but when they do they will find him in the\ncountries that stand for democracy. He will not come from the inhuman brutes that\nhave led the German people into this great slaughter.\nis\n\nled\n\nPATRIOTISM IN THE SCHOOLS\nJOHN F. SIMS, PRESIDENT, STATE NORMAL SCHOOL, STEVENS POINT, WIS.\n\nGood citizenship is a plant nourisht from many sources and productive\nThe noble arts of painting, sculpture, literature,\nhistory, and oratory measure its strength and virility.\nGood citizenship\nis civilization's safeguard, and we ever find that patriotism is one of its\nessential and abiding elements.\nBeginning with the love of home and\nthose dear ones who make it home, it extends to the community, the town\nor city, the state, and the nation.\nThe love of country has its germ in\nthe love of home, for the home should be the place where we first know\nand feel the father's and the mother's love and their demands upon our\nof various fruitages.\n\nallegiance.\n\nThe word \"patriotism\" traces its paternity to the Greeks, and signifies\nthe love of the fathers, the respectful regard for their hopes, their aspirations,\ntheir struggles, and their achievements.\nis\n\nThe history of our loved country\n\n—liberty of speech, of the\n\na history of our fathers' struggle for liberty\n\npress, of conscience.\n\nIn America we find liberty, justice, good will.\n\nopportunity sounds the bugle call to every faculty of the soul.\n\nHere\nOur ideal,\n\never in process of realization, yet never realized, must be to make ourselves\ntruly worthy of such an environment.\n\nSings Browning: \"Ah, but a man's\n\nreach should exceed his grasp, else what's a Heaven for ?\"\n\nThe planting of the colonies in America, following the discovery of the\nWestern world by Columbus, markt a new era in civilization, for it opened\nthe vision of an El Dorado to those who for centuries had been groping in\ndarkness.\n\nOur Revolutionary heroes builded better than they knew, while\n\nthe great Civil War patriots of over half a century ago unshackled the chains\n\nI\n\n—\n\nof bondage from millions of people and establisht a true democracy\ngovernment of, by, and for the people. Sacrifice has been the common\nterm in all struggles, and sacrifice has meant the surrender of life itself for\n\nthe sake of establishing the priceless boon of Hberty.\n\n"} {"page": 186, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nI70\n\n[National\n\nThis land of the free and home of the brave has welcomed with open\narms the weak, the opprest, from all lands, inviting them to share\nwith us this haven of freedom and this promise of the more enduring\nthings of life. Who among us is not proud of such a country? Who\namong us does not strive to make himself a worthy citizen of such a\n\nWho among us, if the call comes, is not willing to die for such\n\ncountry ?\n\na country?\n\nWe pay the tribute of admiration to our forefathers whose public spirit\nrevealed\n\nitself\n\nin\n\nthe establishment of a common-school system with\n\nprophetic vision and heroic sacrifice.\nnurseries of patriotism.\n\nsuch a government,\n\nif\n\nThey saw in\n\nthese schools\n\nthe\n\nBelieving in democracy they knew full well that\n\nattempted without education, was founded upon\nDemocracy presupposes intelligence. As a\n\nthe sand and not upon a rock.\n\nstanding army it safeguards national liberty and progress.\n\nGovernments\n\ndepend for their perpetuity upon the sagacity and cooperation of their\ncitizens as intellectual growth is brought to bear upon the solution of\npressing and ever-changing problems.\nIt is the business of the schools to set tasks before the pupils, and to\ninsist upon the performance of those tasks with promptness, completeness,\n\nand fidelity.\n\nIt is the duty of the schools to exemplify that there\n\nis\n\nno\n\npreparation for future citizenship so valuable as the faithful discharge of\npresent duties, giving strength and resolution for the proper discharge of\nduties to come.\nIt is the sacred obligation of the schools to instil the love of country into\n\nthe hearts of the growing generation, when the roots of habit, and therefore\ncharacter, sink deep into the plastic mold of youth.\n\nThru the teaching of\n\nart and hterature, of music and history, of public speaking and debating, lead\n\nthe children to\n\nknow the great events of our history thru their causal\n\n—how each event\n\nis at the same time the resultant of those going\nand the forerunner of many coming after. Throw the light of\nreason and reflection upon the motives of men who shapt these events\nand thereby modified, hopefully toward progress, the institutions of industry, education, and government. History is still the biography of\ngreat men.\nThat the schools inculcate a deep and abiding love of country is revealed\nin the present war-crisis\nwhen thousands of graduates from the schools\n\nrelations\n\nbefore\n\n—\n\nare offering their lives in defense of democracy.\n\nLet us extol the graduates\n\nwho are honoring our educational institutions by voluntary enlistment.\nBrave, generous, loyal, and patriotic children of the public schools\n\nGod be with them in the faithful discharge of their manifest duty.\n\n—may\n\nMay we\n\neach and all choose as eagerly and unflinchingly as these brave lads to\nserve the cause of freedom and democracy a cause thru which the world will\n\n—\n\nwin its way to its true heritage of liberty and honor\nAmerica has valiantly fought for centuries.\n\n—a cause for which\n\n"} {"page": 187, "printed_page": null, "text": "OBLIGATIONS OP SCHOOLS DURING THE WAR\n\nCouncil]\n\n171\n\nTHE OPPORTUNITIES AND THE OBLIGATIONS OF THE\nSCHOOLS DURING THE WAR\nC.\n\nG.\n\nPEARSE, PRESIDENT, STATE NORMAL SCHOOL, MILWAUKEE, WIS.\n\nAs a nursery of democracy the American school never had an equal.\nAs a training for the actual duties of life it might do a great deal better.\nThe teaching profession of the United States faces a tremendous task.\nThe education which American schools have given to American children\nhas lackt a good deal in essential value. We must give our young people a\nmuch better quaHty of physical education. It is our shame that half the\nyoung men examined for admission to the Army and Navy are rejected\nbecause of physical defects. An equal number of women would be found\nequally defective if subjected to similar examination. Some system of\nphysical education must be workt out to bring 75 per cent of 90 per cent to\nmaturity, and carry them thru life physically fit, whether for the onerous\nduties of peace or for those of war.\n\nOur system of education has given our people intelligence and interest\nit has made them adaptable, courageous, and aspiring. As an education to fit them for the duties by which\nto earn their livelihood it has left much yet to be done.\nThe American\nsystem of education must do much more and much better to train the\nin the things being done in the world;\n\nyouth of the country for their vocations.\nThis training for vocations must include the training of girls for that\n\n—the vocation\n\nvocation which nine out of ten of them will follow\n\nmaker.\n\nof home-\n\nIt must not only train them in the ideals of an American home,\n\nbut it must also make them understand the operative side and qualify\n\nthem to become buying partners in the home.\n\nOur youths who will be\n\nheads of families must also learn what are their family responsibilities and\n\nhow to carry those responsibilities properly.\nWe have left much undone in our training for the duties of citizenship.\nTen millions of our young men enrolled for military service on a designated\nday. Our people respond to great emergencies. They have not, however,\nbeen so taught as to be ready for, and to have the habit of responding to,\nthe small daily calls for service.\n\nThey do not go to the polls on primary\n\nelection days or on the day of the general election.\n\nOur leading and most\n\ncompetent business and professional men refuse to become candidates for\noffice\n\nwhen asked to do so, perhaps because they dread to face possible\n\ndefeat, perhaps because they do not wish to make the required contribution\nof their time.\n\nLoyalty and usefulness in daily requirements are no less\n\nimportant in establishing a high standard of civic value than the readiness\nto respond to emergency calls for extraordinary service.\nIt is the task of the school people in the country within the next decade\n\nto apply themselves to the\n\nk\n\nworking out of\n\nthis\n\nmore\n\neffective\n\nsystem\n\n"} {"page": 188, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n172\n\n[National\n\nThe National Education Association must lead.\nThe National Council of Education cannot justify its existence more\nthoroly nor more conspicuously than by taking the initiative in this task.\nof public education.\n\nSECRETARY'S MINUTES\nKANSAS CITY MEETING\nOFFICERS\n\n—William B. Owen, principal, Chicago Normal School\nChicago,\nassistant commissioner of education, Albany, N.Y.\nDowning,\nVice-President—^Augustus\n—\nof\nDepartment\nSecretary Adelaide Steele Baylor, vocational division State\n\n111.\n\nPresident\n\nfirst\n\nS.\n\nPublic Instruction\n\nIndianapolis, Ind.\n\nFIRST SESSION—Monday Evening, February 26, 191\nThe meeting was called to order by President Owen in the Ballroom of the Muehlebach Hotel at 8:00 p.m.\nPresident Owen read his inaugural address on\n\n\"A Constructive Program for the\n\nNational Council.\"\n\nThe following papers were given under the general topic, \"The Control of Educational Progress\":\nI. \"The Control of Educational Progress thru Legislation\"— Philander P. Claxton,\nUnited States Commissioner of Education, Washington, D.C.\n^William E.\nII. \"The Control of Educational Progress thru School Administration\"\nWirt, superintendent of schools, Gary, Ind.\n\n—\n\nIn the absence of John G. Crabbe, president, State Teachers College of Colorado,\nGreeley, Colo., his discussion of Topic I was presented by John R. Kirk, president, State\n\nNormal School, Kirksville, Mo.\n\nFrancis G. Blair, state superintendent of public instruc-\n\ntion, Springfield, 111., followed in this discussion.\n\nTopic II was discust by Calvin N. Kendall, state commissioner of education, Trenton, N.J.\n\nGeorge L. Towne, Lincoln, Neb., read a memorial to Edward T. Fairchild.\n\nIn the\n\nabsence of Dr. John Cook the reading of the memorial to James Cruikshank was post-\n\nponed until the next meeting of the Council.\n\nSECOND SESSION—Tuesday Forenoon, February 27, 191\nThe meeting was called to order at 9:30 a.m. in Convention Hall.\nThe following papers were given under the general topic, \"The Control of Educational Progress\":\nI.\n\n\"The Control of Educational Progress thru School Supervision\"\n\n—Lotus D.\n\nCoflfman, professor of education, University of Minnesota, Minneapolis, Minn.\nII. \"The Control of Educational Progress thru Educational Experimentation\"\nJunius L. Meriam, professor of school supervision, School of Education, University of\nMissouri, Columbia, Mo.\nIII. \"The Control of Educational Progress thru Professional Preparation\"—William\nC. Bagley, director, School of Education, University of Illinois, Urbana, 111.\nIV. \"The Control of Educational Progress thru Professional Organization\"\nCarroll G. Pearse, president, State Normal School, Milwaukee, Wis.\n\nTopic I was discust by J. Stanley Brown, superintendent, township high schools,\nand J. G. CoUicott, superintendent of schools, Indianapolis, Ind.\n\nJoliet, 111.;\n\n"} {"page": 189, "printed_page": null, "text": "Councill\n\nA CONSTRUCTIVE POLICY FOR NATIONAL COUNCIL\n\n173\n\nTopic II was discust by J. M. Gwinn, superintendent of schools, New Orleans, La.\nTopic III was discust by John F. Sims, president. State Normal School, Stevens\nPoint, Wis.; and W. A. Brandenburg, president, Manual Training Normal School,\nPittsburg, Kan.\n\nTopic IV was discust by Reed B. Teitrick, deputy state superintendent of public\nand Agnes E. Doherty, teacher. Central High School,\n\ninstruction, Harrisburg, Pa.;\nSt. Paul, Minn.\n\nTHIRD SESSION—Tuesday Afternoon, February 27, 191\nThe meeting was called to order at 2 30 p.m. in Convention Hall.\nThe report of the Joint Committee on Health Problems in Education, National\nCouncil of Education and American Medical Association, was briefly introduced by\nThomas D. Wood, professor of physical education, Teachers College, Columbia University, New York, N.Y.\nDiscussion of this report was participated in by F. K. Green,\n:\n\nM.D., Chicago; John M. Dodson, M.D., Chicago; Mrs. Addison W. Moore, Chicago;\nP. P. Claxton, Washington, D.C.; and Dr. R. W. Corwin, Pueblo, Colo.\nReport of the Committee on Thrift Education was presented by Arthur H. Chamberlam, secretary, California Council of Education, San Francisco, Cal.\nThe report on \"The Course of Study as a Test of Efficiency of Supervision\" was\npresented by A. Duncan Yocum, professor of educational research and practice, University of Pennsylvania, Philadelphia, Pa.\n\nThe report was discust by the following: David N. Snedden, Columbia University,\n\nNew York, N.Y.;\n\nPaul Kreutz Pointner, chairman, Committee on Corporation Con-\n\ntinuation Schools, National Association of Corporation Schools, Altoona, Pa.; Dr. A. E.\n\nWinship, editor. New England Journal of Education, Boston, Mass.;\n\nNormal School,\n\nW. T. Carrington,\n\nMo.; Charles H. Keyes, president, Skidmore\nSchool of Arts, Saratoga, N.Y. Arthur H. Chamberlain, secretary, California Council of\nEducation, San Francisco, Cal.; J. O. Engleman, superintendent of schools, Decatur, 111.;\nRobert J. Aley, president. University of Maine, Orono, Me.; William C. Bagley, dean,\nCollege of Education, University of Illinois, Urbana, 111.; C. E. Chadsey, superintendent of schools, Detroit, Mich.; T. A. Mott, superintendent of schools, Richmond,\nInd.; and Francis G. Blair, state superintendent of public instruction, Springfield, 111.\n\nprincipal,\n\nSpringfield,\n;\n\nPAPERS AND DISCUSSIONS\nA CONSTRUCTIVE POLICY FOR THE NATIONAL\nCOUNCIL OF EDUCATION\nWILLIAM B. OWEN, PRINCIPAL, CHICAGO NORMAL SCHOOL, CHICAGO, ILL.\n\nOn assuming the position of president of this distinguisht body, I have\na deep sense of the responsibility that has been placed upon me by the\nexercise of your choice.\n\nIn contemplating the meeting which begins with\n\nthis evening's session and the other meetings to follow during\n\nmy term of\n\nmake those meetThe answer to this question could be reacht only by seeking\n\noffice, I was led to consider with care what I might do to\n\nings a success.\n\nthe reply to a more fundamental inquiry as to the underlying purpose and\n\naim of the Council itself.\n(i)\n\nThis purpose can be learned from three sources:\n\nthe By-Laws adopted by the Council in accordance with the charter\n\n"} {"page": 190, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n174\n\ngranted to the National Education Association by Congress;\n\n[National\n\n(2)\n\nthe\n\npurpose of the Council as it lay in the minds of the original members who\n\nformed it, set forth by Superintendent Greenwood in his address before\nthe Council at St. Paul in 19 14; and (3) the publisht proceedings of the\nCouncil, of which Section i, Article IV, of the By-Laws of the Association\nreads: \"The National Council of Education shall discuss educational\nquestions of public and professional interest; propose to the Executive\nCommittee from time to time suitable questions for investigation and\nresearch; have a report made at its annual meeting on \"Educational\nProgress during the Past Year\"; and in other ways use its best efforts to\nfurther the objects of the Association and to promote the cause of education\nin general.\nThese are three specific things besides the promotion of education in general that it is the duty of the Council to do in accordance with\nthis law.\nIn the first place, it is to discuss educational questions. Looking\nback over the history of the Council, one sees that this has been the chief\nactivity of the body.\nIt was the fundamental purpose in the minds of the\nfounders. The Council was to be composed of the best men and women\nin the profession, and those who had most at heart the welfare of the\nNational Education Association. They were to serve six years, and but\none-sixth of the total membership was to be elected in any one year. The\nCouncil was to be a relatively stable body as compared with the Association\nat large. These members, thus chosen, were to come together to discuss\nthe great questions that demanded solution as our American democracy\nworkt out its system of education. There was the underlying assumption\nthat such discussion would actually contribute to the solution of the prob-\n\nlems treated.\n\nIt\n\nwas believed that the\n\ndiscussions, deliberations,\n\ndecisions of such a body would have weight with its\n\nand\n\nown members and\n\nauthority abroad. The second duty of the Council, as seen by its founders,\nwas to propose to the Executive Committee questions for investigation.\nThe Council was to give expert professional advice to the Association as to\nwhat questions should be investigated by its committees. Again the\nunderlying idea was that this more stable and permanent body would by its\n\nvery composition be the natural guide in determining the educational policy\nof the Association.\n\nThere is no reason to believe that the founders of the\n\nCouncil wisht to arrogate to themselves any special privileges, or to set up\nwithin the Association itself an inner circle whose membership would do\nthe official thinking for the whole Association.\n\nNevertheless the growth\n\nof the Association itself, the excellence of the\n\nprograms in the different\n\nsections,\n\nand the rapid increase in the number of trained specialists in\n\neducation who do not belong to the Council have served to emphasize the\nfact that the Council is an exclusive body with very little responsibility\n\nto the Association as a whole.\n\nQuestions for investigation have been proposed and committees have\n\nbeen appointed in all departments of the Association.\n\nFar-reaching results\n\n"} {"page": 191, "printed_page": null, "text": "Council]\n\nA CONSTRUCTIVE POLICY FOR NATIONAL COUNCIL\n\n175\n\nhave followed from the investigations and reports of these committees.\nThe Council, too, has appointed committees which have made most valuBut the Council cannot claim any unique privilege, nor has it\nable reports.\n\nwon any distinct merit in this regard.\n\nIt is possible that in so large an\n\nassociation so loosely organized all interests and needs have been better\n\nserved by the rather haphazard way in which the committee work has been\n\nBut it is worth considering whether the Association would not be\nmore efficient if its committee work were organized to prevent omission,\nduplication, and waste. The third specific duty to be performed by the\nCouncil was to have a report made on the educational progress of the year.\nThis duty was performed in a perfunctory way for a few years and then\nneglected.\nThe founders had in mind the advantage to be gained from an\nauthoritative survey of tendencies of growth and direction in development.\nIt is difficult to estimate the significance of movements in a rapidly changing\ndone.\n\nsituation.\n\nTo take account of progress every year approaches dangerously\n\nnear to assuming the role of prophecy.\n\nYet it is possible, by taking into\n\naccount a number of years and by using statistical and other methods of\nsocial study, to present an accurate and reliable account of the changes that\n\nare taking place in our educational system and to define the direction of\n\neducational progress. Such a yearly summary of observable tendencies\nmight serve to direct the efforts of superintendents and superiors in the\ninvitation of\n\nnew movements and to furnish confirmation in matters of\n\nprofessional procedure.\n\nThere have been many important developments in the profession of\neducation since the aims and purposes of the Council were defined by its\nfounders.\n\nI\n\nThe leaders of educational thought were found in those early\n\ndays among those actively engaged in the management of the schools.\nTheir opinions and judgments were formed in the course of their daily\ngrappling with the problems of their calling.\n\noutgrowth of their experience.\n\nTheir theories were the\n\nTheir generalizations were reacht as a\n\nresult of a collection of data which presented themselves as significant for\n\nI\n\nthe immediate task in hand.\n\nThey had no time for the purely scientific\n\napproach to the solution of problems and no method of the laboratory and\nart, and direct experience\nand the only basis of authority.\nWhen such men came together for discussion they compared their experiences and deferred to the man whose experience was the broadest and whose\ninterpretation was most convincing.\nIt is unwarranted to conclude that\ntheir method was without value, or that the conclusions reacht were not\nsound. Our public-school system was built by the men who thus fashioned\nand remade their educational theories under the compulsion of the immediate need.\nWhatever progress was made during the century of the\nestablishment and extension of our public-school system was achieved in\nthis fashion.\nOur more modern method of scientific investigation is but a\n\nthe statistician's\n\noffice.\n\nEducation was an\n\nfurnisht the only criterion of validity\n\n"} {"page": 192, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n176\n\n[National\n\nrefinement of this procedure, and even now the results of our scientific\nstudies must be submitted to the test of application in the field of practical\n\nschool work.\n\nThe last decade has seen a remarkable change in the method by which\nprofessional opinion, procedure,\nestablisht.\n\nand standards are being modified and\n\nThe schools and departments of education connected with our\n\nuniversities are applying to the study of education the methods of investiga-\n\ntion that have been wrought out in other departments of research.\n\nIt is\n\nnot too much to say that the results of these investigations are the most\npowerful influence in determining our educational theories and practice.\n\nThe weight of personal opinion and the authority of position and experience\nhave given way before the methodical and systematic approach to the\nproblems of the investigator, who relies less upon his personal contact with\nschool situations than upon the impersonal scientific method which carries\nwith it the authority of its own success. It is idle to deny the importance\nand the permanence of this change. The day of opinion unsupported by a\ncareful collection of facts and the scientific use of those facts is gone.\nThe\ninvestigator, whether in the university or the school system, has an instru-\n\nment which enlarges his own power, establishes his authority, and discounts\nthe empirical method of the preceding generation. It is this new situation\nwhich confronts the Council of Education as it contemplates the work of the\ncoming years.\n\nThe Council is no longer in a position to promulgate and to decide\nby brief discussion questions which can only be decided by investigation\nconducted with the use of scientific methods.\n\nThe question, then, arises as to what the Council can do.\nto this question is threefold.\nscientific\n\nThe answer\n\nIn the first place the Council can use the newer\n\nmethod in its own investigations.\n\nThere is a new generation of\n\nschoolmen who are bringing to the profession the training\n\nof the\n\nnew\n\nNothing has happened in the history of American education so\ninspiring and heartening as the development of these new methods.\nThere\nis a new professional literature in the making which is certain to keep the\namateur and the untrained out of the profession. The mastery of this\nnew literature and the technique which has produced it is an indispensable\nmethods.\n\nqualification for success in the future.\n\nThe consciousness of the possession\n\nof this new training is the guaranty of a new professional spirit and pride\n\nwhich will not only make the schoolman of the future more useful, but also\nenhance his self-respect and courage.\n\nWherever these newer methods are applicable they should be used in\nThere are men with this modern training in the\nCouncil. They should be askt to serve on the committees of the Council\nthat are engaged in work where their peculiar training would be of the\ngreatest help.\nIf there are not enough men of this sort now in the Council,\ncare should be taken to see that more should be elected.\nIf there are not\nthe work of the Council.\n\n"} {"page": 193, "printed_page": null, "text": "Council]\n\nA CONSTRUCTIVE POLICY FOR NATIONAL COUNCIL\n\n177\n\nenough vacancies in prospect to provide places for the needed additions, the\nCouncil should amend its Constitution to enlarge its membership. The\nideal number for the membership of the Council should be determined by\nthe work to be done. The Council should aim, not to get some advantage\nfor its members, but to work out some profit for the whole Association.\nIt should care little about being exclusive, but a great deal about being\nefl&cient.\nNot only can these newer methods be brought into use in the\nperson of men trained to use them, but they are not so abstruse, or so\ndifficult, or so inaccessible that they may not be adopted and used successfully by schoolmen who are trained in other lines.\nThey can be learned while they are in use. Every scientific study of\neducation contains in itself, not only the results of the investigation, but\nalso a clear embodiment of the method itself, and each must be and remain\nthe justification of the other. And perhaps schoolmen are too easily\nimposed upon by the claims, or at least the assumptions, of the new scienMany of the latter are schoolmen made over by a semester\ntific workers.\nor a summer term spent in study at a university.\n\nIt is not to underrate the\n\nwork of these men that attention is called to the comparative simplicity of\ntheir procedure or the limitations of their technique.\n\nIn so far as possible\n\nand by all the means possible the investigations and proceedings of the\nCouncil should square with the demands of the new scientific methods in\neducational research.\n\nIn the second place the Council can perform a unique service in elevating\nthe results of the new methods as applied to actual school conditions.\n\nThe\n\nwork of the scientific investigation is carried on by isolating single factors\nof a situation and controlling conditions in order to establish causal relations.\nThe schoolman must deal with the conditions as they arise and must\nfind a solution for the problem as a whole.\n\nThere are vast -areas of our\n\nexperience in the schools that scientific method has not even attempted to\nattack.\n\nThere are problems of such a delicate nature that no measurement and\nEven where a\n\nno statistical method has been found to apply to them.\n\nscientific method has been invented for the control of certain\n\nphenomena\n\nthe scope and meaning of the results must inevitably be determined by the\n\nschoolman actually called upon to apply the method in the solution of his\nproblem.\n\nNot until the scientific workers have covered the whole stretch of social\nlife will it be possible\n\nto require contribution of the practical schoolman to\n\nthe solution of school problems.\n\nI\n\nSuch a time lies far distant in the future.\n\nThe Council should set itself to the task of valuating the results of the new\nmethods in the practical realm of school life. It would not be difficult to\npoint out many places where there is need for such work. No one questions\nthe value of the school survey for certain purposes.\n\nYet the effect of such\n\nsurveys has not been brought under review by any body of schoolmen.\n\nI\n\n"} {"page": 194, "printed_page": null, "text": "NATIONAL MdVCATION ASSOCIATION\n\n178\n\n[National\n\nNothing could be more unscientific than to fail to check up the results of an\nexperiment.\n\nThere has been no checking of the results of the surveys made in the\nschools during the past five years.\n\nThese surveys have been conducted by\n\n—by self-constituted experts too often,\n\n—\n\nI fear\nfrom\nand departments of education, assisted by graduate\nstudents of education. The work has been done within a brief period of\ntime, the results have been compiled and publisht, the investigators have\ndrawn their salaries and passed to other fields, the graduate students have\nreceived some valuable training, but what results have followed from this\nnew form of school test ? No one has gathered up these results. There is\nno responsibility felt by the surveyors for following them up. The superintendent, if he survives the survey, does not have the time or the means to\nprepare and publish as elaborate an account of the results as the publisht\nsurvey itself would demand. I submit that some body of competent and\nself-respecting schoolmen should consider this whole question from the\nstandpoint of the schools with due regard for the total result accomplisht.\n\neducational experts\nteachers, colleges,\n\nMany other illustrations of this need of evaluating the new scientific\nmethods from the standpoint of their application might be given. The\nCouncil might well devote its energies to problems of this nature.\nIn the third place, the Council can do the cause of education and the\nAssociation a great service by helping to organize public opinion on school\nmatters.\nSchoolmen have opinions on school matters, but there is not\nenough public opinion among schoolmen. We do not have available for\nuse the matured social judgments of the men who are bearing the responsibilities of public\n\neducation in America.\n\nThe powerful instruments of the\n\npublic press and the publisht document are not wielded by schoolmen.\n\nThe schoolman cannot support his position by reference to the opinion of\nhis professional colleagues.\n\nHe can, to be sure, quote individual opinions as\n\nexprest in the addresses publisht in the proceedings of the National Education Association.\n\nBut, aside from the resolutions passed by the Associa-\n\ntion, it is difficult to find an authoritative, well-grounded pronouncement of\n\nwhat the opinion of educators is on any disputed question. The Council\nshould do what it can to organize public opinion on public education and\ncontinue to revise that opinion as the situation demands.\n\nThe program of this evening was arranged with these fundamental\nconsiderations in mind.\n\nI am not overconfident that I have selected the\n\nvital considerations, or that any one that I have mentioned is as important\n\nBut I am confident that this Council can be of service to\nTo accomplish this we shall have to\nassume responsibilities and meet them. We shall need to have definite\naims and work for them. We shall be compelled to utilize the full membership of the Council and perhaps to enlarge it. I suggest for the consideration of the Council the following four items in a possible program of\nas I think it is.\n\nthe Association and the country.\n\nprocedure:\n\n"} {"page": 195, "printed_page": null, "text": "CONTROL OF PROGRESS TSRU SCHOOL ADMINISTRATION\n\nCouncai\n\n179\n\nThe Council should appoint a set of standing committees on those\n\n1.\n\nsubjects that correspond with the vital and permanent interests of public\n\neducation and the profession.\n\nThis will give us continuity and definiteness\n\nof aim.\n\nThe Council should make the chairmen of the committees responThis would develop the leadership that we need.\n3. The Council should insist that every member of the Council serve\nas a member on one of the standing committees.\n4. The reports of these committees should constitute the business of the\nCouncil and the discussion of them should be the program. The reports\nshould be adopted or rejected. This would make the work of the Council\n2.\n\nsible for achieving results.\n\nof weight.\n\nTHE CONTROL OF EDUCATIONAL PROGRESS THRU SCHOOL\nADMINISTRATION\nWILLIAM E. WIRT, SUPERINTENDENT OF SCHOOLS, GARY, IND.\nIn order that school administration may perform properly its function\nin providing suitable conditions for studying and teaching, I believe that\n\ncertain standards for school administration are necessary.\n1.\n\nIn order to offer an enricht school program successfully, the variety of\n\nsubjects to be taught by any one teacher must be limited to the number\n\nthat can reasonably be expected to be handled by one person.\n2.\n\nIn order to pay decent salaries, the number of persons employed in the\n\nschools must be approximately the same as the number of regular classes\n\ntaught in the schools.\n3.\n\nIn order to provide satisfactory facilities, the total number of indi-\n\nvidual units of accommodation provided for children in the school plant\n\nmust be approximately the same as the number of children in the plant.\n4.\n\nIn order that sufficient time may be secured for the proper use of the\n\nschool facilities, a longer school day must be provided.\n5. In order that all child- welfare agencies may be able to work at\nmaximum efficiency for the welfare of the child, the school must be a\n\nclearing-house for children's activities.\n6.\n\nIndustrial training should be given in workshops that are productive\n\nand largely self-supporting.\n\nThe statement is frequently made that with Mark Hopkins on one end\nof a log and a student on the other you had a university.\n\nI believe thoroly\n\nBut in many\nmodern schools in our cities, with their over-large classes and poorly ventilated and poorly lighted rooms, I do not believe that it is possible to have a\nsatisfactory school, even with Mark Hopkins as a teacher.\nSchool administration must provide the physical conditions necessary for the teacher to do\nin the importance of the teacher in the educational process.\n\n"} {"page": 196, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni8o\n\n[National\n\nAlso I do not believe that Mark Hopkins in a\nmodern elementary school would be able to teach reading, writing, arith-\n\nher work successfully.\n\nmetic, history, geography, physiology, hygiene, civics, ethics, literature,\n\nmusic, drawing, manual training, gardening, elementary science, physical\ntraining, supervised play, thrift, patriotism, and all the other subjects in the\n\nmodern curriculum.\n\nBy sending our bright boys and girls from our high schools to normaltraining schools for two years we can reasonably expect them to secure a\n\nfoundation for becoming competent teachers of reading, writing, arithmetic,\nor competent teachers of music, manual training, history, and geography,\nor elementary science, but not competent teachers of everything.\n\nI\n\nam not\n\nin favor of one teacher teaching arithmetic, another teaching language,\n\nanother spelling and writing in the lower grades of the elementary schools.\n\nBut I do not see any objection to having one teacher teach reading, writing,\nspelling, arithmetic, and language to a class in the elementary school and\nthen permitting the class to go to special teachers for drawing, music,\n\nmanual training, physical training, play, etc.\nPersons who have talented children do not expect the elementary-school\nChildren go to private\nteacher to give them their musical education.\nmusic teachers for music lessons. Everyone grants, I think, that in the\nranks of the musicians in the country there should be enough teachers to\nteach the would-be musicians. Why not have music teachers in the schools\nm place of supervisors? The same should be true in the shop, science,\ndrawing, and art teaching.\nI do not believe that it is possible for regular teachers properly to superA teacher cannot\nvise playgrounds, gymnasiums, and swimming-pools.\ndress properly for the playground and the classroom at the same time. The\nelementary teacher usually finds that it is too hot or too cold to go out on the\nplayground with her children. For a number of years I tried to have the\nplaygrounds in the schools under my supervision directed by the regular\nelementary-school teachers. It seemed to me that it was a good thing\nphysically for the regular teacher to leave the classroom and go to the playground for a recreational hour. But we were forst to give it up as an\nThere were always a few teachers who would successfully\nimpossibility.\ntake their turns on the playgrounds, but never more than half of the teaching force of any of the buildings.\n\nMany a time I have overheard a mother talking with a teacher on the\nplayground.\n\nThe mother would say, \"It will kill my little daughter Mary\nThe mother would shrug her\n\nto play out of doors weather like this.\"\n\nshoulders, little Mary would shiver, and the teacher would say, \" I know,\n\nbut Mr. Wirt makes me do it and I cannot help it.\"\n\nThere is a wonderful\n\ndifference when the playgrounds are placed entirely in charge of specially\n\ntrained playground directors.\n\nThese directors know the arguments for\n\noutdoor life and playing in the sunshine.\n\nThey not only believe in the\n\n"} {"page": 197, "printed_page": null, "text": "Council]\n\nCONTROL OF PROGRESS THRU SCHOOL ADMINISTRATION\n\ni8l\n\ntheory of play and outdoor life, but also enjoy play and outdoor life and\ndress appropriately by wearing heavy sweaters\n\nand heavy shoes.\n\nWhen\n\na mother comes to such a teacher and says, \"It will kill my little daughter\nMary to play outdoors,\" the teacher not only presents the arguments for outdoor life, but uses tact.\n\nShe says that it is not necessary for Mary to play\nShe can play in the gymnasium, go to the\n\noutdoors if she does not wish to.\n\nlibrary, or to the auditorium, or do a number of things.\n\nUnder these condi-\n\ntions when the mother leaves she is, as a rule, probably wondering whether\nit is\n\nnot after all a good thing for her daughter to play outdoors since she\n\ndoesn't have to.\n\nMany times she will return after five or six weeks and,\n\nlooking up this teacher, will say, \" I do not wish to find fault and am not complaining, but why did you deceive me ?\n\nAnyone knows it has been a good\n\nYou can tell that by the color of her\ncheeks.\nBesides she eats almost twice as much as before and she has gained\nBut if you were going to have Mary play outdoors\nfour pounds in weight.\nwhy did you say you would not do so?\" The teacher replies, \"You misunderstood me. I did not say that Mary could not play outdoors if she\nthing for Mary to play outdoors.\n\nwanted to.\"\nSuccessful administration in any enterprise attempts to classify work so\n\nthat each individual employe can work to the best advantage.\n\nOur efforts\n\nat the enrichment of the school curriculum are not as successful as they\n\nshould be because we are trying to make our elementary-school teachers\n\ndo the impossible.\nWhen drawing was first introduced into the school, drawing teachers\nwere employed who taught drawing direct to the children.\n\nLater it was\n\nfound more economical to have one drawing teacher supervise in five or six\nbuildings rather than teach in one.\n\nThe entire supervisory system of special\n\nsubjects was developt as a makeshift because of financial limitations and\n\nnot because it was desired pedagogically.\n\nSchool administration can assist\n\n'educational progress by abolishing the supervisory system in the teaching\nof special subjects.\n\nThe supervisory system for instruction in special subjects is not economical, even tho its supposed economy is the reason for its existence.\n\nIn\n\nsome states lo per cent of the teaching force consists of supervisors, and\nThese super15 per cent of the salary budget for teaching is paid to them.\nvisors are extra teachers and are a great handicap in providing classes of\nreasonable size and fair salaries for the regular teachers. Regular teachers\nmay be relieved entirely of the burden of the supervisory system, and special\nteachers who teach the special subject direct may be employed without\nemploying more teachers than our average of one teacher for each regular\nclass.\nRegular teachers may each take two classes for half of the school\nday in reading, writing, and arithmetic, and the special teachers may have\nthese classes for the remaining half of the school day for the special subjects.\nTwenty regular teachers in charge of forty classes half of the day for reading,\n\nI\n\n"} {"page": 198, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni82\n\n[National\n\nand arithmetic, together with twenty special teachers in charge\n\nwriting,\n\nof the same forty classes the remaining half of the day for special work, will\n\nprovide complete instruction for forty classes alternating between regular\n\nand special work.\n\nAny t5rpe of special work may be offered, since it does\n\nnot require an extra teacher and does not burden the regular teachers.\n\nThus it is much more economical to employ special teachers to teach special\nsubjects direct from the standpoint of school expenditures as well as from\n\nthe standpoint of the\n\neconomy of the time and strength of the regular\n\nteachers.\n\nOur efforts at enriching the curriculum in the school are not as successful as they should be because we are either trying to do too many things in\n\nthe same room or trying to provide two, three, or more places for each child\nin the school plant.\nIt is out of the question to make a successful gymnasium,\n\nworkshop,\n\nmusic studio, art studio, science laboratory, library and social center, study\nand recitation room out of the same classroom. I have never seen any\nsuccessful plan for making an auditorium, study-room, and gymnasium out\nof the same room.\n\nIf we wish our children to have auditorium activities, we\n\nshould provide the best auditorium that it is possible to secure for audi-\n\ntorium purposes alone.\n\nIf we wish to provide physical training\n\nand play\n\nfor our children, we should furnish a suitable gymnasium, swimming-pool,\n\nand playground, in addition to classrooms and auditoriums.\nthing\n\nis\n\nThe same\n\ntrue regarding music studios, art studios, science laboratories,\n\nlibraries, and workshops.\n\nIt is not economical\n\nfrom the standpoint of school expenditures to\n\nmake a gymnasium, workshop, studio, laboratory, and library out of an\nordinary classroom, even tho economy is the chief reason for our trying to\n\ndo so.\n\nEveryone grants that such a combination is a makeshift and inter-\n\nferes more or less with the instruction in reading, writing, and arithmetic,\n\nfor which the classroom is primarily intended.\n\nBut, bad as have been the\n\nresults from this effort to provide for a series of combination activities in the\n\nsame room, the effort to provide gymnasiums, playgrounds, auditoriums\nand libraries, laboratories and workshops separate and in addition to classrooms has been much more disastrous.\nUsually in a school plant with twelve hundred children an effort is\nmade to provide twelve hundred school seats in regular classrooms, an\nauditorium that will seat twelve hundred children, a gymnasium and playgroimd for twelve hundred children, and extra shops, laboratories, studios,\nand library, so that when children are in these activities their regular classrooms are empty, or the reverse. This practice has resulted in the collective\neffort of the conmiunity providing good facilities for only a part of the\npopulation. It is the same thing as in the time of Louis XIV of France,\nwhere the people provided collectively for Louis and his courtiers the\nmagnificent palaces and parks of Versailles. In cities where you find the\n\n"} {"page": 199, "printed_page": null, "text": "I\n\nCounclll\n\nCONTROL OF PROGRESS THRU SCHOOL ADMINISTRATION\n\n183\n\nmost complete up-to-j|Jate school plants with two, three, or more places\nfor each child you will find also a large percentage of the school population\n\nhoused in dilapidated, unventilated schoolrooms and in rented quarters,\nor a school budget overloaded with the burden of providing the capital out-\n\nlay for new buildings and sites and current expenditures for operation and\n\nmaintenance.\nSchool seats for twelve hundred children, an auditorium for twelve\nhundred children, playgrounds and gymnasiums for twelve hundred children,\nlibraries, workshops, studios, and laboratories for twelve hundred, make a\ntotal of forty-eight hundred units of accommodation in a school plant for\n\ntwelve hundred children; thus four units of accommodation for each child\nare provided.\n\nSchool administration should devise a plan whereby it is\n\nnecessary to provide school seats for only six hundred children, auditorium\nseats for two hundred, playgrounds and gymnasiums for two hundred, and\n\nworkshops, laboratories, and libraries for two hundred.\n\nThus a total of\n\nonly twelve hundred units of accommodation are needed for a school plant\n\naccommodating twelve hundred children, an average of one for each child.\nAll that is required for this economy in school-accommodation units is\nthat each teacher of reading, writing, and arithmetic use only one classroom\nIf thirty teachers are employed to teach the twelve\nfor two classes.\nhundred children, fifteen of them will teach the reading, writing, and arithmetic to the entire thirty classes for half of the school day and will use\nonly fifteen classrooms. The classroom is the most expensive unit of a\nschool plant. It is much more economical to build a gymnasium and buy a\nplayground for six or eight classes than it is to use six or eight classrooms\n[for gymnasiums.\n\nThe same thing is true of the auditorium.\n\nifteen ordinary classrooms is sulS&cient to\n)lay\n\nand physical\n\nThe cost of\n\nprovide elaborate facilities for\n\ntraining, auditorium activities,\n\nstudios, laboratories,\n\nlops, and library equipment for fifteen classes.\n\nUnder such a plan the regular teachers have the undisputed possession\nregular classrooms for the work for which they are best suited,\nind the special teachers have the undisputed possession of their respective\nfacilities planned and built for the work to be done in them.\nIt is not necesiry to provide playgrounds, gymnasiums, laboratories, studios, workshops,\n)f the fifteen\n\nThe total\nnumber of class accommodations for classrooms, physical training, playgrounds, auditorium, laboratories, workshops, and library need not be\ngreater than the total number of classes.\nProgress in education can be helpt materially by a school administration\nI\ndevising a plan whereby the interference in the work of the regular classroom\nby the special activities is unnecessary, whereby the diverting of classroom\n^and Ubraries as extras in addition to classrooms for each class.\n\nfunds to provide elaborate facilities for special activities in a few schools is\nunnecessary, and the burdening of the school budget with extravagant\nbuilding programs and current operating cost is avoided.\n\n"} {"page": 200, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1 84\n\n[National\n\nIf the school is to provide the facilities for the plaj^ and physical trainhig\n\nthat children formerly had in the vacant lots, the school must have added\nto the school day the time that children formerly had for the vacant-lot play.\nIf the school is to provide the child with the opportunities for hand training\n\nwhich the home industries and the small shops and farm of a generation ago\nafforded, the school must have added to the school day the time the child\nformerly had for the industries in the home, the small shop, and the farm.\nThe average city child has approximately one thousand hours a year\nThis\nfor school and over three thousand hours a year for play in the streets.\nproportion of street and school time should be reversed.\nA school day of six hours in place of five can be provided without\n\nnumber of teachers, size of classes, or the school day of\nThree teachers in charge of six classes on the playground will\nprovide a better playground than six teachers in charge of six classes.\nChildren on the playground should have an opportunity to choose games,\numpire games, and take the initiative in the activities. The same is true\nThree teachers will supervise the auditorium accommoin the auditorium.\n\nincreasing the\nteachers.\n\ndating six classes better than six teachers will supervise it.\n\nSince during\n\n20 per cent of the day one teacher is looking after two classes it is possible to\n\nprovide six hours of supervision for children with a five-hour day for teachers.\n\nUnder good conditions I believe it practicable and desirable for teachers to\nteach six hours and thus provide a school day of seven hours for children.\n\nTo give the children all the opportunities they should have for study, work,\nand play it is necessary that the school administration provide a seven-hour\nschool day in addition to the time for luncheon.\n\nThe providing of a child world within the adult world of the city wherein\nall the children\n\nmay be kept wholesomely occupied all day, working, study-\n\ning, and playing, should not be considered exclusively a public-school prob-\n\nlem.\n\nThere are many child-welfare agencies that can do for children many\n\nthings better than the schools can do them.\nIt is not necessary to have public libraries enough to accommodate all\n\nthe children at once after school.\n\nIt is not necessary to have social settle-\n\nments and children's clubs enough to accommodate all the children at once\nwhen they are turned out of school. It is not necessary to have Sundayschool accommodation to take care of all the children at once.\n\nA seven-hour\n\nschool day is desirable for children who do not have any other activities\n\nexcept those provided by the school.\nthis\n\nBut it is not necessary to require\n\ntime of children who have satisfactory activities outside of school.\n\nSome children should be permitted to stop with their private music teachers\non their way to and from school morning, noon, and afternoon. Other\nchildren may stop at libraries on their way to or from school morning,\nnoon, and afternoon. The same is true of Sunday schools. In place of a\nchurch trying to secure twenty-five teachers and twenty-five classrooms to\naccommodate twenty-five classes for religious instruction once a week on\n\n"} {"page": 201, "printed_page": null, "text": "CouncUl\n\nCONTROL OF PROGRESS THRU SCHOOL ADMINISTRATION\n\n185\n\nSunday morning, the church may provide one good classroom and one\nteacher who can teach five classes a day five days a week. The library\nshould be working to its maximum capacity all day long. Settlements,\nThe ideal\nclubs, private teachers, and churches should be doing the same.\nplan for providing child-welfare agencies in any community is that the total\nnumber of places provided for children in churches, libraries, social settlements and clubs, auditoriums, playgrounds, gymnasiums, school classrooms,\nworkshops, laboratories, and studios are approximately equal to the total\nnumber of children in the community.\nI admit that it is difficult to realize this ideal and secure the necessary\ncooperation between the several child-welfare agencies. But the school can\nserve as the clearing-house for children's activities by abandoning the policy\nof all children doing the same thing in the same way and at the same time\nand same place and thus make possible the cooperation of all child-welfare\nagencies.\n\nIndustrial and vocational training cannot be given in schools separated\n\nfrom industry.\n\nIt is impossible to finance the salaries of teachers, the\n\nsmall classes, the expensive equipment, and expensive supplies for all the\npupils who need such training without making the shops to some extent\nself-supporting.\n\nBut if it were possible to finance such industrial and\n\nvocational training, it would have little value, because in a non-productive\n\nshop you cannot learn how to do productive work successfully.\n\nYou may\n\nstart a well-trained workman in a non-productive shop and in a few years\n\nhe will be enmesht in courses of study, formal exercises, and theoretical\ninstruction.\n\nAs a rule it is not practical nor desirable to sell the products of industrialIt is both practical and desirable, however,\nto do much of the repair and construction work of the school plant in the\nschool shops.\nNo workman should be permitted to do more work than will\nbalance his salary and cost of materials. The repair and construction\nwork should be used only as far as it is desirable, educationally, to use it, and\ntraining shops on the market.\n\nall\n\ncourses should have formal exercises to supplement the practical work.\n\nAs a rule the practical shop instructors can earn their salaries and have\napproximately half of their time left for formal exercises and theoretical\ninstruction.\nThe school should have a department for the maintenance of\nschool property, manufacturing many of the things needed by the school,\nand doing much of the small construction work.\n\nThe shops thus provided\n\nshould not be considered as manual-training shops, but as real productive\n\nshops cooperating with the school.\n\nThe students working in these shops\n\nshould be considered as cooperative students just the same as students who\n\nwork in shops not under the control of the school.\nSchool administration can\n\nmake the best type of industrial training\n\npossible for every boy and girl in the public schools without much additional\n\n"} {"page": 202, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni86\n\n[National\n\nexpense for equipment and salaries of instructors thru cooperation with\nindustry in the school and out of the school.\n\nTremendous progress can be made in education thru school administration by getting greater returns for the money we are now spending.\n\nThe\n\nkey to the solution of this problem is the multiple use of all public child-\n\nMore money will be granted freely by the public when\nwe have made the maximum use of what we have.\n\nwelfare facilities.\n\nEDWARD THOMPSON FAIRCHILD\nGEORGE L. TOWNE, EDITOR, \"NEBRASKA TEACHER,\" LINCOLN, NEB.\nThere is one, for many years a member of the National Council,\nIt is hard to believe that President\nFairchild will not be at this meeting as usual. We had come to expect\na visit, a renewing of the close friendships of years which he had formed\nwith so many members of this Council and so many of the members of\nthis department of superintendence.\nAnd he lookt forward to these\nmeetings with longing and pleasure. He loved his friends and loved\nto spend with them the few hours that could be spared from the duties\nof these busy days.\nEdward Thompson Fairchild was an educational pioneer. He was\nborn in Ohio and received his school education there in Wesleyan and\nWooster universities. But he early came to Kansas, to whose educational system he devoted a quarter of a century of his best years.\nBy\nher people he was honored in many ways because he earned their fullest\nconfidence.\nBut he did a pioneer's work. He helpt to organize the\ngrowing city schools as a leading city superintendent. He helpt to\norganize the great agricultural college at Manhattan as one of its board\nof trustees for nineteen years.\nHe largely molded the state educational\nsystem as its state superintendent for six years, following a period of\nnear-chaos. Then he went back to New England to do a pioneer's\nwork there also in the midst of New England's traditions.\nHis best years were devoted to providing for the next generation a\nricher rural life, better rural schools, and a more productive agriculture.\nHe shortened his life by his zeal to help each Kansas rural community\nto work out its school and community problems.\nHe helpt to standardize their schools. He helpt, thru normal training, to get them better\nteachers.\nHe taught them how to consolidate their districts and induced\nthem to build better schoolhouses. He workt unceasingly at home with\nhis people, as a member of this body, and as chairman of the Committee\non Rural Schools of the National Education Association to organize,\nnot alone the people, but the school machinery to bring better conditions\nThe present great interest of the people in rural\nto the farm homes.\n\nwhom we sadly miss this year.\n\n"} {"page": 203, "printed_page": null, "text": "CONTROL OF PROGRESS THRU SUPERVISION\n\nCouncU]\n\n187\n\nproblems and the generous attention of educators to the rural schools\nare tributes to his wisdom and to the wisdom of those inspired as he was\nto see one of the big educational problems of this generation.\nHis service in New England was like in quality to that he had given\nto Kansas.\n\nIn five short years he aroused New Hampshire to a new\n\nvision of its agricultural possibilities.\n\nHe stirred the whole state.\n\nHe\n\nbrought not only the boys and girls into the state college, twice as many\nas had been there before, but the fathers and mothers into the extension\ncourses.\n\nThe Manchester New Hampshire Union pays him this tribute:\n\nproduced count for anything in forming an estimate, Dr. Fairchild had\nproved himself, in the five years of his stewardship of the destinies of the institution at\nDurham, the ideal college president. A growth of practically 100 per cent in the student\nenrolment; the introduction of new and attractive courses of study; new, imposing, and\nwell equipt buildings; revised and modernized entrance requirements; a campus wonderfully improved in appearance; short-term courses for the benefit of seekers after instructhese are among the many tangible evidences of Dr. Fairchild's\ntion in special subjects\nIf results\n\n—\n\nwise supervision and direction.\nNever before in the history of the state did New Hampshire farmers and their wives\n(not to mention their sons and daughters) have such opportunities for practical instruction as have been afforded them by the state college and by its extension work during\n\nPresident Fairchild's administration.\n\nHe was an inspiring\nand able executive. But above all he was a true\nand loyal friend, a devoted and generous husband and father. He had\nmany honors, more than come to most men, at the hands of his\nfellow- workers.\nHe was long a member of this body. He was president\nDr. Fairchild was a student in the truest sense.\n\nteacher, a genuine\n\nof the National Education Association.\n\nAnd there are many other high\n\ntokens of esteem and confidence which came to him.\n\nBut what meant\nmost to him was the confidence of his friends and the love of his family.\nWe shall not see him again at these meetings. We shall miss his\nconfidences, we shall need his counsel, and we shall have it only as we\nremember that his face was always toward the light, that his decision\nalways for the thing that he thought was right. We shall come and\n\nI\n\nPwas\ngo many times, but those of us who knew him will never find his place\nfilled.\n\nWe shall miss him, we shall long for his good comradeship, and\n\nhis memory shall remain with us, an inspiration, till \" the silver cord be\n\nloosed\" and we take our places with him and those others, honored\n\nI\n\nmembers of this body, who have joined the great throng of another world.\n\nTHE CONTROL OF EDUCATIONAL PROGRESS THRU SCHOOL\nSUPERVISION\nLOTUS D. COFFMAN, PROFESSOR OF EDUCATION, UNIVERSITY OF MINNESOTA,\nMINNEAPOLIS, MINN.\n\nThe first American school superintendents devoted their attention to\nthe more mechanical phases of school organization and school management.\n[-They were interested in the daily routine of the schoolroom, in disciplinary\n\n"} {"page": 204, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni88\n\n[National\n\nmatters, in examinations, in the seating of children, in the pay of the staff,\nand in the purchase of small supplies. A little later they devised graduation\nand promotion systems. Their chief interest lay in having a place for\neverything and having everything in its place. They emphasized the\nstructural and static aspects of school procedure.\nBut when the machinery was once set and in operation superintendents\ndiscovered that there were many other problems of a less detailed and\nclassificatory character demanding attention\n^problems which were incomparably more difficult because they were susceptible to the flexible and\n\n—\n\nyielding influences of public opinion.\n\nQuestions relating to revenue, to the\n\nrelations which the school should bear to mothers' clubs, to art associations,\n\nto commercial organizations, to all kinds of community affairs and interests,\nfairly swamped the supposedly hitherto already overworkt superintendent.\n\nHe was told that he was a community leader, a skilful molder of public\nAnd many a young superintendent in attempting to display the\n\nopinion.\n\nqualities\n\nof\n\nleadership\n\nfailed\n\nas an\n\nGood organizers were\nknow how to keep their\n\norganizer.\n\noccasionally discharged because they did not\n\n\"educational goods on display in their windows.\"\n\n—\n\nfor\n\nAs these two functions were exercised (i) supplying of the conditions\nwork and (2) inducing a fair share of the communities' activities to\n\n—\n\nit was discovered that both of these things\nmight be genuinely good and the school still be a failure. A new emphasis\n\nflow into educational channels\n\nwas therefore sought. This search resulted in the\nword \"supervision\" finding a place in our vocabulary in the early seventies\nBut even in those days a clear distinction was not\nof the last century.\nmade between it and administration or between it and management or\norganization.\nIn most instances supervision related to class regulation,\nto salary schedules, to rules and regulations, to matters relating to hygiene\nand sanitation. Only now and then did there appear in the literature\nany statements which showed that the thinkers were dimly conscious\nthat there was something deeper, more vital, and more significant than\nor point of contact\n\nthese.\n\nThe early attempts to define supervision now seem more or less grimly\nhumorous, and yet I am sure that they represented a groping desire to raise\ninto relief\n\nnew types of duties which superintendents were beginning to\n\nundertake as supervisors.\n\nA board of education in a large eastern city said\n\nthat it is the business of a supervisor to cast a genial influence over his\nschools, but otherwise he is not to interfere with the work of the schools.\n\nAs late as the nineties a writer of distinction said\nThe supervisor, in relation to the scholarship of his schools, is as a traveller going\ninto a great and far country to earn wages and to bring back treasures from its vast stores\nof wealth.\n\nIn relation to children and youth, the supervisor is as a pioneer going into a\n\ngreat wilderness of primeval forests, to make there a\n\nhome of civilization.\n\nIn relation\n\nto his schools, the supervisor is as a sea-going captain of the medieval time upon a chart-\n\n"} {"page": 205, "printed_page": null, "text": "CouncOl\n\nCONTROL OF PROGRESS THRU SUPERVISION\n\n189\n\nOne writer said that \"supervision is taking abroad view, the general\nview, and seeing the back and middle grounds\n\nas\n\nwell\n\nas\n\nthe\n\nfore-\n\nground with its details,\" and in another place he declared it to be \"the\nvision in the old and beautiful sense of seeing things invisible.\"\nThese\ndefinitions are fairly typical of a multitude of meaningless platitudes\nthat could be cited as early attempts to describe the field and problems\nof supervision.\nIt is clear that such general statements do not define the problems of\n\nsupervision, nor do they make clear the handicaps and opportunities of the\nsupervisor.\n\nThey simply show how supervision was evolving.\n\ntoday practically an open field awaits us\n\n—a\n\nEven yet\n\nfield that is enormously impor-\n\ntant because of its possibilities.\nIt is important because of the unique position that the supervisor holds\n\nHe is the mediator between the teachers and\nHe is in no strict sense a teacher of children (altho he\n\nin the educational scheme.\n\nthe superintendent.\n\nwill be all the better if he can do it well) nor an executive empowered with\n\nthe responsibility and the duty of employing teachers, inspecting buildings,\nor purchasing supplies, altho these and a number of other duties are closely\nrelated to his work.\n\nBecause the function of supervision is frequently\n\nlodged with the superintendent, who is also the organizing and administrative head of the schools, it is likely to be sacrificed to these other functions.\n\nWhile there is a tremendous overlapping of responsibility and power between\nthose three functions, for purposes of definition and discussion, if not for\n\nthe sake of efficient work, they should be kept separate.\n\nGradually out of the chaos and multiplicity of activities performed by\n\nOne of these is that of laying\nand prescribing materials and methods. It is not assumed that the\nsupervisor will perform this function without the assistance and cooperation\n\nthe supervisor four great duties have evolved.\nout\n\nBut it is a fact that these are matters of daily concern for\nWhenever a new subject clamors for admission, he must\nconsider its adaptability to the various grades and to the different types of\nmind found in his school. He must also consider the methods that should\nbe employed in presenting the materials to the different grades and to the\ndifferent types of mind represented in them.\n\nof his teachers.\n\nthe supervisor.\n\nAnother of the important duties of the supervisor is that of studying the\nquMities of merit and causes of failure\n\namong teachers.\n\nThese should he\n\nused as a basis for refining his methods of checking and rating his teachers.\n\nDespite the claims of certain educational sentimentalists that it is little\nshort of sacrilegious for a supervisor to judge his teachers in relation to their\nability to instruct, it is nevertheless a fact that this is one of the very best\n\nexcuses for his existence.\n\nI do not see how he would justify his existence if\n\nhe did not think of teaching in terms of efficiency levels.\n\nA third of the great duties of the supervisor is that he should be familiar with\nall the approved mental tests for determining the mental status\n\nof children and\n\n"} {"page": 206, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nigb\nwith\n\nall the\n\nunits\n\nINational\n\nand scales for measuring their educational achievement.\n\nAltho he may not find time to prepare original tests, he should, for both\npractical and scientific reasons, know how to use those already workt out.\n\nHe should see that they are really impersonal standards for measuring\nAs an alert-minded and progressive\n\ndifferent aspects of teaching efficiency.\n\nschool officer he should welcome the refinement as well as the introduction of\n\nevery instrument that enables him to substitute establisht facts for current\nopinion in dealing with the distribution of subject-matter, its time distribution, methods of instruction, or the attainments of the pupils.\n\nThe fourth great duty of the supervisor is that of improving the teaching act.\nIt is the one thing that he must keep ever foremost in his mind. Every visit he makes, every new text that he introduces,\nevery regrouping of the children, every test that he gives, every device of\nevery kind should have the improvement of instruction as its goal. To\nmodify instruction effectively the supervisor must be familiar with the\nlaws underlying its technique. He must be conversant with lesson types,\nwith the special methods of the various subjects, and with the generalized\nexperience of successful men as to the qualities that should be considered in\nThis is his main problem.\n\nestimating the value of instruction.\n\nThe four duties\n\n—the laying out and prescribing of materials and\n\nmethods, the thinking of teachers and teaching in terms of efficiency levels,\nthe use of standardized tests and scales, and the improvement of the teach-\n\n—constitute the scope\n\ning act thru the criticism of instruction\n\nof supervision.\n\nThey call for scholarly standards based upon a knowledge of historic and\ncontemporaneous experience before supervision can be properly analyzed\n\nand appraised.\n\nHow progress can be made in these special fields is a question with\nwhich every large school system in the United States is deeply concerned.\nI have personal knowledge of the situation in four large city systems in\n\nwhich there is a rising tide of criticism against supervision. And this\nAt first I was disposed to\ncriticism is coming from the teaching force.\nagree with the supervisors, but more recently I have found evidence that the\nteachers are not wholly without justification. They have been told that\nsupervision is never petty, but its larger problems and issues have not been\npointed out to them; they have been told that supervision should remove\nerrors, but the fundamental errors have not been described; they have been\ntold that supervision is systematic, but the system has not been shown;\nthey have been told that supervision will give them that educational guid-\n\nance which will enable them to analyze a child's several abilities, but they\nfind that doubt is being cast upon the instruments for doing this; they\n\nhave been told that supervision will show them how to modify instruction\nso as to meet the individual needs of pupils, but as yet they find that nearly\nCriticism of supervision can be\nall the instruction is mass instruction.\nabated only by fulfilled, not by broken, promises.\n\n"} {"page": 207, "printed_page": null, "text": "CouncUl\n\nCONTROL OF PROGRESS THRU SUPERVISION\n\n191\n\nAnother reason for the spreading antagonism between these two units\nis that the attitude of the supervisor has been too\nAs a judge he inspects, but\nlargely that of simply passing judgment.\ndoes not supervise; he directs, but never leads; he points out faults, but\nof the teaching force\n\nnever shows how to achieve a different result.\n\nGood supervision involves\n\nstating the principle behind the judgment and the ability to show how the\n\nWhen\n\"How would you do it differently and why?\" they should\n\napplication of that principle would call for a different technique.\n\nteachers ask,\n\nfind a sympathetic and ever-present resourceful helper.\n\nA third reason for the criticism supervision is receiving can be accounted\nfor by the manner in which supervisors have been selected and by the work\n\nwhich they have been askt to perform.\n\nIn a large city system it has been\ncustomary for successful teachers to be appointed to the supervisory positions.\nThese teachers taught the other teachers to teach in the way in\nwhich they had been teaching. During their vacation periods it often\n\nhappened that these newly appointed supervisors were expected to work\nupon courses of study and to prepare reports for the superintendent. But\nhere and there small groups of teachers had caught the spirit of the new\neducation; they felt the pressure for prof essional training, and consequently\nthey went to summer school. They brought back new ideas, new methods\nof work, new inspiration.\nThe contagion spread and other teachers went\nto school.\nIt was not long until there was a group in the teaching corps who\nknew more about teaching than did the supervisors. The supervisors were\nnot wholly to blame for the situation; the system was to blame. A system\nwhich requires them to work from eight o'clock in the morning until fivethirty in the afternoon upon almost purely mechanical things, which saves\nfor them little reserve energy for summer-school work, is the product of an\noutworn conception of educational efficiency.\nThe situation just described as characteristic of large cities is even\nworse in many of the smaller cities, for in them the superintendent is compelled to look after everything.\n\nThere is one additional reason why little progress has been made in the\nfield of supervision, and that is that nearly everyone feels that he is\n\ntent to pass an expert opinion upon any phase of school work.\n\ncompe-\n\nThe almost\n\nuniversal faith that the ordinary citizen has the ability to pass judgment\nupon the schools is shown in the great variety of reforms advocated. No\n\nmatter how extreme the critic, if he declares that the schools are worthless\n\nand\n\ninefficient,\n\nthe curriculum wooden, methods stereotyped, and the\n\nsupervision futile, he is certain to have a following.\n\nProgress is being made more or less blindly thru cut-and-try methods\n\nThere is little agreement as to\nmethods and little consideration among either teachers or supervisors of\nthe problems concerned with the teaching of various subjects.\nProgress all\n\nor thru the influence of the propagandist.\n\ntoo frequently\n\nis\n\nsimply the result of catching at those passing things\n\n"} {"page": 208, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n192\n\nwhich promise improvement in practice.\n\n[National\n\nIn few fields is knowledge more\n\nfragmentary, are ideals more distorted and methods more fluctuating, than\nin the field of supervision.\nin this field.\n\nWe are still encouraging uncritical drifting\n\nConfusion and ferment must give way to greater stability and\n\nsecurity.\n\nAn extensive bibliography reveals a literature of obvious remarks on\nsupervision.\n\nThe things we do not know and the problems we are leaving\nTradition is still the only basis we have\n\nunsolved make an appalling list.\nfor answering\n\nmany of the simplest questions.\n\nWe do not know, for\n\nIndeed we\ndo not know- whether they should be taught at all as tables. A large\npercentage of a thousand superintendents replying to a questionnaire stated\nthat the tables should be taught in the regular order, because that was the\norder in which they had been taught and because that was the order in\nwhich the digits originated. At least the second of the two reasons is not\nexample, the best order of teaching the multiplication tables.\n\ntrue.\nThe order in which the tables should be taught is a supervisory\nand teaching problem. It is barely possible that the regular order is the\nmost difficult and the most unnatural of all orders. Why should not this\nproblem be experimented with and the answer found ?\nAgain we know practically nothing about reading rates, about the relation between speed and accuracy in learning the formal subjects, about the\noptimum time units for effective instruction, about the measurement of\nachievement in the content subjects. Many of the habits of study which\nwe suspected as being true are now known to be false, and yet we have not\n\ndiscovered the laws underlying the technique of study.\n\nThe adjustment\n\nof materials to the different rates of progress in learning is still an unsolved\n\nproblem.\nI\n\ndo not wish to imply that no progress has been made.\n\npossession of\n\nWe are in\n\nmany investigations dealing with minimum essentials and\n\ntime limits. Various schemes for the rating of teachers have been devised,\nand about forty different standardized tests and scales are in existence.\n\nNorms as to the distribution of subject-matter or the optimum divisions\nof time are of value, but they do not disclose teaching procedures.\n\nStandard\n\nand scales enable us to compare results under existing conditions,\nbut their diagnostic worth has scarcely been appreciated. When one\nlearns that a grade is not up to standard or that a pupil is ten points below\nthe median, he is still face to face with the problem of finding what to do.\nHe is still confronted with the eternal problem of how to improve his\ntests\n\nteaching, of how to differentiate it so as to serve the individual capacities of\nhis students.\n\nDalliance with a matter so inherently fundamental and universally\n\nimportant as this should no longer be permitted.\n\nProgress in supervision\n\nshould be made thru the careful and scientific study of its problems.\n\nMere\n\nopinion must give way to facts secured thru trustworthy investigations.\n\n"} {"page": 209, "printed_page": null, "text": "Council]\n\nCONTROL OF PROGRESS THRU SUPERVISION\n\nExperiments\n\nconducted\n\nunder\n\nprogress made by blind chance.\n\nmust\n\ndisplace advances\n\ncontrolled\n\nmust\n\nconditions\n\n193\nsupersede\n\nCooperative work upon definite problems\n\nmade by individual workers.\n\nSensitiveness to\n\nproblems related to the teaching of the different subjects rather than interests in mechanical devices must characterize supervision.\n\nAll of which means that we must have and the future will see a new\n\nHe must recognize that first and above all the improvement of instruction must begin with himself. A recognition of his personal\nHimself the embodiment\nresponsibility will keep him alive intellectually.\nof modern specialized scholarship, it will be possible for him to advance the\ntype of supervisor.\n\nintellectual capacity of his faculty year after year.\n\nAppreciating that\n\nteachers cannot be left to sink or swim, he will seek to improve them, not by\nelimination, but by education.\n\nEnjoying the qualities of leadership, he will\n\nsecure the spontaneous cooperation of his teachers and not be a fearless\nlord in the midst of those who fear, sending out orders and commands from\n\nthe central office.\n\nBut where are we to find such men and women ? In the present superWhere are they to receive this training? In\nthe public schools themselves and in higher institutions.\nSchools for testing forms of organization and methods of instruction should be provided in\nvisory and teaching staffs.\n\nevery large school system.\n\nAnd higher institutions should recognize the\n\npeculiar mission they have to perform in the training of supervisors.\n\nEverywhere vast sums are being appropriated for research in scientific fields.\nColleges of medicine have their hospitals, dental schools their clinics, and\n\nEveryone believes that\nmost of the money expended in those institutions is wisely expended. We\nhave great respect for the botanist who tries to secure reliable data concolleges of agriculture their experimental stations.\n\ncerning the radiation of leaves* or for the zoologist who tries to find whether\n\nany relation exists between the length of the intestines of a fish and the\ndepth at which it lives in the water, and yet neither of these offers an opportunity for social service that will compare with that of discovering the\nmost economical method of learning to read, the elements that should\nconstitute our common culture, or the education that superlatively gifted\n\nchildren should receive.\n\nIf supervisors are to\n\nmerit and to dignify the\n\noffices they hold, if they are to be imbued with a professional spirit and in\n\nturn know how to communicate it to their teachers, then there must be\n\nexperimental stations and agencies establisht in which they\n\nmay make\n\ninvestigations and conduct experiments.\n\nThis movement has already begun.\n\nResearch departments are being\n\nestablisht in city and state departments of public education,\n\nschools\n\nand normal\nand universities are taking the initial steps to provide a more\n\nelaborate training for supervisors.\n\nModern science must focus its attention upon the supervisory problems.\nIt must be given the opportunity to penetrate emotional prejudice and to\n\n"} {"page": 210, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n194\n\nstrike at the shackles of tradition.\n\n[National\n\nIt and it alone can develop a critical\n\ntype of mind which after all is the best guaranty of progress.\n\nInstead of\n\nprejudice, contention, selfishness, and opinion, science must determine our\n\nbiases and attack our sources of error.\n\nStudies and investigations extend-\n\ning over broad areas and over long periods of time must be conducted.\n\nWhat we need is an impersonal, unfrightened approach to these important\nThe only way to escape from the unguided, drifting manner\nin which we have been attempting to make progress in the past is thru the\n\nproblems.\n\napplication of science to the concrete problems of supervision.\n\nTeachers\n\nand supervisors sent out from our higher institutions should be dominated\nwith that spirit of humility but in possession of those instruments which\ncharacterize the faithful workers in other fields.\n\nMy plea, therefore, is\n\nthat achievements hereafter be made in the supervisory field by those who\nare controlled by passionate ideals, by those who have the disinterestedness\nof the scientist, not the attitude of the pedant;\nof, sensitive to, and inspired by,\n\nby those who are conscious\nby those\n\nthe real problems in their field;\n\nwho are willing to devote themselves to the study of those things which\nrelate to the\n\nimprovement of instruction.\n\nInstead of being the victims\n\nof blind phantasy and aimless drifting, instead of being mere mechanicians,\nlet us have more and better trained workers upon the scientific level.\n\nTEE CONTROL OF EDUCATIONAL PROGRESS THRU EDUCATIONAL EXPERIMENTATION\nJUNIUS L. MERIAM, PROFESSOR OP SCHOOL SUPERVISION, SCHOOL OF EDUCATION, UNIVERSITY OF MISSOURI, COLUMBIA, MO.\n\nBy way of introduction I wish to make a few statements about the two\nterms \"control\" and \"progress.\"\nI wish educational progress to refer strictly to social improvements.\n\nTheoretically this view is readily accepted.\n\nPractically\n\nit is\n\nas readily\n\nThis great divergence of practice from theory means that our\npublic schools are not actually serving society, but are, in large measure,\ndisregarded.\n\nmarking time on the \"three R's.\" This isolation from real life is the\ncriticism made in almost every one of the many school surveys of recent\nyears.\nAnd I am compelled to entertain the fear that this gap between\nschool and society is being widened by the great emphasis on measurements\nof children's abilities in school arts and the standardization of school work\n\non the basis of so-called \"minimum essentials\" in traditional school subjects.\n\nThe perfecting of the school arts is not of itself evidence of educational\nThis view will affect very considerably our attitude toward the\ntwo types of experimental education presented in this paper.\nI wish the term control, as here used, to refer primarily to the stimulaThere is danger\ntion of greater educational progress as dei&ned above.\n\nprogress.\n\nthat we think of control as a check or limitation.\n\nJust such a check is\n\n"} {"page": 211, "printed_page": null, "text": "CONTROL OF PROGRESS THRU EXPERIMENTATION\n\n'council]\n\n195\n\nprobably needed to keep within bounds the devices invented for the purpose\nof advancing the technique of school arts.\n\nOn the other hand, the school\n\nworld should be quickened into a more vigorous effort to develop a much\n\nmore vital relation to the social and industrial world.\n\nThis view of control,\n\nas that above of progress, affects the position herein taken on two t)rpes of\n\neducational experimentation.\n\nThese two types of experimentation are:\n1.\n\nLaboratory experimentation, in which a study is made of specific\n\nactivities of children,\n\nwith the exclusion, so far as possible, of all other\n\nactivities.\n2.\n\nSchool experimentation, in which all school activities continue under\n\nconditions as nearly normal as possible, except for certain modifications,\n\nthe effects of which are to be studied.\n\nIn laboratory experimentation the experiment is of first concern.\nIn school experimentation instruc-\n\nInstruction of pupils is quite negligible.\n\ntion of the pupils is of prime importance and the experimenter must select\n\n*\n\nthe data he wishes for study.\n\nLaboratory experimentation is carried on by adaptation from the psychological, biological,\n\nand physical laboratories.\n\nThe specific problems\n\nselected have become essentially quantitative, and the method of study has\n\nbecome,\n\nconsequently,\n\nlargely\n\nstatistical.\n\nSchool\n\nexperimentation\n\nis\n\nan effort to help the pupils adjust\nthemselves more adequately to the complex environment in which they\nlive.\nThe problems are, therefore, largely qualitative, and the method\nof study is like that of most of life out of school, i.e., interpretation, judgessentially social in character.\n\nIt is\n\nment, according to circumstances.\nI wish to discuss briefly laboratory experimentation and then outline\nsome problems for school experimentation in which the issues are, as I\nview them, much more fundamental and important.\nLet me say at the outset that I am in full sympathy with the scientific\nmovement in education and that I recognize much of value in the use of\nI believe that the statistical\nstatistical methods in educational problems.\nmethod will play a much larger r61e in school experimentation later than at\n\npresent.\n\nA few words only are needed to point out typical problems studied by\nlaboratory experimentation.\n\nEducators and professionally trained teachers\n\nare quite well acquainted with these studies, tho the pubUc is still quite\n\nThey are based largely upon the relative efficiencies\nmethods of teaching reading, writing, arithmetic, and other\n\nin ignorance of them.\nof various\n\nconventional school subjects, as well as various types of the learning process.\nEfficiency of reading\nin school subjects.\n\nmay be cited as a type of experimental study\n\nThis topic is usually separated into two parts, formu-\n\nlated into two problems:\n\n(i)\n\nWhat is the rate of reading?\n\nextent is the reading comprehended ?\n\n(2)\n\nTo what\n\n"} {"page": 212, "printed_page": null, "text": "«\n\nNATIONAL EDUCATION ASSOCIATION\n\n196\n\n[National\n\nA third question naturally arises, namely, What is the correlation\nbetween rate of reading and comprehension?\n\nAn experiment would con-\n\nsist of certain tests, followed by exercises in reading and reporting compre-\n\nhension of what was read, and then further tests.\n\nA second illustration of laboratory experimentation may be taken\nfrom the problem of the learning process. A specific problem may be to\nHere the aim is to\nfind the best method of memorizing sense material.\ndetermine whether it is better to memorize by the so-called part method\nor by the whole method. Various provisions may be made for exercises in\nmemorizing. Tests are given to measure the efficiency of the two methods\nin terms of the number of lines learned per hour.\n\nNo further illustrations\n\nare needed.\n\nSuch laboratory experimentation and allied tests doubtless lead to\nFor example: '' Educational science and educational\npractice alike need more objective, more accurate and more convenient\n\"^\n\"Laboratory experimentation .... will show what\nmeasures\nresults of some value.\n\nmethods in current use are most effective under conventional conditions.\"^\nSuch experimentation and accompanying tests have supplied us with\nknowledge of a sort as a substitute for speculation. On the other hand,\nin view of school experimentation which I wish to recommend strongly, let\n\n—\n\n—\n\nme call attention briefly to certain real dangers in the prevailing emphasis\nupon this laboratory experimentation.\n\nThe first danger is that this experimentation be conducted for the purpose of science alone rather than for [the social betterment of boys and\n\nNote a few illustrations of this danger.\n\ngirls.\n\nA well-known writer on\n\nexperimental education has recently described an experiment in efficiency\nof reading.3\n\nThree elements in a complete determination of the efficiency\n(i) the rate of reading; (2) the amount which\n\nof reading are suggested:\nis retained;\n\nthought.\n\n(3)\n\nthe extent to which what is read suggests relative trains of\n\nExperiment is made on the first two because, as the experimenter\n\nsays, \"these are the elements most easily measured.\"\n\nIt is indeed easy to\n\nexperiment with pupils upon the number of lines they can memorize, or the\n\nnumber of words they can read in a given time.\n\nAnother experimenter in\n\nthe efficiency of reading scores comprehension of the material read\n\nby\n\ncounting the number of written words which express the thought of the test\npassage, on the ground that this method is \"easy, rapid, and objective.\"4\n\nexperimentation and tests be limited to those elements\nwhich are easily measured, in all probability the purpose is primarily science\nIf our educational\n\nfor its own sake rather than for the social improvement of children.\n\nAnd I am impelled to maintain further that in the attempt to follow\nlaboratory methods in the more exact sciences educational experimentation\n,\n\nE. L. Thorndike, Teachers' College Record, XV, No. 4, p. i.\n\n» J.\n\nDewey, \"Experiment in Education,\" in Monroe's Cyclopedia of Education.\n\n» F.\n\nN. Freeman, Experimental Education, pp. 117 £f.\n\n*\n\nB. Stark, Journal of Educational Psychology, VI, 13.\n\n"} {"page": 213, "printed_page": null, "text": "CONTROL OF PROGRESS THRU EXPERIMENTATION\n\nCouncil!\n\nfails to\n\n197\n\ntake into adequate account conditions of the pupil experimented\n\nFor example, in experiments upon the learning process emphasis is\ngiven to regularity in the time of the day, but no account is taken of physical\nupon.\n\nThe one is easy to control, the other\nThe one condition admits of considerable scientific exactness,\n\nand mental conditions of the pupil.\ndifficult.\n\nwhatever be the value of the conclusions reached;\n\nthe other condition\n\ncontains so much of the personal equation that less exactness is possible.\n\nThus scientific exactness, even in comparatively petty problems, is chosen\nat the sacrifice of educational products.\n\nThe second danger is that laboratory experimentation may not touch\nThe experimenter\n\nproblems of real value from the social point of view.\n\nHe is bent\nFor example,\nSelected words or\n\nforgets, for the time at least, his theory of educational values.\n\non certain knowledge without reference to social efficiency.\nthe perceptual process in reading\n\nis\n\nbeing studied.\n\nThe subject is\n\nsentences are exposed before the subject for a moment.\n\ndirected to write down what he is able to recognize after each exposure, but\n\nnot to give his reply aloud to the experimenter.^\nin large part, writing down, not reading.\n\nis,\n\nThe real test in this case\nPeople\n\n—children indeed\nWe are not justified\n\ncan read when unable to write what they comprehend.\n\nin measuring efficiency in reading by the subject's written report or by the\n\nnumber of words pronounst in a given time.\n\nA real test of efficiency in\n\nreading may be made only when the pupil is reading for a definite purpose\nother than that of the test.\n\ntaken\n\ninto\n\naccount.\n\nThe rate and comprehension might then be\n\nLaboratory experimentation\n\nis\n\ndirected\n\nto\n\nthe\n\nmechanics of reading, under artificial conditions, not to efficiency of reading\nin real life.\n\nIn support of this position Professor Dewey's own statements are most\nappropriate:\n\nThe comparative definiteness and accuracy of such results are often apt to blind those\nundertaking the experiments to the limitations of their educational value\n\nThere\n\nare certain questions of underlying motivation, purpose, spirit in education which cannot\n\npossibly be workt out under laboratory conditions, until they have\n\nfirst been introduced under school conditions; and these problems are educationally the more fundamental ones. In short, laboratory experimentation .... will show what methods in\ncurrent use are most effective under conventional conditions; they will not test the\nrelative worth of the conventionally current type of education as compared with some\n\nsuggestive reform type.'\n\nThe effect of this emphasis upon scientific method at the sacrifice of\nfundamental problems in education directed toward social efficiency is already\nseen in intensifying attention upon the mechanics of school arts rather than\n\nupon the values of life acts. And this emphasis continues\nthe face of\nmodern educational theory aiid current community demands that our\npubHc education be more immediately related to social life.\niipi\n\n'\n\nF. N. Freeman, Experimental Education, p. iii.\n\n•Article on \" Experiment in Education,\" Monroe's Cyclopedia of Education.\n\n"} {"page": 214, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nigS\n\nINational\n\nQuite in contrast with this laboratory experimentation with school\npractices under artificial conditions I wish to urge that educational experi-\n\nmentation be directed to larger social problems and conducted under\nThis form of study may be called school experi-\n\nnormal-school conditions.\n\nmentation, in that the experimentation here proposed is carried on as a part\nof the regular work of the school.\nIllustrations of this experimentation may be found in a large number\n\nof schools, public and private.\n\nProgressive superintendents and teachers\n\nare trying various plans of making their work more effective.\n\nBut much\n\nof such experimentation is local, temporary, and unscientific.\n\nConditions\n\nare not carefully studied and results are not critically examined and publicly\nreported.\n\nBut a few school experiments have attracted wide attention.\n\nThe\n\nContinuation Schools of Munich, organized by Dr; Kerschensteiner, sought\nto supplement apprenticeship work by instruction in trade and citizenship.\nDewey's Elementary School, in Chicago, sought \" to bring the school into\ncloser relation with home and community life .... to break down the\nbarriers which have unfortunately come to separate the school life from\nthe everyday life of the child.\" Superintendent Wirt, in the Gary schools,\nis developing a school program that will enable all pupils to be busy all day\nlong at work, study, and play under right conditions.^ Madam Montessori\nopened her school in Rome with tjfie problem of improving the physical and\nsocial conditions of children as they live in certain tenement houses.\nAt\nthe University Elementary School of the University of Missouri an attempt\nis being made to meet new demands for a more practical education by the\nselection and organization of a curriculum strictly in terms of the activities\nand environments of both children and adults. The central problem is to\nhelp boys and girls to do better in all those wholesome activities in which\n\nthey normally engage.\n\nIn the work of these five schools, suggested here as types of efficient\nschool experimentation, two important principles are readily discerned.\nFirst, educational experimentation on problems of vital social significance\nmust be carried on in the midst of all the other activities of the school.\n\nThese activities have much to do with the results of such experiments.\n\nDewey's experiment would have been denied its great contribution to the\nschool world had it been reft of its complex school conditions. The Gary\nsystem would not have been known had Mr. Wirt's study-work-play\nprogram been tried in other than normal-school conditions with all the\ncomplications involved.\n\nIn other words, these problems cease to be educa-\n\ntional problems when they are removed from the situation in which they normally\narise.\n\nRecognition of isolated words by the brief-exposure method is not\n\nan element in real reading.\nletters, syllables,\n«\n\nReal reading is the acquiring of ideas thru\n\nwords, and combinations of words guided by varying\n\nW. Wirt, Introduction to R. S. Bourne's The Gary Schools.\n\n"} {"page": 215, "printed_page": null, "text": "CONTROL OF PROGRESS THRU EXPERIMENTATION\n\nCouncUl\n\npurposes according to varying conditions.\n\n199\n\nRemove these purposes and\n\ncomplicated conditions and we have, not reading or even an element of it,\n\nbut only recognition of individual characters\nof reading.\n\n—an exercise in the mechanics\n\nLaboratory experimentation deals with these empty exercises;\n\nschool experimentation provides opportunity for real reading\n\nand then\n\nexamines what takes place.\n\nThe second principle suggested by these five schools is this: Pupils\nmust be unaware of the experiments in which they are subjects. Only in\nthis way is their behavior normal.\nThe behavior of a fifth-grade boy in the\npresence of formal columns of digits, a stranger as proctor, and a stop watch\nSuch an exercise is not found in the comas timekeeper cannot be normal.\nmonplace life of a fifth-grade pupil seldom is it found in even the most\nformal of schools. The experimenter of today is taking averages and\nmaking curves on the ground that deviations due to artificial conditions\ncounterbalance if the number of cases is large. The results would be far\nmore reliable if these averages were made of abilities in strictly normal\nWhat we really want is knowledge of the abilities of pupils in\nconditions.\nSuch is the demand of life outside of the school. It is\nreal situations.\n\n—\n\nthe principle applied in school experimentation, in contrast to that used in\n\nlaboratory experimentation.\n\nEducational experimentation of this nature may well be conducted in\n\ntwo classes of schools. At university centers such experimental schools\nmay be conducted in the atmosphere of professional freedom. And much\nfreedom is necessary to prosecute experiments of a reform type. The\nuniversity has always been recognized for exactly this freedom of inquiry.\nIn the public schools adaptations of the university experiments may be\nmade. The experiments of Dewey's Elementary School have carried over\nUnder the direction of the Division of Education\ninto many public schools.\nat Harvard University an experiment was undertaken in the public schools\nof Newton, Mass.\nAdaptations of the work of the Elementary School at the\n(University of Missouri are being made in the schools at Mexico, Mo., San\niego, Cal, Ravinia, 111., and other places.\nThe most recently proposed\nexperimental school under university auspices, to be directed by Teachers\nCollege and financed by the General Education Board, will ere long have\nits influence in public schools.\nHowever, in case public-school officials\nhave a novel insight and a strong inspiration for educational advancement,\nand in case local conditions are favorable for pioneer work, such experimention may well be initiated in public schools.\nSuch is the case in the\nMunich Continuation Schools and in the Gary schools.\n\nK\n\nTwo conditions are of special importance.\nneeded.\n\nFirst, considerable time is\nReal injustice was shown the Gary system when judgment was\n\npast after a trial of less than one year in New York City.\n\nExperiments\n\nin the mechanics of reading, writing, and the like may be adequately completed in a few periods of exercises.\n\nWe must be content to wait several\n\n"} {"page": 216, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n200\n\n[National\n\nyears that educational experiments of a social nature may have time to\n\nEducational experiments conducted in schools rather than in\n\nreach results.\n\nlaboratories are so complex in nature that much longer time is necessary.\n\nA\n\nsecond condition follows: The results of these experiments must be exprest\nin terms of purposes rather than in terms of the machinery of such purposes.\n\nAgain, it was a gross injustice to the Gary system to measure\n\nits\n\nvalue\n\nby formal tests in certain of the traditional school subjects, as conducted\nThe efficiency of the Gary experiment, in\nin the New York schools.\nNew York or in any other city, must be measured in large part at least\nby the effects of its work-study-play program on the social life of the\npupils.\nHere is a diJSicult problem for the \"efficiency expert,\" but he\nmust face it.\nWe must not ignore the many dangers evident in this school experimentation.\n\nFor example, there may be a lack of precision due to apparent\n\nindefiniteness of data, and there may be loose personal speculation due to\n\nenthusiasm to accomplish purposes.\n\"results\n\nare less\n\nquantitative,\n\nBut, as Professor Dewey says, these\n\nseemingly\n\nless\n\naccurate and scientific,\n\njust because\n\nthey are dealing with matters educationally\n\nimportant.\"\n\nHere again the\n\nindeed, his responsibility\n\nscientific\n\n—to work out\n\nmuch more\n\neducator has his opportunity\nscientific\n\nmethods\n\nof\n\nstudying\n\nproblems in complicated school conditions as well as in simple laboratory\nconditions.\n\nBy way of conclusion I wish to propose a possible program for professional service\n\non the part of this National Council of Education.\n\nA\n\ncommittee on educational experimentation should be appointed with these\nfunctions: (i) to suggest problems for experimentation; (2) to advise\ncertain schools to undertake such investigations; (3) to counsel with these\nschools in their methods of work with special reference to securing cooperation;\n\n(4) to secure the publication of reports of such studies.\n\nThis National Council of Education is in a position to wield far-reaching\nSchool officials and school communities would welcome assistinfluence.\nance from a national organization of this character. The committee should\nrepresent both the university schools of education and the public schools.\n\nMembers of this committee should be selected from places where there may\nbe large opportunity for such experimentation. The problems studied\nshould be large educational issues rather than limited schoolroom methods.\nI believe the curriculum contains the most fundamental of present issues.\n\nThe question is not one of how much geography or how little arithmetic is\nnecessary in the schools; it is not a question of minimum essentials in\nlanguage or history. The real issue is, What is the school occupation that\nwill contribute most effectively to improving the out-of-school lives of our\n\nProblems of organization, methods, equipment, and the\nExtensive cooperation may be secured thru\nthis national committee by way of counsel, reports, and publications.\n\nyoung people?\n\nlike are strictly subordinate.\n\n"} {"page": 217, "printed_page": null, "text": "CONTROL OF PROGRESS THRU PREPARATION\n\nCouncil]\n\n2oi\n\nThis is an appropriate time for well-directed, concerted action.\nNational Council of Education has an opportunity\nresponsibility\n\n—\n\nThis\n\n—and therefore great\n\nfor executing some extensive plans of furthering educational\n\nprogress thru school experimentation.\n\nTHE CONTROL OF EDUCATLONAL PROGRESS THRU\nPROFESSIONAL PREPARATION\nWILLIAM\n\nC.\n\nBAGLEY, DIRECTOR; SCHOOL OF EDUCATION, UNIVERSITY OF\nILLINOIS, URBANA, ILL.\n\nThe relation of the professional preparation of public-school workers\nto the educational progress of the nation is obviously intimate and direct.\n\nIn the development of our schools during the nineteenth century the teachers\nthemselves took a prominent part.\n\nIn spite of statements so frequently'\n\nmade to the effect that teachers as a group are opposed to change and to\nprogress, a study of the history of education in the United States proves\n\nconclusively that practically every forward\n\nmovement in education has\n\nbeen initiated and valiantly advocated by the leaders among the teachers\nthemselves.\n\nThruout the Middle West it was these leaders who fought for\n\nthe support of schools by general taxation, for provisions that would make\n\nelementary education truly universal, for the establishment of normal\nschools, for the development of the free high school, for the enrichment of\n\nthe elementary curriculum, and for the introduction of manual training\nand domestic arts.\nBut the influence of the leaders among the teachers has often been\nhampered by the immaturity, the brief service, and the inadequate preparation of the larger part of the teaching population.\nWith only a minority of\n\nour public-school workers specifically trained for their duties;\n\nwith prac-\n\ntically one-half of them serving in the schools but five years or less;\n\nwith an\n\noverwhelming majority less than twenty-eight years old, it is clear that a\nhandicap of large dimensions confronts the minority of mature, experienst,\n\nand well-prepared workers who take their profession seriously and immerge\nthemselves in its problems. Certainly we should all agree that no wellconstructed program for insuring educational progress can omit or even\nrelegate to a subordinate position the problem of professional preparation\nfor teachers.\nI\n\nThis is not to imply that much has not been done in the past or that\nmuch is not being done today to prepare public-school workers for their\nresponsible duties.\n\nVery happily the ground has been prepared, the\n\nfoundations have been laid, the framework of the structure\n\nis\n\nready.\n\nNormal schools, city training schools, county training schools, and teachers'\ncolleges form a nucleus that may readily be expanded and integrated into an\nadequate system.\n\nIt will be the purpose of the present paper to indicate\n\n"} {"page": 218, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n202\n\n[National\n\nvery briefly what that expansion and integration should, in the opinion of\nthe present speaker, involve, and upon what principles it should be based.\n\nTHE FIRST NEED\nCertainly a prime problem is to insure a more liberal attitude upon the\n\npart of the people toward the institution for the training of teachers.\n\nThis\n\nwill mean first of all a keener appreciation of the direct relation between\n\nwell-prepared teachers and both economy and efficiency in public-school\n\nwork.\n\nIt will mean in the second place a much more liberal financial sup-\n\nport of normal schools and other agencies for the preparation of teachers.\nIt is not a tribute to our profession that normal-school instructors are\n\ntoday the most seriously overworkt and the most seriously underpaid of all\n\nTwo years ago I pre-\n\nteachers on the higher level of educational service.\n\nsented before the\n\nNormal School Conference at the Cincinnati meeting\n\ncertain facts that may be profitably reviewed at the present time.\n\nUpon\n\nthe basis of statistics collected just prior to that meeting the average\n\nteaching schedule of normal-school teachers in fifty-five representative\nschools was found to aggregate twenty-four hours each week.\n\nThe teach-\n\ning schedule for the average teacher in forty-six representative land-grant\n\nthe maximal teaching schedule permitted\n\nsame year, and\nby the leading standardizing\n\nagencies for colleges is sixteen hours a week.\n\nIt is also true that the salaries\n\ncolleges aggregated only eleven hours a week during the\n\npaid to normal-school teachers, while generally better than those paid to\nteachers in the smaller independent colleges, are\n\nstill\n\nquite inadequate.\n\nIn fifty-five state normal schools we found two years ago that the median\nsalary of the best-paid teachers of the schools (the heads of departments)\n\nwas only about twenty-one hundred dollars, while the corresponding figure\nfor heads of departments in land-grant colleges was at that time slightly\nmore than three thousand dollars.\nIf the program for the training of teachers that I shall propose to you is a\nrational program, it will require the payment of normal-school salaries on a\nscale that will attract the talent that is best adapted to this difficult work,\n\nand this will mean a scale of compensation that will compare favorably\nwith that of the leading universities for full professorships.\n\nAssuming the possibility of meeting this condition (and it is certainly\nwell within a range of possibilities), the next question concerns the candi-\n\ndates for teaching service who undertake professional training. The\nnormal schools of this country have been, from their inception, peculiarly\n\ndemocratic.\n\nThey have been close to the people.\n\nThey have seen a\n\nfield ripe for the harvest, and they have rolled up their sleeves and pitcht in.\n\nThey have rendered a splendid service in giving to the students who came to\nthem the instruction and the training that these students needed and from\nwhich they could derive the greatest profit in proportion to the time that\ncould be given to the work.\n\nThe normal schools have been evangelistic in\n\n"} {"page": 219, "printed_page": null, "text": "CONTROL OF PROGRESS THRU PREPARATION\n\nCouncU)\n\n203\n\na sincere and consecrated sense of the term. It was necessary at the outset\nand for a long time afterward that they should admit students with little\nreference to academic preparation and seek to make up the deficiencies\nby giving to these students instruction on the secondary level and not\ninfrequently on the elementary level.\n\nA BROAD BASIS IN LIBERAL EDUCATION\nIt is\nis\n\nmy conviction that, while this necessity has not yet entirely past, it\n\nrapidly passing,\n\nand that a comprehensive program for educational\n\nprogress should take every possible measure to insure that every candidate\nshall have before entering the professional school a general and liberal educa-\n\ntion equal at least to that represented by graduation from a four-year high\nschool.\n\nThis end is to be sought thru the raising of certification standards,\n\nthru increasing the attractiveness of the work of teaching upon all levels,\n\nand thru an improvement in the social status of the teacher thruout the\ncountry. If to the four years of high-school education some candidates can\nadd two, three, or four years of college education, so much the better. A\nfew weeks ago I talkt to the young women students of our university on the\nopportunities that teaching offers as a career for women.\nI urged those who\nwere convinst that they were qualified for elementary service to go into\nthat service rather than into the high schools. There is a place in the elementary schools for college-trained women for teachers with the broader\ninsight which a longer period of liberal education will provide.\nBut I also\nsaid that they should never expect general and liberal education to become a\nsubstitute in any way for specialized and technical preparation for teaching\non any level, and especially on the elementary level. We have in our university a number of students who come to us after graduating from the\nnormal schools and who remain two years to receive our degree. I shall\n\n—\n\nIII\n\never be thoroly satisfied until a reciprocal movement is inaugurated\n\n—until\n\na proportion of our students leave us after two, three, or four years of general\neducation and go to the normal schools to prepare for elementary teaching.\n\nGranting the necessity of insuring at least a high-school preparation in\n\nI\n\nthe way of a foundation for professional work, and granting that all professional work should be at least of collegiate grade, the next question has to\n\ndo with the nature of that professional work.\nit\n\nI\n\nam personally convinst that\nBy truly\n\nshould be truly professional, but not narrowly professional.\n\nprofessional I mean that it should prepare the student explicitly for some\n\ntype of teaching service rather than attempting a \"general\" preparation\n\nwhich would necesarily be scattered and non-intensive.\nsional curricula should be differentiated.\nter of\n\nTo this end profes-\n\nI should plan for a term or a semes-\n\nwork common to all who enter the professional college.\n\nThis first\n\nunit of work should aim among other things to acquaint the student (i) with\n\nthe various needs of the teaching service,\n\nI\n\n(2)\n\nwith the qualities that are\n\n"} {"page": 220, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n204\n\n[National\n\nessential to success in each type of work, (3) with the preparation that is\n\nneeded, and (4) with the rewards that success may bring.\n\nIt is not too much\n\nto hope that we may ultimately have diagnostic tests which may be applied\nto candidates for teaching and which will enable us to determine with a fair\nmeasure of certainty whether a person is natively disqualified for certain\n\ntypes of work.\n\nThere are teachers in the primary grades who ought never\n\nto undertake this work because they lack entirely the elements of sympathy,\n\npatience, and insight which are so essential in dealing with little children.\n\nThere are teachers who ought never to teach in high schools because they\nare entirely insensitive to the instabilities of young adolescence.\n\nAnd it\n\ngoes without saying that there are some teachers who ought never to teach at\nall;\n\ntheir natural field may be that of selling goods, or pleading in courts of\n\nlaw, or managing \"big business,\" or writing novels, or making furniture,\nor plowing corn, or even running large school systems as administrators\n\nbut it is not teaching.\nDiagnostic tests which will reveal the heavier natural handicaps to successful teaching are quite predictable;\n\nbut in any case the term or the\n\nsemester of common work will enable most candidates to choose more intelligently than they do now.\n\nAt the close of this period the curricula should be\n\ndifferentiated.\n\nTHE RANGE OF DIFFERENTIATED CURRICULA\n\nHow many curricula should be offered is a question the answer of which\nwill depend upon the rapidity with which the notion of special training for\n\nspecial work is accepted by the people.\nAt the present time primary work\nand upper-grade work are fairly well specialized. Most of the better normal\n\nschools already offer specific curricula for primary teachers.\n\nUpper-grade\n\nteachers are now commonly recruited from among those who have served\n\nan apprenticeship in the intermediate grades. In Illinois the intermediategrade teachers are, as a group, seven years younger than the upper-grade\nteachers and five years younger than the primary teachers. Whatever the\noutcome of the junior high-school proposals may be, this movement will\ncertainly set a premium upon special preparation for teachers of the upper\ngrades.\n\nThere will remain, then, the intermediate grades as the last field\n\nof elementary teaching to be specialized.\n\nIt is safe to predict that this\n\nfield will be permitted but little longer to suffer from the sad neglect which\n\nhas hitherto been its lot.\n\nThe provision of specific curricula for the training\n\nof intermediate-grade teachers will certainly\n\nwork in this most desirable\n\ndirection.\n\nAt least three curricula, then, should be provided for teachers in graded\nelementary schools.\nof\n\nThere should be additional curricula\n\nfor\n\nteachers\n\ndepartmentalized upper grades and junior high schools, and these\n\nshould be still further differentiated in respect of subject-matter.\n\nSpecial-\n\nized curricula for high-school teachers must also be differentiated in respect\n\n"} {"page": 221, "printed_page": null, "text": "CONTROL OF PROGRESS THRU PREPARATION\n\nCouncill\n\nof subject-matter,\n\n205\n\nand specially designed to remedy the present serious\n\ndefects in preparing teachers for this\n\nfield.\n\nThe present practice is to\n\nprepare high-school teachers merely thru a four-year general course with\nintensive study of the subject the candidate expects to teach, plus two or\nthree more or less unrelated courses in educational theory.\n\nThis is one of\n\nthe markt weaknesses that a comprehensive program of educational progress\n\nshould seek to correct.\n\nThe high-school\n\nteacher does not need\n\nmore\n\n\"hours\" of pedagogy, but he needs very seriously a better articulation of\nall his work with reference to the problem of teaching adolescent boys and\ngirls.\nHe does not need more subject-matter so much as he needs a study\nof subject-matter with particular reference to its adaptation to the needs\nof high-school pupils.\n\nA BROADER CONCEPTION OF \"PROFESSIONAL\" COURSES\n\nAnd this suggests the essential nature of a truly professional preparation\nI am convinst that much of the so-called\n\nof all teachers as I see the problem.\n\n\"professional work\" is generally futile, partly because it comes too soon\nand partly because it is unrelated to other subjects. On the other hand,\n\nwhile general education is important, it cannot be substituted for technical\n\nand professional training. It is, then, our conception of what constitutes\n\"professional\" work that needs to be broadened. This conception must\nbe extended to include specific courses in the subject-matter that the candidate\nproposes to teach, but courses organized from the standpoint of a relatively\n\nmature mind that is studying a specific teaching problem.\n\nIt is clear that\n\narithmetic, geography, American history, and English must appear in the\n\nprograms that prepare for elementary teaching, but these subjects should\nbe taught on the collegiate level to students of the maturity and preparation\nrepresented by that level, and they should be recognized as demanding the\n\nsame quality of thinking as does the study of economics or college history\nor political science or any other subject now recognized as being of collegiate\n\ngrade.\n\nI\n\nam confident that, with a proper conception of his problem and a\n\nproper background in his own experience and training, the teacher of mathematics in a normal school could offer a course covering,\n\nlet\n\nus say, the\n\nsubject-matter of primary number in its relation to the teaching of primary\n\nnumber to little children\n\n—a course that would stimulate the best thinking\n\nof even a graduate student.\n\nThe instructor in physics who would prepare\n\nteachers of physics for the high schools should certainly take his students\n\nover the subject-matter of physics as it appears in the high-school program.\nI do not mean that these \"professional\" courses should exclude subject-\n\nmatter not found in corresponding courses offered in the lower schools.\n\nI\n\ndo mean that each subject taught on the lower levels must be presented on\na broader plane and with many more associations in the teacher-training\ncurricula that prepare for service upon these levels.\n\n"} {"page": 222, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2o6\n\n[National\n\nSTRATIFICATION MUST BE BROKEN UP\n\nThis explanation will serve in a way to justify the answer which our\nprogram for educational progress might well make to the ever-present\nquestion, Should high-school teachers be trained in normal schools or in\nuniversities? The answer would be that both institutions should contribute.\nIf a normal school has facilities for offering the curricula suited\nto the training of high-school teachers, it should certainly undertake this\nservice.\n\nIf the university is willing to\n\norganize similar curricula and has\n\nthe facilities (including, of course, provisions for practice teaching), it should\n\nnot be denied the privilege.\n\nIf,\n\non the other hand, the normal school\n\nbelittles elementary service for the sake of secondary service, or sells its soul\n\nfor a\n\nmess of \"advanced-standing\" pottage, or if the university is not\n\nwilling to grant its credit for the kind of\n\nwork in subject-matter and in\n\nprofessional branches that the intending high-school teacher should have,\n\nthen a new type of institution should be developt that will render the\ndesired service.\n\nTo set off the normal schools for the elementary service\n\nand the universities for the secondary service is simply to perpetuate that\nstratification of the teaching population which all of our efforts should aim\nto break up.\n\nIn our comprehensive plan we should look toward the lengthening of the\nperiod of preparation for elementary service to at least three years of\n\nspeciahzed work after the high school.\n\nEach two-year curriculum should\n\nbe capable of expansion into three-year and four-year curricula.\n\nGraduates\n\nentering service from a two-year curricula should come to look upon this\ninitial teaching as in the nature of an apprenticeship or an interneship, and\n\nshould be encouraged to return to the training college or to the university\n\nThis advanst work should be primarily a continuation,\nan extension, and a broadening of the work already done, with provisions\nalways for liberaHzing elements. The more highly trained teachers graduating from advanst courses could then be selected for the more responsible\nfor advanst work.\n\ntypes of service.\n\nOur present\n\npractice\n\nof\n\nencouraging normal-school\n\n•graduates to teach for a while in the grades and then return for additional\n\nwork to prepare for high-school teaching is good for the high schools, but\nextremely unfortunate for the elementary schools.\n\nAnd this, of course, suggests a condition that any constructive program\nof educational progress must aim to bring about: the essential equality of the\n\nteaching service at all levels.\n\nIt may never be possible to pay elementary\n\nteachers as a group salaries so attractive as those that teachers on the higher\nlevels will receive.\n\n—and\n\nBut\n\nthis is the\n\nimportant point\n\nthere should\n\nbe certain positions in elementary service that will command rewards just as\nattractive as any that are offered by either secondary or collegiate service.\nThere are a few positions of this sort today; a really constructive program\nwill aim to increase them and thus strike another body blow at the unfor-\n\ntunate stratification which now characterizes the teacher's calling.\n\n"} {"page": 223, "printed_page": null, "text": "CouncU]\n\nCONTROL OF PROGRESS THRU PREPARATION\n\n207\n\nTHE NEEDS OF THE RURAL SCHOOLS\nIt should go without saying that one of the important iy^QS of service\n\nfor which a thorogoing system of teacher training must provide is that which\n\nrepresented by the work of the rural schools. Whether these are oneroom schools or consolidated schools, their work upon all levels must be\nspecialized both from the standpoint of teaching and because of the responsibilities that the rural-school teacher must assume as a community leader.\nI should by no means exclude the preparation of rural-school teachers from\nthe general rule that all professional preparation for teaching must rest upon\n\nis\n\na basis of general education equivalent at least to a four-year high-school\ncourse.\n\nProfessional curricula for these teachers should be as extensive\n\nand as carefully organized as professional curricula for primary, uppergrade, junior high-school, or high-school teachers.\nSupplementary curricula extending the period of preparation to three, four, or five years\n\nshould also be available for rural-school teachers and should aim to provide\n\na group of highly trained\n\nrural-life\n\nexperts from whose ranks county\n\nsuperintendents and supervisors could be recruited.\nI\n\nam not unmindful of the handicaps which a really constructive pro-\n\ngram of educational progress will have to overcome in thus raising the\nstandard of general and professional preparation for rural-school teachers.\nThis problem has always presented the most serious obstacle to the effective\npreparation of teachers.\n\nBut my contention is that we should not temporize\n\nor compromise in dealing with a situation that involves inequities so markt\nas those represented by the present differences in the standards required\nof rural-school teachers on the one hand and of town and city teachers on\n\nthe other hand.\n\nThe only conceivable solution of the problem is very far\n\nfrom an easy solution.\n\nIt involves\n\nan extension of the principle which\n\nour predecessors succeeded after a long struggle in firmly establishing.\n\nJust\n\nas they establisht the principle that it is just and equitable to tax an indi-\n\nvidual in proportion to his wealth for the education of all the children of the\n\ncommunity, so we must fight for the principle that it is just and equitable\nto tax a community in proportion to its wealth for the education of all the\n\nchildren of the state.\n\nIf town and city service is more attractive to teachers\n\nthan rural service, then the obvious remedy is to make up the difference in\n\nI\n\nsome effective way. And the towns and cities, whose prosperity is dependent upon the prosperity of the rural districts and consequently upon the\nintelligence of the rural population, ought to help to pay the bills.\nIt is clear that few if any institutions will be able to offer all of the\nspecialized curricula that will be required to meet the needs of a typical\nstate.\nThe largest demand will be for elementary- and rural-school\nteachers.\nMost of the teachers' colleges that I have in mind will attempt to\nmeet these two needs and in addition will offer a curriculum, or two or more\ncurricula, preparing for more specialized types of service, such as agriculture, domestic arts, music, and the like.\nOther colleges will be larger\n\n"} {"page": 224, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2o8\n\n[National\n\nand will prepare certain types of high-school teachers as well as elementary\nteachers and special teachers.\nUnder present conditions the university\nshould limit itself to curricula for teachers of high schools and possibly\njunior high schools and to more advanst curricula for the preparation of\n\nsuperintendents and other supervisory officers.\n\nIn large states one of the\n\nteachers' colleges should cooperate with the university in offering curricula\n\npreparatory to these supervisory positions.\n\nIt is needless to say that all of\n\nthe teachers' colleges offering four-year curricula of any type should confer\n\nthe Bachelor's degree and that the colleges offering five-year curricula should\nconfer the Master's degree.\n\nNot all of the colleges, of course, will offer the\nOne institution, for example,\n\nsupplementary years of the shorter curricula.\n\nmay specialize in the higher preparation of primary teachers, another in\nthe higher preparation of intermediate teachers, still another in the higher\n\npreparation of rural-school teachers.\n\nTO SUMMARIZE THE PROPOSALS\n1.\n\nA constructive program of educational progress on a national scale\n\nwill involve much more liberal and extensive provisions for the preparation\n\nof teachers than are now afforded in any single state.\n2.\n\nThe time should shortly come when all teachers, including those of\n\nrural schools, shall\n\nhave had at least two years of carefully organized\n\nprofessional training beyond the general and liberal education afforded by a\n\nfour-year high school, and every effort should be made to make the work of\n\nteaching sufficiently attractive either to encourage a longer period of general\n\neducation or to insure a minimal specific preparation of at least three years.\n3.\n\nTeacher- training curricula should soon come to comprise work of\n\ncollegiate and university grade exclusively, and existing normal and train-\n\ning schools should be recognized as institutions of collegiate grade\n\nand\n\nstanding.\n4.\n\nTeacher-training curricula should be specialized with reference to\n\nthe specific needs of the various kinds of teaching and supervisory service.\n5.\n\nCourses offered to intending teachers in the specific subject-matter\n\nthat they propose to teach can and should be so organized as to be equivalent\nin academic rank to other collegiate and university courses.\n6.\n\nEvery level of educational service should afford opportunity for\n\nprofessional growth and advancement and equal rewards should accrue to\n\nvarying types of service requiring equal preparation and equal ability.\n\nTHE DIRECTION OF EDUCATIONAL PROGRESS THRU\nPROFESSIONAL ORGANIZATION\nCARROLL G. PEARSE, PRESIDENT, STATE NORMAL SCHOOL, MILWAUKEE, WIS.\na)\n\nThe National Education Association furnishes one of the best-known\nAt\n\ninstances of the direction of educational progress thru organization.\n\nthe time of the St. Louis Exposition many visitors from Europe studied the\n\n"} {"page": 225, "printed_page": null, "text": "DIRECTION OF EDUCATIONAL PROGRESS\n\nCouncil]\n\n260\n\nIt was a common subject of remark with\nthem that, while the United States has no \"system of education\" and no\n\nschools of the United States.\n\nstate is required to follow the plans used in another state, there is a very\n\ngeneral agreement as to plans of organization, administration, subjects of\n\nThe opinion\ncommented upon this fact was\nthat the National Education Association, thru its platform and its publications, had done more to unify the educational system of the United States\nthan any other single influence.\nb) National, state, and local organizations of teachers furnish a powerstudy, and other matters connected with the pubHc schools.\n\nof practically all the foreign visitors who\n\nful agency for the personal improvement of those\n\nengaged in educational\n\nThese organizations have already done much thru a discussion of\n\nwork.\n\nthe proper standards which should be insisted upon for admission to the\nprofession and the proper canons of conduct on the part of those who prac-\n\nThey have discust the means by which the work of teaching might\n\ntice it.\n\nbe better systematized and the manner in which better teaching equipment\n\nand better illustrative material might be had.\n\nThey have compared ideas\n\nas to the opportunities for self-improvement in the way of increast knowl-\n\nedge of the subject-matter to be taught and increast skill in presenting this\nknowledge.\n\nIn other words, they have, in these organizations, given serious\n\nand fruitful attention to the increase of their own knowledge and skill,\nimproved methods of using this knowledge and skill in the work of teaching,\nand improved materials with which to work. They have also done much to\ndiscuss ideals of accomplishment which they would set for themselves to\nobtain.\nc)\n\nThese organizations have done much and may do more to shape\n\neducational progress by means of the discussion of plans for the organization\nof city, county, and state school systems thru the study of improved methods\n\nof administration for schools and the study of better plans of supervision.\n\nThey may also discuss and influence the provision to be made for necessaries\nschool grounds of ample size, properly equipt,\nand school buildings properly constiructed and supplied with the requisite\nteaching helps. They may do a great deal by the discussion and bringing\nabout of better means of financing school systems, so that adequate funds\nmay be had for carrying on the work of pubUc education.\nd) Teachers' organizations may do much toward shaping the progress\nof education by studying, and estabUshing and shaping pubHc opinion as\nto the proper conditions under which teachers shall be expected to do their\nwork, and in suggesting and bringing about such improvement of working\nconditions as will secure greater perseverance in the work of teaching on\nthe part of those who enter upon it. They may do much thru concerted\naction and the cumulative force of public sentiment which can thus be\nof successful school work:\n\ncreated to bring about a recognition of the importance of the teachers'\n\nwork, the importance of estabUshing wholesome and comfortable working\n\nI\n\n_._\n\n._•._...„\n\n.__...„.\n\n_....\n\n"} {"page": 226, "printed_page": null, "text": "210\n\nNATIONAL EDUCATION ASSOCIATION\n\n(National\n\nconditions for teachers, the necessity for providing adequate compensation, and the estabhshment of some plan by which teachers whose Uves have\nbeen given to the service of the public may be provided for in reasonable\n\nmanner after they pass the time when their schoolroom service is desirable,\nor when failing health and strength require them to give up the work.\ne) It is possible for school organizations\nnational, state, and local\nboth those composed exclusively of persons engaged in school work and\nthose in which only a part of the membership is thus made up to do much\nin creating public sentiment for, and bringing about the enactment of,\nproper school legislation. Many improvements in education and much\ndirection of the operation of our educational system can be brought about by\nthe teachers themselves, or by the creation of proper educational sentiment\nfor action under existing laws.\nMany much-needed improvements, however, are dependent upon enlightened educational legislation.\nEducational\norganizations, like the national Committee of One Hundred to Promote\nthe Better Education of Immigrants, and committees of similar character\n\n—\n\n—\n\nwhich have been formed\n\nin different states\n\nto\n\npromote sound educa-\n\ntional legislation in those states thru statements of principles which should\n\nunderlie educational legislation, can be made most useful;\n\nand educational\n\norganizations of various kinds, such as state and national teachers' associations, parent-teacher associations, mothers' congresses, national playground\n\nand recreation associations, child-labor committees, and others, can, in\nthis and in other ways, be of the greatest potency in determining the directions in which educational progress shall be made.\nIn order to have their full measure of influence in such matters, however,\norganizations of school people must put aside timidity. They must less\nfrequently than now hesitate to express themselves upon vital educational\nquestions of the day. Those who are most familiar with school affairs and\nwith the directions in which school progress should be made are entitled\nnot only to express their opinions but to have those opinions respectfully\nlistened to.\nIf they themselves more frequently assumed the right which\nis unquestionably theirs and took a decided position upon educational\nmatters which are under discussion, the teaching profession and its members\nwould be more respected and the public would frequently have at its service\nvaluable information and suggestions which it now too often lacks.\n\nREPORT OF COMMITTEE ON HEALTH PROBLEMS IN\nEDUCATION\nTHOMAS D. WOOD, CHAIRMAN OF THE COMMITTEE, COLUMBIA UNIVERSITY,\n\nNEW YORK, N.Y.\nThe most fundamental and essential qualifications of the citizen\nand the soldier are physical soundness and efficiency. Nations are\nappalled at the extent of physical deficiency which is being disclosed by\n\n"} {"page": 227, "printed_page": null, "text": "REPORT ON HEALTB PROBLEMS IN EDUCATION\n\nCouncill\n\n211\n\nNational wisdom, prudence, and thrift point to no\nmore vital essentials in the educational program, in the cultivation of the\nyoung, than universal compulsory health education and physical education for boys and girls in each year of school life.\nEvery state should have a law equivalent in purpose to the Welsh\nbill in New York state, which requires health and physical training in all\nthe schools of the state. The investigations and reports of our joint\ncommittee have shown that a rational program for the conservation and\nimprovement of health is as urgently needed today for the rural schools\nnational crises.\n\nas for schools in the cities.\n\nOur committee wishes to do all that is possible to promote improvement in: {a) the sanitation and healthfulness of schoolhouses and\ngrounds, {h) the health and welfare of pupils and teachers.\nThe first pamphlet report of the committee, on Minimum Health\nRequirements for Rural Schools has been printed in an edition of 800,000\n^\n\ncopies, and these have been distributed by the United States Bureau of\n\nThe printing of this large edition of the first report was\nby a generous gift from the Elizabeth McCormick\nMemorial Fund in Chicago.\nThe second report of the committee, on Health Essentials for RuralSchool Children^ has been printed in an edition of 50,000 copies, and\n25,000 of these have already been askt for by state normal schools for\nthe use this year of their students who expect to teach in rural schools.\nEducation.\n\nmade\n\npossible\n\nDr. Claxton, our United States Commissioner of Education, has askt for\n400,000 copies of this second report to supply the needs of the entire\ncountry. This large edition will be publisht and distributed as soon as\n\nsome donor may supply the money for the bare cost of printing. The\nchart exhibit of the committee has been enlarged and revised, and these\ncharts are being reproduced and will be sold at the lowest reasonable\nprices.\n\nAn illustrated chart pamphlet will be printed at an early date as a\nthird pamphlet report of the joint committee to give necessary information regarding the charts.\n\nYour committee is highly gratified at the interest in our work which\nis\n\nexprest by the Department of School Patrons of the National Educa-\n\ntion Association, and we accept gratefully the offer of cooperation from\n\nthe School Health Committee of that department.\n\nMr. Joseph E. Otis, of Chicago, another generous friend of the cause,\nhas recently given $500 for the work of the committee, and this money\nwill\n\nbe expended in the chart campaign.\n\nOur committee recognizes\n\nthe great need of a national investigation of the health of teachers.\n\nThis\n\ninvestigation has been approved and will be undertaken as soon as the\n\nnecessary funds may be provided.\n\n"} {"page": 228, "printed_page": null, "text": "i^ATIONAL EDUCATION ASSOCIATION\n\n212\n\nWe have favorable opportunities for:\npaigns for improvement of rural schools;\n\n(a)\n\n[National\n\npromotion of state cam-\n\n(b) experiments in, and demon-\n\nstration of, measures for improvement of the health of school children;\n(c) cooperation with other agencies in these health investigations and\nprograms of the schools.\nThe work of our joint committee is done without ''overhead\" expense.\n\nGrateful recognition\n\nexprest for the continued, generous, tho\n\nis\n\nnecessarily limited, appropriations from the National Education Asso-\n\nand the American Medical Association. Moderate additions\nfrom outside sources would increase in\ngeometric ratio the practical and constructive results of the efforts of\nciation\n\nto the funds of the committee\n\nyour committee.\n\nDISCUSSION\n\n—\n\nR. W. CoRWiN, M.D., Pueblo, Colo. Three minutes is a short time in which to tell\nall you know, but I can do it.\nIt was my privilege to be in the war zone last spring,\nsummer, and fall. I witnest the horrible suffering from loss of life, limb, and property\ndue, it is said, to unpreparedness. There would have been no war, it is claimed, had all\nbeen properly prepared. I am not going to talk about the war over there, but about the\nfight here.\nThere are 20,000,000 children in the school army in the United States. Of\nthese, 15,000,000 are reported out of health, sick, and crippled, on account of unpreparedness and lack of protection. The fight is for life, the struggle unending unless peace can\nbe declared on terms that will insure health.\nOur first and greatest effort should be for health education, even at the expense of\nother education, for soundness of body is more important than all else. A well person\ncan make a living, but one who is sick has a hard time to keep out of the poorhouse, to\nOur committees at present are giving special attention to\n\nsay nothing of the grave.\n\nchildren in the rural districts, where there is more sickness than in the city districts.\n\nTo accomplish what is demanded, we need better schoolhouses, more sanitary structures,\nwhich can be built at less cost than those now constructed. We need teachers especially\n\n—one teacher, ever so well prepared, cannot teach\n\nprepared to teach health sciences\neverything.\n\nThe North Carolinian or Australian method might be introduced, namely,\n\nseveral districts and states unite in defraying the expenses of a teacher, specially prepared,\nfor teaching health sciences in several schools groupt so as to make this possible.\n\nIn the last few years the mortality from tuberculosis has been greatly reduced, but\nthe mortality from heart disease is increasing\ndisease today than from tuberculosis.\nafter drinking hot\n\n—more deaths, we are\n\ntold, occur from heart\n\nWe are told that to drink ice-water immediately\n\nsoup or tea cracks the enamel of the teeth and starts decay.\n\nThe\n\nbubbling fountain, it is said, may be infected by one, and the next drinker may become\ninfected.\n\"What to Teach and How\" has been prepared and publisht by Dr. Wood.\nHis admirable charts may be seen on the walls at the entrance of this hall. They should\n\nbe in the hands of every person, as stated by Commissioner Claxton.\nWill you help us ?\n\nHelp to instruct children and parents ?\n\n000 now suffering and the new recruits enlisting annually?\ngeneration ?\n\n—\n\nIt is our duty\n\nit is your duty.\n\nWill you help ?\n\nThat is our desire.\nHelp the army of 1 5 ,000,Help to protect the next\n\n"} {"page": 229, "printed_page": null, "text": "Councill\n\nCOMMON CHARACTERISTICS OF COURSES OF STUDY\n\n213\n\nREPORT ON COMMON CHARACTERISTICS OF EFFICIENT\nCOURSES OF STUDY'\nDR. A. DUNCAN YOCUM, PROFESSOR OF EDUCATIONAL RESEARCH AND PRACTICE,\nUNIVERSITY OF PENNSYLVANIA, PHILADELPHIA, PA.\n\nIn order to economize time that should be devoted to discussion, this\n\nBut a preliminary\nsummary of its propositions is essential to the definiteness without which\ndiscussion will have little value. As it seeks to determine the fundamental\nefficiencies by which any course of study can be judged, I beg leave to\nchange its title from \"The Course of Study as a Test of Efficiency of Superreport will not be read as a whole or discust in detail.\n\nto \"Common Characteristics of Efficient Courses of Study.\"\nThese characteristics will be more readily held in mind if they are groupt\n\nvision\"^\n\ntogether under the following factors, which together constitute what is most\nessential to efficiency\n\n—de£niteness,\n\nselection, inclusiveness, adequacy, and\n\neconomy.\nSections 2, 3, and 8 have to do with the suggestive definiteness which\n\nand demands a detailing without\nwhich it is impossible to judge whether a course is educationally useful\n\nresults in educationally useful details\n\nor not.\n\nSections 12 and 13 discuss selection\n\n—the bases for elimination and the\n\ndetermination of relative educational worth.\nSections 4,\n\n5, 7, 9, 10,\n\nand 11, respectively, stand for the inclusion of\n\ncurrent and institutional as well as scientific standards (4), of a very limited\nlocal adaptation (5), of adaptation to individuality checkt\n\nby common\n\nessentials (7), of every form of mental training or control (9), and of both\nspecific and specifically social (10) and generally useful education (11).\n\nSections 6 and 14 insist upon the adequacy that can come only thru\ndistinction\n\nbetween material that\n\nis\n\nto\n\nbe forgotten\n\n(impressionistic\n\nmaterial), individually apperceived (optional material), or permanently\n\nmemorized (essential material) (6), and the organization of an efficiency\nsystem based upon relative worth (14).\nI quite agree with the suggestion of Dr.\n\nClyde Furst, of the Carnegie\n\nFoundation, and of Dr. Courtis that the efficient course of study should\ninclude, not only such tests of adequacy as\nabilities,\n\nmeasurements of skills and\nbut also tests of impressions and incentives, vocabulary, indi-\n\nand transfer, as soon as they are made vaHd and\nwould also add to the original propositions the necessity\nfor an efficient course prescribing methods of instruction in so far as scientific\nresearch has certainly and finally determined factors in economy.\nI have changed from my original intention of presenting the report for\nadoption, both from my growing belief that formal adoption can add nothing\nvidual interconnection\npracticable.\n\n'\n\nI\n\nReport of subcommittee of Committee on Superintendents' Problems.\n\n» See full report\n\nin Procudings of the National Education Association (1916), pp. 254-69.\n\n"} {"page": 230, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n214\n\n[National\n\nconvincing to fundamental agreements and exceptions brought out in\ndiscussions, and out of respect for a traditional viewpoint voiced by Mr.\n\nFitzpatrick that the Council should not arrogate to itself decisions which to\n\nbe effective require action by more popular bodies.\nBefore proceeding to a discussion I wish to quote a few representative\n\ncomments received from members of the Council and others, which serve\nmy propositions clearer or to bring out their weak points.\nTwo general criticisms seem to constitute the most appropriate introducThe first, made by Mr. Deffenbaugh, of the National Bureau, and\ntion.\n\neither to make\n\nDr. Learned, of the Carnegie Foundation, is to the effect that the report will\nbe difficult for ordinary school superintendents to understand. The second,\n\nmade by Superintendent Chandler, of Richmond, is that even if understood\nby superintendents it will be difficult for them to carry out. Except for\nweaknesses in personal literary\n\nstyle,\n\nthese difficulties are inevitable.\n\nThe solution lies along\nby Mr. Chamberlain, Dr. Snedden, Dr.\nLearned, Professor Suhrie, and others that the propositions must be\nAs a first step toward concreting and\nfirst carried out in textbooks.\nexemplifying them I hope to follow the present report with one on\n\"high spots\" in existing courses of study, which will show what is already\nAnalysis\n\nis\n\ndifficult.\n\nDefiniteness\n\nis\n\ncomplex.\n\nthe line of the suggestion made\n\nbeing done.\n[At this point Dr. Yocum read letters from many prominent educators\nexpressing favorable opinions of, and interest in, the committee's report\n\nEditor.]\n\nDISCUSSION\n\n—\n\nDr. David Snedden, Columbia University, New York. The work that Dr. Yocum\nhas done in the course of study as an administrative instrument seems to me to be of the\nutmost importance. I think we should steadily move toward the time when the courses\nThis does not\nwill be lookt upon as a guide to the teacher in every sense of that word.\n\nmean that the teacher shall not be given opportunity for individual expression, but it does\nmean that the course of study should, in the first place, quite clearly define the boundaries\nwherein the teacher is expected to work, and, in the second place, should give her a series\nof very definite suggestions as to how she can achieve results, always with the reservation\nthat if she can devise a better method and defend it she is fully at liberty to use it. I\n\nthink it is sometimes forgotten by those who make courses of study that a large proportion\nof the teachers of the country are comparatively young and untrained, and that these\nteachers can do excellent work if they are given specific directions and help, but that they\nare not capable to any considerable extent of origination, and that commonly they have\n\nnot the time to work out new devices even if they had the capacity.\n\nPaul EIreuzpointner, Altoona, Pa.\n\n—A readjustment of courses\n\nof study upon the\n\nbasis of this report and the practical application of such readjusted courses would go far\nto reconcile employers with the product of the schools offered to them by the young people\n\nin exchange for wages.\nSection 13, page 267, covers a multitude of ethical, social, and civic forces now waiting\n\ndevelopment and application in the curriculum of elementary and high schools. It refers\nto the disorganization of the educational system due to the decentralization of the social\n\n"} {"page": 231, "printed_page": null, "text": "Council!\n\nCOMMON CHARACfERISties OF COURSES OF STUDV\n\nforces in all industrial countries,\n\n215\n\nby reason of the tendency of society to break up into\n\nindividual social groups, each of which asserts its own individual interests without reference\nto the collective interest and welfare of the community as a whole.\n\nIndustrial education\n\nand continuation schools contain within themselves educational elements to the end of\ntraining in the moral conception of civic duty and conception of one's rights and responsiThis meeting\nbility for the conservation of individual, group, and national interests.\nand report give encouraging evidence that our educators conceive the social value of these\nlatent elements and that their efforts for developing them will fall upon fertile ground and\nwill be appreciated.\n\n—\n\nA. E. WiNSHiP, Boston, Mass. Dr. Winship voiced a plea for freedom for initiative\non the part of the teacher and a condemnation of the autocratic and often mechanical way\nin which the course of study planned for one locality or region is often adopted for another\nwithout regard to local conditions or the abilities and attitude of mind of the teaching body\nitself.\n\n—\n\nIf most superintendents\nJ. O. Engleman, superintendent of schools, Decatur, 111.\nmake courses of study as the preceding speaker has just asserted they do, then as a body\n\nof schoolmen we stand condemned, but I do not believe that this is any longer the usual\n\nprocedure of a superintendent, whatever may have been true in years past.\n\nI have known\n\na number of superintendents who have taken the lead in making or reorganizing the course\nof study for their own schools, and their method was not unlike our own.\n\nI have had some\n\nexperience in this work myself and may therefore be pardoned for telling how it was done.\n\nEarly in the school year 1914-15 I invited the cooperation of our whole corps of\nteachers (a little more than two hundred) in the revision of our course of study.\n\nCom-\n\nmittees were assigned for the study of the various phases of the course, and these committees in turn divided into subcommittees for work\nsubject.\n\nupon still smaller units of each\n\nMuch time was spent by the teachers in the examination of courses of study\n\nissued by leading school systems thruout the country.\n\nUse was made of the recommenda-\n\ntions of many educational theorists as well, to say nothing of the formulations of various\n\ncommittees whose voice has national acceptance.\n\nSuch portions of Decatur's previous\n\ncourse as had been workt out in detail and had stood the test of the classroom were incor-\n\nporated in the various committee reports and used as the nucleus around which certain of\nour courses were made to develop.\n\nScores of conferences and committee meetings were\n\nheld during the progress of the work.\n\nFor one week, during which our schools were\n\nclosed and under quarantine, our teachers devoted themselves exclusively to this task.\n\nBy the first of June most of the committee reports were in the hands of the superintendent.\nThe six weeks following the close of the schools were spent in a careful study and review\nof the committees' work with such eliminations, modifications, additions, and unifications\n\nas our viewpoint seemed to make desirable, or the exigencies of the case seemed to require.\n\nIn this review of the committees' reports the superintendent was given valuable assistance\nby the principal of the high school and the supervisor of the elementary schools. Criticism, sympathetic and constructive, was invited, not only from the teachers, but also from\n\nthe public both before the work was done and after it had been completed.\n\nEarly in the\n\nyear, before the work was far along, the superintendent addrest a letter to each member of\n\nthe Decatur Medical Society inviting his suggestion as to what ought to be strest in the\ncourse in hygiene.\n\nLater on, by special request, he spent an evening in addressing the\n\nDecatur Medical Society and another one in talking before the Dental Society, to the end\nthat those organizations might know just what was going on in the departments of hygiene\nin the public schools and that they might,\n\nif\n\npossible, offer suggestions that\n\nwould be\n\nvaluable in formulating an improved course of study in this subject.\n\nRobert J. Aley, president, University of Maine, Orono, Me.\nprivilege of meeting groups of college men in Boston,\n\n—I recently had the\n\nNew York, Pittsburgh, and Chicago.\n\nThese men have been out of college from two to thirty years.\n\nThey are unanimous in the\n\n"} {"page": 232, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2i6\n\n(National\n\nconviction that the course of study in high school and college should result in giving to the\n\nstudents a more definite acquaintance with the fundamentals of knowledge.\n\nThey are\n\nparticularly insistent that the work in English, composition, and public speaking is not\n\ngiving to the students the things they need in actual life.\n\nIt seems to me, therefore, that\n\nin a reorganization of the course of study we ought to give a large place to academic\n\nmatter.\n\nThe schools, if they exist for any purpose whatever, exist to acquaint young\n\npeople with that common knowledge which the world has found necessary and useful.\n\nWilliam C. Bagley, dean, College of Education, University of Illinois, Urbana, 111.\n\n—There\n\nis\n\na distinct need for suggestive definiteness in a course of study that is to be\nPersonally I can see no escape from the arguments that\n\nmaximally helpful to the teacher.\nfavor definiteness.\n\nThe number of teachers whose initiative is deadened by a definite\n\ncourse of study is negligible as compared with the number whose efforts are confused and\nineffective because they lack a definite guide for their work.\n\nThe argument for \"initia-\n\ntive,\" \"freedom,\" and \"democracy\" in this connection may easily become an argumentum\n\nad hominem, all the more dangerous because of its emotional appeal.\n\n\"Democracy\" in\n\neducation does not mean that every teacher is to have the liberty of deciding the educational pabulum of his or her pupils; democracy in education is strictly subordinate to,\nstrictly in the service of, the larger democracy of the general social organization;\nis\n\nand if it\n\nto discharge this service effectively it must recognize that the aims and materials of\n\ninstruction (even to the details of the program) exert an influence far too pervasive and\n\nfundamental to be determined more or less independently by each one of a half-million\nThe fate of the larger democracy is to no small extent dependent upon the\neducational pabulum of each oncoming generation; a specious plea for \"democracy\" in a\nteachers.\n\nsmall and restricted group may easily become a plea for what is, in essence, a privileged\nclass; in any case it should not obscure the issue or becloud principles and policies that\n\nmust be determined simply and solely by the broadest heeds of the broadest democracy.\nBut this very intimacy of the relation between educational materials and the fate of\ndemocracy imposes a most serious problem upon those in whom is lodged the responsibility\nWhile an effective course of study must be\nfor framing courses, curricula, and programs.\ndefinitely suggestive, its construction must be governed by adequate principles of educational values and an adequate knowledge of the way in which educational materials\nSection 8 of Dr. Yocum 's report deals apparently with\ninfluence conduct and character.\nthe latter factor.\n\nIt is a discussion of a problem that is at basis essentially psychological:\n\nWhat conditions within a group of selected larger topics will make the materials represented by these topics maximally useful?\n\nIt is to be assumed that these larger topics\n\nhave been selected upon the basis of their probable value. The question then arises, To\nwhat extent shall definiteness of prescription or suggestion characterize the relatively more\ndetailed topics?\n\nIn my opinion Dr. Yocum has rendered a worthy service in emphasizing the need of\ndetailed definiteness with the strict provision that the inclusion of these details be justified\n\npsychologically by their effect upon the retention, the recall in appropriate contexts, and\n\nthe application to appropriate situations, of the materials represented by the larger topics.\nA course of study in American history that listed only topics as large as \"Civil War,\"\n\n\"Pre-Revolutionary Period,\" and the like would be obviously of small value; a course\nthat went farther and listed more specific topics, such as \"Monroe Doctrine,\" \"Wilderness\n\nCampaign,\" \"Fugitive-Slave Law,\" would be much more helpful; but the most helpful\ncourse of study would be one that listed clearly the associations that should be firmly\nestablisht within each specific topic: with \"Monroe Doctrine,\" for example, such definite\n\n\"suggesters\" as \"South American Republic,\" \"European Encroachments,\" \"Bolivar\";\nwith \"Wilderness Campaign,\" such \"suggesters\" as \"Grant,\" \"Lee,\" \"1864,\" \"Flanking\n\nMovements,\" \"Wearing Down the Confederacy,\" etc. There is a rich field here for a\nWe must have a careful determination of the\n\nvery definite kind of educational research.\n\nI\n\n"} {"page": 233, "printed_page": null, "text": "Council]\n\nCOMMON CHARACTERISTICS OF COURSES OF STUDY\n\n217\n\nmost important associations and the most effective \"suggesters\"; and we must know how\nmany of these associations may profitably be reduced to that plane of absolute mastery\nwhich Dr. Yocum believes (and I thoroly agree with him) to be essential to educational\nefficiency.\n\nI am personally convinst that a careful and intelligent selection of details, coupled\n\nwith a skilful discrimination among essential, optional, and impressionistic details (as\n\nDr. Yocum suggests in section 6) and combined with a definite requirement for memorizing all important associations, will do vastly more to insure educational efficiency than an\n\noveremphasis of \"problem\" and \"project\" methods with their inescapable tendencies\ntoward misplacement of emphasis, faulty perspectives, and the enlargement of the immediate and the local at the expense of those values that are eternal and universal.\n\nArthur H. Chamberlain, executive secretary, California Council of Education.\nTremendous progress has been made in the character and equipment of school buildings, in\nschool organization and administration, and in training of teachers and quality of instrucThe course of study, on the other hand, has not kept pace. It is too frequently a\ntion.\ntest of inefficiency rather than of efficiency.\n\nMany times the only change in a course of\n\nstudy over that of twenty years preceding is a regrouping of the material and the addition\nof some of the more recent school subjects\n\n—home economics, hygiene, physical education,\n\noral English, nature-study, and the like.\n\nThe line of least resistance has been followed,\n\nand tradition has held the course-of-study maker in a grip of iron.\nMany a superintendent, confronted with the problem of putting out a new course,\nsends broadcast over the country for printed courses. These he compares with the courses\nthat have been for years in use in his own system, or in the one with which he was formerly\nconnected. To local needs, social situations, or the particular day in which we are living\nhe gives little heed. The result is a course which is the replica of its forerunner; an echo;\na mosaic, with what are supposed to be modem ideas gleaned from systems that are in the\npublic eye thrown in here and there. For surely what is good in one place must be equally\nvaluable elsewhere. And if Evangeline and The Lady of the Lake were used to good effect\nthree decades past in a given grade and at a particular time of year, why change a certainty\nOther especially good literature may have been written fully as well\nfor an uncertainty ?\nadapted to the pupils' abilities and needs. But have not the teachers their outlines\nalready prepared on Evangeline and The Lady of the Lake ? And should we do violence to\nthe time-honored custom of the passing of notebooks on to the next class by the members\nof the class preceding ?\n\nAs a test of efficiency of supervision the course of study must take into account local\nconditions and needs of a given community and must provide for meeting social needs.\n\nEmphasis is given the first of these tests in section 5 of Dr. Yocum's admirable report, and\nsection 14 develops the principle in greater detail.\n\n10 and fuller stress is laid upon it in section 13.\n\nThe second test is dealt with in section\nThe present discussion calls attention to\n\nthe close relation between the meeting of local needs upon the one hand, and adaptation\nto, or the giving of, direction to social situations upon the other.\n\nThe course of study must meet local conditions.\n\nBut local conditions bear a direct\n\nrelation to general conditions, to conditions pertaining in a locality remote from the one in\n\nquestion.\n\nThen, too, courses of study must be fitted to individuals as well as to comTo rate a course as efficient only when it meets the immediate\n\nmunities of individuals.\n\nThe effective course must also reach out to other\nFor today, more than ever before, are we realizing that no\n\nneeds is to narrow and restrict it.\npeoples and other places.\n\nlocality, country, or people is independent of all others.\n\nIt must be admitted, however,\n\nthat the course of study that does in fact meet immediate needs, that can be applied here\n\nand now, furnishes in its broad aspects the material from which to construct the course of\ngeneral application.\ngeneralities.\n\nThe tendency is to ignore local needs in the interest of glittering\n\n"} {"page": 234, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2i8\n\nINational\n\nIn meeting and giving direction to social situations the course of study plays an equally\nimportant part.\n\nChildren think in terms of the now.\n\nwhich they see and hear and touch.\ning, accepting, or\n\nThey are influenst by the things\n\nSociety is intensely interested in the present.\n\nMeet-\n\nsubduing those social situations in which they find themselves is a\n\nguaranty, so far as there can be a guaranty, that individuals will be prepared to meet or\naccept or subdue situations whenever or wherever they may arise.\nIt is therefore not simply a matter of what particular subjects to include in the course\n\nOf as great importance is the selection of certain units within the subjects\nRelative worths must be considered. All subjects may be made to meet a\ncommunity's local needs. All subjects may contribute toWard coordinating with, and\ndeveloping and directing, social situations. We can no longer say that certain subjects\nonly are disciplinary; that others make for cultural growth; that others again look toward\nsocial development.\nMathematics properly taught, and the proper mathematics taught,\nis culture-producing.\nHistory in its human aspects makes for social ends. Home economof study.\n\nthemselves.\n\nics,\n\nmusic, nature-study\n\n—their kernels, not their husks—are exact in their\n\nresults.\n\nThe\n\nusable thing is, after all, the practical thmg, the cultural thing.\n\nWhat is needed in courses of study and in textbooks is a keeping in step with the\ntemper of the time. We need to give consideration to development in other fields of\nhuman activity.\n\nWe need to consider community needs and social situations. We need\n\ncourses and textbooks made by experts possest of educational philosophy and scientific\n\nknowledge and organizing ability and teaching power and backbone. We need course-ofstudy makers and textbook writers who will not be deterred from levying upon the things\nof the past, from imitating men or following tradition by the fear that they may be\nconsidered non-progressive. But we need also those who realize that we are today living\nin a world of men and things.\nWe need those big enough and wise enough to know that\nthe most scholarly research student, the most skilled superintendent, the most successful\nsupervisor, cannot alone produce a workable and useful course of study. There must be\n\n—\n\nhad the suggestion and counsel and criticism of the classroom teachers those who must\nfollow the course of study or prove its inefiiciency. Theory and scholarship and educational leadership must strike hands with practice and possibilities and needs as they are\nfound to exist. And whether the course be an outline or detailed, to be effective it must\nbe in force, not merely a paper course.\nIf the course of study is organized\n\naround selective units that consider, first, local\n\nconditions as well as broad generalizations, and, secondly, social situations as they exhibit\n\nthemselves in all phases of environment toucht by the school, such a course may be considered as offering proof of efficiency of supervision.\n\n—\n\nOf the making of courses of\nDuring the past fifty years every great supervisor in education has workt out courses of study adapted in greater or less degree to the needs of his\nschool, with or without the cooperation of his teachers.\nThese courses have served an\nexcellent purpose in guiding teachers and students in the character and amount of their\nT. A. MoTT, superintendent of schools, Seymour, Ind.\n\nstudy there has been no end.\n\nwork.\n\nThese numerous efforts in making courses of study have for the most part followed\nThe paper under discussion this afternoon\nopens up a new field, or a new problem, in the making of courses of study. Dr. Yocum\nhas set a new standard which all future courses designed really to aid and guide the teacher\nin his work must seek to attain.\nThe real course of study must not only name extent and limits of work to be accomthe same general plans and specifications.\n\nplisht and give suggestions as to methods, but also outline in each subject of study (a) the\n\nminimum essentials, (b) the optional essentials and details, (c) and the impressionistic\ndetails.\nEvery real teacher and supervisor must know in his particular work what are the\nminimum details which must be mastered by all students in their classes. He must also\n\n"} {"page": 235, "printed_page": null, "text": "Councill\n\nCOMMON CHARACTERISTICS OF COURSES OF STUDY\n\n219\n\nknow sources and extent of many other facts and details of his subject which may be\nmastered by different minds in his classes of different abilities and capacities. The real\ncourse of study will in the future attempt this most diflSicult problem of the new education.\n\n—\n\nC. E. Chadsey, superintendent of schools, Detroit, Mich. I am in entire sympathy with the various principles laid down in the report under discussion and believe\n\nthat a detailed course of study, prepared along the lines suggested, is a necessary factor\nin securing an efl&cient school.\n\nThe great majority of our teachers need and are anxious\n\nto have rather definite statements as to the problem and the best way of securing its\n\nOur local experience has been that in many cases teachers from our\nsuccessful solution.\nown normal training school who have had the opportunity for much specific instruction\nconcerning methods in use in the Detroit schools and the problems undertaken by our\ncourses of study not only prove better teachers when they begin their work than the\naverage teacher coming to us from other school systems or normal training schools, but\n\nseem to possess equal capacity for steady growth in efficiency.\nI feel, on the other hand, that it is equally necessary that when a principal sees her\nproblem clearly and realizes that she can get better results by modifying radically the\ncourse of study as made out, she should be given authority to make such modification.\n\nA\n\ncourse of study should never prevent development of individual initiative, but when this\n\nopportunity for modification is easy to secure, the fact that the detailed course is available\nprevents harmful modifications and assures reasonable consistency.\n\nFrancis C. Blair, state superintendent of public instruction, Springfield, 111.\nMr. Blair closed the discussion with the warning that a teacher full of confidence and\ninitiative and highly efficient in a particular field of work can be transformed into a\ndependent and hesitating subordinate either thru a course of study that is ironclad in its\nprescriptions, or by subjecting herself to a superficial pedagogical training that unsettles\nher personal convictions without substituting for them a scientific and defimite basis for\nefficient service.\n\n"} {"page": 236, "printed_page": null, "text": ""} {"page": 237, "printed_page": null, "text": "DEPARTMENT OF ELEMENTARY EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—Georgia A. Alexander, supervising principal of schools\nIndianapolis, Ind.\nPortland, Ore.\nVice-President— Grace DeGraff, principal, Kenton School\nSecretary—Lida Lee Tall, supervisor of grammar grades, Baltimore County. .Baltimore, Md.\nPresident\n\nFIRST SESSION—Tuesday Forenoon, July io, 191\nThe meeting was called to order by Miss Grace DeGrafiE in the Auditorium of the\nLincoln High School at 10:00 a.m.\n\nThe following papers were given under the topic, \"American Efl&ciency thru Education\":\n\n—\n\n\"Why Vocational Education?\" ^Mrs. Mary Schenck Woolman, manager, National\nSociety for Promotion of Industrial Education, Boston, Mass.\n\"Why a Visiting Teacher?\" Lydia Herrick Hodge, visiting teacher. Public Education Association, New York, N.Y.\n\"Rural Education as an Element in the Strength of the Nation\" Adelaide Steele\nBaylor, state supervisor of household arts, Indianapolis, Ind.\n\"The Public School and the Nation in 191 7\" ^L. R. Alderman, superintendent of\nschools, Portland, Ore.\nDiscussion Mary C. C. Bradford, state superintendent of schools, Denver, Colo.\n\n—\n\n—\n\n—\n\n—\n\nSECOND SESSION—Wednesday Afternoon, July ii, 1917\nThe meeting was called to order by Miss DeGraff at 2 00 p.m. in the Auditorium of the\n:\n\nLincoln High School.\n\nThe following papers were given under the topic, \"Democracy in the Making\":\n\"The Democratic Trend in School Administration\" ^Mrs. Mary D. Bradford, super-\n\n—\n\nintendent of schools, Kenosha, Wis.\nDiscussion C. R. Frazier, superintendent of schools, Everett, Wash.\n\" Supervision as Liberating the Teacher \" ^Mrs. S\\isan M. Dorsey, assistant superintendent of schools, Los Angeles, Cal.\nDiscussion Louise Dietz, primary supervisor, Louisville, Ky.\n\"The Enfranchised Woman Teacher, Her Opportunity\" Margaret S. McNaught,\nstate commissioner of elementary education, Sacramento, Cal.\n\"The Democratic Significance of Recent Educational Movements in the Community\" Horace Ellis, state superintendent of public instruction, Indiapanolis, Ind.\nDiscussion Gertrude Andrus, Public Library, Seattle, Wash.\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nTHIRD SESSION—Thursday Forenoon, July 12, 191\nThe meeting was called to order by Miss Grace DeGraff in the Auditorium of the\nLincoln High School at 10:00 a.m.\nJoint Session with Department of Kindergarten Education.\n\nThe following program was presented:\n\"Teachers' Problem of Maintaining School Standards at the Present Time\"\nElla Flagg Young, Chicago, 111.\nDiscussion Kate Devereux Blake, principal of Public School Number 6, New York,\n\n—\n\nN.Y.\n\"Physical Care of Children\"\n\n—Emphasized by Dr. Caroline Hedger, Americanization\n\nCommittee Worker, Chicago, 111.\n\n"} {"page": 238, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni^l\n\n[Elementary\n\nBusiness Meeting\nCalled to order by Miss Grace DeGraflf.\n\nThe nominating committee reported as follows:\n\n—Alice L. Harris, assistant superintendent of schools, Worcester, Mass.\n—Dora M. Moore, principal of Corona School, Denver, Colo.\nprincipal of Linnton School, Portland, Ore.\nO.\nSecretary—\nPresident\n\nVice-President\n\nAlfie\n\nFreel,\n\nThe report was adopted as read.\n\nThursday Noon, July 12, 191\nLuncheon, under the auspices of the National Council of Primary Education, was\nserved at Benson Hotel.\n\nPAPERS AND DISCUSSIONS\n\nWHY VOCATIONAL EDUCATION?\nMARY SCHENCK WOOLMAN, MANAGER, NATIONAL SOCIETY FOR\nPROMOTION OF INDUSTRIAL EDUCATION, BOSTON, MASS.\n(Putline)\nI.\n\nVocational education helps us to take a step farther in democracy,\n\nwhich is not real until everyone has a chance in life.\n1. Leads to efficient self-directed industry.\n2. The ranks of the unemployed are filled with those who, unskilled,\nhave drifted from job to job until ambition has gone.\n3. To train people to work they must be taught young.\n4.\n\nVocational education finds ability, turns it in the best direction,\ntrains it, places the worker where he is likely to succeed, and follows\n\nhim to see that his chance has come, or to help him to get it.\n5. \"It is great when a man is in the place he is cut out for.\"\n6. It puts energy and not apology into a man.\n7. The child is a dynamg of energy when he gets a chance to do a real\nIf you are his teacher in an old-fashioned school, watch him\njob.\nplay Indian or war and see if you recognize him. Vocational education gets hold of that energy and uses it.\nII.\n\nThe youth of the nation is more than ever feeling the urge toward\nactive life.\n1.\n\nHow can we give them something to work for?\n\nTheir families\n\nmay be poor and they feel that they must help.\n\nNo wonder they\n\ndrop out of school so that one-half leave before being graduated\n\nfrom the elementary school and 85 per cent before the age of sixteen.\nWhat can they do as they leave a school where no prevocational work has given them a start toward success ?\n2. The unskilled job does not give experience which leads to future\nsuccess.\n3.'\n\nThe ranks of the unemployed are full of untrained workers.\n\n"} {"page": 239, "printed_page": null, "text": "WHY A VISITING TEACHER?\n\nDepartment!\n\nIII.\n\nEmployers complain\n\nthem\n\nof\n\n223\n\n(especially the girls for being\n\nmore\n\nindifferent than the boys).\nI.\n\nNo skill or interest or loyalty, no responsibility, no attention to\norders, no sticking to the job.\n\nThese abilities and qualities can be\n\ngiven thru wise vocational education.\nIV.\n\nThe Smith-Hughes bill.\n1.\n\nFor Oregon,\n\nsalaries of teachers of trades\n\nand home economics,\n\n$5,000 minimum, $21,600 maximum.\n2.\n\nFor teachers, supervisors, and directors in agriculture, $5,000 min-\n\nimum, $22,200 maximum.\nFor training teachers, $5,000 minimum, $10,000 maximum.\n4. Training for city vocations has been started; town vocations are\n3.\n\nfollowing; rural vocations need developing.\n\nV.\n\nThe urge of war conditions.\n1.\n\nCountry needs especially\n\nindustrial,\n\nhome, and farm workers.\n\nDemand great and training not satisfactory.\n2.\n\nConservation of foods.\n\n3.\n\nEconomy in purchase.\n\nOur resources develop t (boys and girls).\nThe regular schools can start this work going.\n4.\n\nVI.\n\n1.\n\nComparing the ability of workers from two schools (Speyer and\nPublic), industries of New York as a center, academic work adapted,\n\nhandwork with responsibility, studying neighborhood and practically\nhelping it.\n2.\n\n'\n\n,\n\nNew guidance and activities.\n\nWHY A VISITING TEACHER?\nLYDIA HERRICK HODGE, VISITING TEACHER, PUBLIC EDUCATION\nASSOCIATION, NEW YORK, N.Y.\n\nOne of the functions of a visiting teacher is to discover the causes of\nthe child's failure to grasp the opportunities that benevolent school boards\n\nhave planned. How can we expect Carla, whose family, in ignorance of\nAmerican ways and of the value of an education for a girl, is requiring her\nto do a woman's work in the household and is nagging her to get the working\n\n—^how can we expect\n\nthis fourteen-year-old\n\nto get the best of all that is offered in the school ?\n\nMust we not first see\n\npapers which the law refuses\n\nthat her difficulty, which is a home problem, is adjusted ?\n\nFor what type of children is the visiting teacher askt to make available\nthe school's opportunity ?\n\nA general classification of the visiting teacher's\n\ncases .would include the following:\n\nThose who have fallen below standard in scholarship, but who are not\nsubnormal; those whose conduct is below standard and who, more or less.\n\n"} {"page": 240, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n224\n\n[Elementary\n\nshow tendencies to delinquency; the over-age, who are restive in the classroom, counting the days until they can go to work; those who, finding it\nnecessary to work, need advice; the adolescent, the indescribable, who are\n\nalways in need of counsel; and those whose home conditions are so adverse\nthat they need special supervision or guidance.\n\nNotes like the following are sent to the visiting teacher, who, being\nregarded as part of the school staff, should have an office in the school:\n1.\n\nJoseph, eight years old, poor work in all subjects; indifferent at play and in the\n\nclassroom; his parents beat him because of his poor reports.\n2.\n\nJohn, eleven years, lazy and indifferent, smokes and gambles, sometimes stays\n\nout all night. Parents say they can do nothing with him.\n3. William, thirteen years, unusual talent in drawing.\n\nIs too young for night school\n\nand can't afford private lessons.\n4.\n\non.\n\nCelia, twelve years, poor work in all subjects, stammers and trembles when called\n\nIs thought to sew on coats for hours before school, tho mother and child deny this.\n\nAnd why has the help of the visiting teacher been enlisted to supplement\nthe work of the classroom teacher ?\n\nIn times past, and even at the present\n\ntime in smaller communities, the teacher knew her Toms and Dicks, both\nin and out of school, their capacities, their handicaps, their dislikes, their\n\nprobable outlook for the future.\n\nIn every large school, where the mass has\n\novershadowed the individual, there should be someone whose function it is\nto study the individual child in the light of his sociS-l experience, and to\nunderstand, therefore, his neighborhood and family background; the traditions, the contributions, and the ambitions of the nationality of his parents.\n\nThis requires, in addition to a teacher's training, training and experience\nin social work and time to visit at night and during school hours to see\nparents alone and above all to get acquainted with the child.\n\nThe visiting teacher stands not by any means as the only advocate, but\nas the constant advocate of the whole child.\n\nWe try to see constantly the\n\nchild as well as the pupil, the twenty-four-hour a day boy as well as the\n\nnine-to-three o'clock lad; to view the child's educational needs as springing,\n\nnot so much from his more remote need of filling the requirements of a\ncourse of study or the demands of a labor law, as from his immediate need\nof assimilating his school work and of relating it to his own experience, and\n\nfrom his ultimate need of equipment for citizenship.\n\nThe question con-\n\nstantly askt by the visiting teacher is not, \"Is this child marching in step\n\nnow?\" but, ''Is he securing the work which will make him later on know\nhow and wish to keep in step with his fellows ?\"\n\nHow does a visiting teacher work ? Her methods are as varied as the\nsituations she finds and the kinds of problems that children meet.\n\nThe\n\nvisiting teacher usually learns from the class teacher or principal the appar-\n\nent trouble.\n\nThen she sees the child in school or at home alone, and very\n\ninformally, in order to draw out the intimate facts that point to the hidden\n\ncauses of many a difficulty.\nlight the parents, or\n\nThen follows a visit to the home, to find what\n\nan older sister perhaps, can throw on the trouble.\n\n"} {"page": 241, "printed_page": null, "text": "WHY A VISITING TEACHER?\n\nDepartment]\n\n225\n\nFrom these as a beginning the visiting teacher makes a tentative diagnosis\nTo assist in the adjustment of the dijO&culty the\n\nand plans a remedy.\nvisiting teacher\n\nmay call in the librarian, playground director, leader of\n\nsettlement club, the probation officer, or a tutor from up town, but much\nof the work is accomplisht by securing the cooperation of the home and by\nenlisting the child's\n\nown energy.\n\nFrequently the school possesses the\n\nremedy which, having failed to perceive the source of trouble, it had not\nused, a transfer perhaps to a class where the work seems to the child to\nconnect more definitely with his future work, a giving of responsibility to\nthe boy, or the lifting of an unrealized strain.\nIn Oscar's case it was his old grandmother who proved to be the greatest aid in teaching him to read, altho she could speak almost no English.\nWords meant to Oscar only units to be sounded and pronounst. The\nhome work required in his school was never done. His orderly grandmother\nput into the stove the crumpled papers which he brought home. When\nhis grandmother was made to understand in her own language her grandson's trouble, the lesson papers were preserved and praised, but as to the\nreading she was sure that she could do nothing, she who could not speak\nEnglish, much less read the language.\n\nThe visiting teacher persuaded her\n\nto help by requesting the boy to read out loud to her every afternoon.\n\nIt\n\nwas with a skeptical smile that the grandmother gave her promise to make\nJhe experiment. What happened was that Oscar, to whom the reading\nlesson heretofore had been but words, in his eagerness to have grandmother\nunderstand, translated each sentence of the story into her native tongue,\nthus for the first time realizing that the printed page had a meaning. The\ngrandmother thus motivated the work for Oscar.\nWhat does the visiting teacher do for the school as a whole ? It seems\nto me that what she should be expected to do would be to assist the school\nto get a clearer vision of the educational needs of the child.\n\nHere we are\n\nout in the open, so to speak, seeing the child's home life, with its lacks, its\nambitions, and its urge, and realizing the deficiencies, the dangers, and the\n\ntrend of the neighborhood and the demands that are therefore made on the\nschool for industrial and moral training, for special counteracting or reinforcing against undesirable conditions.\n\nTo illustrate, one school, realizing\n\nthru its visiting teacher that an unwholesome and undemocratic attitude\n\ntoward housework was developing in a district where the parents could not\nbe counted on for combating such an attitude, added to its curriculum a\nspecial course in housekeeping and for some time put special emphasis on\nthe dignity of housework and home helping for both boys and girls.\n\nThis work is preventive in character.\n\nThe public school is our greatest\n\nchild-welfare agency, since it comes in contact with practically every child.\n\nThe school, therefore, is the logical place to detect symptoms of future\ninefficiency, whether they be departures from the mental, social, or physical\n\nstandards, and to correct the troubles or at least to mitigate the results of\n\n"} {"page": 242, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n226\nthe handicap.\n\n(Elementary\n\nIf the next generation is to be efficient we must get in before\n\nthe trouble is set.\n\nTo sum up, the visiting teacher's aim, so far as the school children are\nconcerned, is the study of the child's individuality and the adjustment and\n\nharmonizing of conditions in the life of the child, so that his full powers may\n\nbe releast and increast in order that he may reach out for the opportunities\nthat America represents.\n\nRURAL EDUCATION AS AN ELEMENT IN THE STRENGTH OF\nTHE NATION\n'\n\n,\n\nADELAIDE STEELE BAYLOR, INDIANAPOLIS, IND.\n\nA new note in patriotism has been sounded.\nringing with it.\n\nThis convention\n\nis\n\nPsychology and pedagogy are not overlookt, but an outside\n\nmotive that sounds like \"nationalism\" has come to the fore.\n\nThat is the\n\nreal force that made possible, at this time, a meeting of educators from all\n\nparts of this country, when the present local demand for national service is\nso urgent.\n\nWe are trying to formulate a new definition, or restate an old\n\none, that will show the relation of the school to the nation's preservation.\n\nAn entire session of the National Council was set aside Saturday afternoon for an open discussion on \"The Obligations and Opportunities of the\nSchools during the War,\" and while the title would seem to suggest that\nit referred only to a temporary occasion that would mean a readjustment\nwhen peace reigned once more, the tenor of every speech indicated that we\nare awakening to certain needs of our educational work, made apparent\nthru the present crisis, and that the obligations of the schools during the\nwar may mean the obligations of the schools after the war.\nThe schools have taught patriotism for many years, and yet out of the\npresent dire conflict comes this new note that, while it does not ignore the\ninculcation of patriotism as a sentiment essential to the best development\nof the individual, yet recognizes also the necessity for a kind of patriotism\n\nthat means greater social efficiency, not alone in the immediate group, but\n\nand growth of democracy in national life. It is a\nwhich this nation was founded. It\ncomes after we had become so intoxicated with the wealth of our national\nresources that we felt that they were inexhaustible, and it has opened our\n\nfor the preservation\n\nstruggle again for the principle on\n\neyes to the truth of our own limitations.\n\nWe are learning that some of the economic laws steadfastly adhered to\nand taught since the days of Adam Smith are not all-sufficient, and another\nfactor must come in to regulate prices.\nIt is hinted that the idleness of\nour great school plants and equipment for one-fourth of the year is waste\nand extravagance. Someone suggests that we have not educated aright or\n\n"} {"page": 243, "printed_page": null, "text": "Department]\n\nRURAL EDUCATION AS A NATIONAL FORCE\n\nwe would not be a part of this war.\n\n227\n\nSo we are endeavoring in this meeting\n\nto analyze the situation and find out if we can just what education, especially thru the public schools, does mean or should mean in our national life.\n\nAs an element in the strength of the nation, the education that deals\nwith more than 50 per cent of the school population of this country cannot\nbe lightly estimated.\n\nStatistics\n\nshow that three out of every ten people\nand that approximately 12,000,000, or\n\nin the United States are farmers,\n\nthree-fifths of the school children in this nation, are attending rural schools.\n\nIn point of numbers, then, the rural school is the largest single educational\nforce in the United States.\n\nThe strength of a nation like this one is contingent upon certain conditions:\na)\n\nAn abundance of material resources and a proper economic disposi-\n\ntion of them.\n\nc)\n\nPower to create and equitably distribute wealth.\nGood laws and their wise administration.\n\nd)\n\nA healthy, intelligent, moral, self-supporting citizenship, willing to\n\nh)\n\nsacrifice self in the interests of national welfare at home and abroad.\ne)\n\nA high type of leadership among those who administer the law and\n\ndirect industrial, business, and social affairs.\n\n/)\n\nA standing, financial and moral, among the nations of the world.\n\nAll education, to be an element in the strength of the nation, should\n\ncontribute toward the attainment of these conditions.\n\nEducation is not a matter of school buildings, equipment, courses of\nstudy, and trained teachers;\n\nit is\n\na matter of all these as instruments to\n\nhelp both children and adults to perceive the truth thru their environment.\n\nThe boy and girl in the city who are taught geography and do not know\nthat every day cars and ships laden with useful products are going from\ntheir stations\n\nand wharves to some foreign port about which they are\n\nstudying will not comprehend the truths of so simple a subject as geography,\n\nno matter how fine the buildings, how costly the equipment, how extensive\nthe course of study, or how many years the teacher may have taken in\ntraining schools.\n\nInstruction in civics that does not teach the student thru his city\n\nenvironment the actual meaning of civic life, so far as his maturity and\nexperience will enable him tq comprehend it, has not contributed to his\neducation, no matter what the methods used or the equipment in the school-\n\nroom.\n\nThe boy in the city who is taught manual training in the schools and is\nnot given the opportunity of connecting his labors, even in a very simple\n\nway, with the great industries about him has not profited in a permanent\n\nway by his instruction.\nThe girl in the city who is taught home-making in such a way that she\ncannot turn it to account, if need be, in a three-room flat, with meager\n\n"} {"page": 244, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n228\n\n(Elementary\n\nequipment and still more meager income, has not been truly educated in\nhome-making.\n\nWhat has it meant for her to have spent a year in cooking\n\nnicknacks in a finely equipt laboratory and embroidering corset covers\n\nwhen she is called upon to plan the work and regulate systematically the\nhousehold ?\n\nWhat are the features of the rural environment that may be turned to\nrich account in the education of the rural people ?\n\nthe great centers that produce the\n\nIn the country we find\n\nraw materials used in the feeding,\n\nclothing, and to some extent the housing of people.\n\nWhen the boy uses his home farm to increase corn production, when he is\ntaught to care for the farm implements, packing them away properly for\nthe winter season, and attending to needed repairs, he is getting a basis for\neconomic production; and when he follows thru his study of geography this\ngrain to the great flour mills, and then to the cities to be used in the food of\n\nthe multitude, he will know the truth of his relation to a larger world so well\n\nthat he will never allow acres and acres of tillable soil to lie fallow because\n\nhe happens to have coal mines or oil wells that yield him a handsome income,\nwhile the great city populace go hungry. Nor will he rent out his farms to\ntenants regardless of what and who they are and how the work is carried on,\nwhile he retires to the town or city to spend his declining years.\n\nNor will\n\nhe, if he retires to a village or town, vote against all improvements that will\n\ntax his property, because he happens to have no more children to educate\nand still owns his farm and wants to be left alone with his little all till\n\"death do them part.\" It is estimated that in the present crisis 700,000\nretired farmers in the United States will return to the soil again to help their\n\ncountry, and will become hired men to their own tenants on their own\nproperties.\n\nThe farmer does not produce something from nothing.\nsoil and plants the seed and receives the fruits of his labors.\n\nlive by speculation.\n\nHe tills the\nHe does not\n\nThis fact in his environment may be utilized to teach\n\na sense of justice, a respect for labor, an appreciation of merited returns\nthe qualities of citizenship that make for good legislation and its wise\nadministration.\n\nLeadership implies initiative, independence of thought, a studied aim, a\ndefinite system of procedure and resourcefulness.\n\nThe isolation in farm life, the problems that present themselves with\nno one at hand to furnish a solution, create independence of thought and\nThe boy plowing the field must use the resources of\ninitiative in action.\nmind and muscle at hand in case of accident or unexpected need. The\nblacksmith-shop, the foundry, the special mechanic, are not at hand. Such\na boy may well be left to his own devices m the solution of many problems\nand given time to think them out for himself. During the busy season of\nplowing and planting he has much time for uninterrupted reflection and can\nreach his conclusions independently of others.\n\nYears ago Mary Lyon said\n\n"} {"page": 245, "printed_page": null, "text": "Department]\n\nRURAL EDUCATION AS A NATIONAL FORCE\n\n229\n\nwe must look to the villages and rural districts for the future leaders in this\nland, a statement that is constantly verified by statistics showing that the\n\ngreat leaders in the United States have come in large numbers from the\n\nfarm.\n\nMany of the problems that farm boys and girls will be called upon to\nsolve in mathematics and science they have already applied in a simple way\n\nWise indeed is the teacher who utilizes this condition in\nThere is a scientific aspect to\nevery phase of farm production. We speak of farm mechanics, farm mathematics, farm economics, farm sociology. These terms are used more\nfrequently in the education of young people who expect to have agriculture\nfor an occupation, but the conditions that make these subjects valuable\nin the education for any occupation are present in the rural community, and\nthru the environment the general truths of science, economics, and sociology\nmay be taught so that they can be applied in any walk in life.\non the farm.\n\ndeveloping the principles of school work.\n\nThe great outdoor life in the rural communities, the daily association\nwith growing plants and animals, remoteness from the confusion of the city\nwith its crowded quarters, give a vision and place for ideals that no other\nsituation can offer.\n\nThese are the possibilities for rural education to become a tremendous\nforce in our national life.\n\nBut the instrument that will make them real is\n\nthe rural school, sanitary, provided with necessary equipment, and taught\n\nby a teacher who fully appreciates her wonderful opportunity to utilize,\nuntrammeled by the formalities and red tape of the city school, an environment rich in all the needed ingredients for producing American citizenship\nof the highest order.\n\nThat the rural child shall have equal opportunities for education with\nthe city child by no means implies that the means and methods are to be the\n\nsame.\n\nWhen we copy for the rural school the architecture, the course of\n\nstudy, the pictures on the wall, the playgrounds, and use even the textbooks\nof the city schools, we are making it impossible to utilize the greatest of all\n\n—his environment.\n\nresources in the education of the rural child\n\nWhen we say that better buildings, libraries, equipment, courses of\nstudy, enlarged supervision, and trained teachers are needed for the rural\nschools, we mean that they should be acquired on the basis of their efl&ciency\n\nin assisting the people of the rural communities to perceive the truth thru\ntheir environment.\n\nOtherwise there is no such thing as rural education.\n\nBy such utilization of the environment in the education of boys and\ngirls in the rural districts there will be a growing interest in and respect for\n\nthe occupation of farming.\n\nAnd there will be developt in the education\n\nof every boy and girl those essential qualities for successful living in any\n\noccupation, in country, town, or city.\n\nThe American people need to be aroused to the possibilities of rural\neducation as an element in the strength of\n\nthe nation.\n\nWhen rural\n\n"} {"page": 246, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n23\n\n[Elementary\n\ncommunities are too poor to provide the necessary money for securing\nequipment to make the right kind of education possible, the state, the\nnation, and wealthy individuals should supply the need.\n\nThere should be no delay in making ample provision for the proper\nphysical, intellectual, and moral development of a group of people favorably\n\nlocated to become the greatest factors in America's national existence.\n\nTHE PUBLIC SCHOOL AND THE NATION IN 1917\nL. R.\n\nALDERMAN, SUPERINTENDENT OF SCHOOLS, PORTLAND, ORE.\n\n—\n\nPatriotism does not consist of one act\n\nlike going to vote, or like paying\n\none's taxes, or even like dying for one's country.\n\nIt is more like religion\n\nSome people even think, since we\ncan most effectually serve God by helping our fellow-creatures, that when\nthe time comes that we have a great international state, then religion and\npatriotism will be in some aspects the same thing and that we can serve God\nand the nation at the same time. Our patriotism will take in all humanity.\nin that it requires constant devotion.\n\nAn astonishing thing to most people is the voluntary good order in a\ngreat school system, even in the turbulent and strongly individual high-\n\nThe pupils seem to recognize at once that they are a part of a\nThe order and system\naffect them vitally; records show that there is very little crime among\nhigh-school students, whereas there is much crime, proportionally, among\nboys of high-school age who are not in school. Cooperation among pupils\nhas been encouraged by the schools in activities outside of the classroom,\nand to some extent in activities within the classroom. The great lesson\nwe need to learn is how to live together and work one with the other, not\nschool age.\n\nbig system, and they subordinate themselves to it.\n\nas master and servant, but as copartners in a firm, working with tireless\n\ngood will, and that our modern schools will teach.\nOur schools have helpt the people adjust themselves to many great\nchanges and solve many problems. Thousands and millions of foreigners\nhave been landed at the ports of this country and have been assimilated and\nmade good American citizens thru the public schools. They came and\nfound a strange language, strange habits of work, different standards of\nTo all of these the school\nliving, and new political privileges and duties.\nhas helpt them adjust themselves.\n\nThe work of the night schools for adult\n\nimmigrants is becoming more and more important and useful. The story\ntold by Mary Antin of her childhood schooldays in Boston is perhaps the\nbest tribute ever paid to any schools in the world, and every teacher in\n\nAmerica should feel that Mary Antin's tribute is one that applies to all the\nschools in the country.\n\nIn one of our Portland schools there was a class of thirty-eight foreign\nTheir\n\nchildren in the sixth grade, mostly Jewish, Italian, and Swedish.\n\n"} {"page": 247, "printed_page": null, "text": "Department]\n\nTHE PUBLIC SCHOOL AND THE NATION IN IQiy\n\n23\n\nteacher kept them for three years, progressing thru the grades with her\n\nShe became very well acquainted with all the children. She made\nthem see the opportunities that they were to have in life, and showed them\nthat the door to those opportunities is the high school. At the end of their\ncourse all of them decided to go to the high school, or the school of trades,\nand all but one were able to go. These pupils, now in high school, have not\nforgotten their teacher of the grammar grades and often go to see her. She\nis their friend and guide.\nclass.\n\nAnother change in conditions to which the schools are helping people\nto adjust themselves is the change from country to city life which has come\nto thousands of our people.\n\nOur schools of trades and commerce prepare\n\ndirectly for city living, and so does much of the work in our other schools.\n\nAnd for city children below the working age schools are almost absolutely\nnecessary.\n\nMany problems of parents are solved by vacation schools and\n\nsupervised playgrounds, and it goes without saying that these problems\n\nwould be with us the whole year if there were no winter schools.\n\nThe country schools are beginning to manifest an interest in their own\nsurroundings, and by clubs and prizes and general honor and esteem to\n\nmake the children's farm and home activities seem worth while.\n\nThe\n\ncountry school is getting the right attitude, and is beginning to serve the\nnation by honoring agriculture and country life.\n\nThere is an apology to be made for the old-fashioned country school,\n\nHas\nby its very connection with city-school standards, helpt to make us\nand keep us all one people ? Our local dialects are disappearing; we have\nno peasant class. Many of our great men have discovered their own\ntalents in the little, old, red schoolhouse and have gone out from it to serve\nwith its cityward trend of thought, that is not, perhaps, so obvious.\nit not,\n\nthe nation.\n\nOur schools have not only helpt in necessary adjustments to changes\ncaused by other forces, but have had tremendous influence to produce\n\nchanges themselves.\n\nWhen Frances Willard and Mary H. Hunt in the\n\neighteen eighties put temperance instruction into the physiology textbooks,\n\nthey started something which will end only when every nook and corner\nof the earth shall be\n\nunder prohibition.\n\nThe new generation taught by\n\nthose textbooks has come into power now, and it votes in accordance with\n\nthe instructions it received in the elementary schools.\n\nAnother forward\n\nmovement is that of hygiene. The schools are teaching the people how to\nlive, how to keep clean, how to keep strong and healthy.\nThere is a great\nfield for activity here, but the schools will cover it.\nAs we watch the\ndiminishing of our national death-rate, it is only just for us to give much\nof the credit to the schools.\n\nPresent conditions bring to the mind of every thinking person the\n\nfundamental question, \"What can I do to serve ?\"\nis destruction,\n\nOn the battlefield war\nand most of the ordinary virtues are reverst, but at home in\n\n"} {"page": 248, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n232\n\n[Elementary\n\nwar time the ordinary virtues are intensified in the public esteem.\n\nSchools\n\nare impressing the children with the idea that each one must do his bit,\n\nmust learn to save, learn to produce. Gardening is not only a pleasure and\na source of profit, but also a patriotic duty. To be able to cook well with a\nminimum amount of waste in these days is a great virtue. Our teachers\nare not only inspiring the children with a wish to be helpful, which is a\n\ngreat thing in itself, but are showing them how to cook economically, how\nto graduate in a suitable dress without spending much money, how to start\n\na garden and how to keep it going when the dry days come, how to raise\nchickens, how to mend shoes, how to make labor-saving devices for their\n\nhomes.\nBesides things to do at the present time, there are many things to think\nabout.\n\nOur flag and the boys that we have trained to love it and inspired\n\nto serve it, our hearts, and our hopes are in the trenches in Northern France.\n\nAll America is deeply, vitally concerned in the issues of this war.\n\nWe have\n\nbeen trying to teach the children to comprehend world-issues, because as\nnever before we are citizens of the world. Our borders have extended and\nour sympathies have overrun all national boundaries.\n\nAnother way in which our schools can serve the nation during the war\nby keeping their own work going. The temptation is for us to let the\nchildren drop out. But if education has ever been really needed it is needed\nnow. Our motto ought to be, \"School as usual,\" and, in another sense,\n''School as unusual.\" Now that we are going to need trained men and\nwomen more than ever before, to stop our children's training would be a\n\nis\n\nfearful mistake.\n\nDemocracy means each working for the good of the other.\n\nIt means\n\nthat the wealth and power of each individual is ready to defend the rights\nIt recognizes the worth of human life.\nOur\nof even the most humble.\nproblem is to put a greater and greater value on human life not to let this\nwar influence us to hold life in low esteem. We are trying to save even the\nscraps of humanity because it is humanity. So we try to fit our schools\nto the needs of every child. We should have special schools, part-time\nschools for older pupils, continuation schools, and schools for adults. The\ngreatest tax in the world is the tax of ignorance. The time is to come when\nit will be a disgrace for anyone to admit that he is not studying something.\nRich and poor must go to school together and there get the same inheritance.\n\" Our schools should be so good that the rich can find no better; so good that\n\n—\n\nthe poor can find in them the open door of opportunity.\"\n\nIn a democracy with a great school system there is always hope. The\nwrongs of one generation can be righted in the next. With a new generation come new ideals and new ability to carry out those ideals.\n\nThe time\n\ncoming when the school will be the battleground of reformers, where\nidealists, business men, various organizations, will struggle for the reforms\nis\n\nthey desire.\n\nIn the schools we are to have the greatest battles of ideas ever\n\n"} {"page": 249, "printed_page": null, "text": "THE PUBLIC SCHOOL AND THE NATION IN igi^\n\nDepartment!\n\n233\n\nfought in the world's history, t^ecause people are beginning to learn that\n\nwhat a nation is to be must be taught in its schools.\n\nThe indifference that\n\nhas sometimes been characteristic of the general public toward schools is\ngoing to give way to the greatest possible interest, and questions of policy\nin school administration will be\n\nquestions.\n\non a par in interest with great political\n\nThe school administrator will have a greater responsibihty\n\nthat any other public official, because he\n\nis\n\ndirecting the forces that in\n\ntwenty or thirty years will rule the nation.\nYears ago there was a group of young men working for freedom in»\nGermany. These young men were defeated they found that their case\nwas hopeless in Germany; many of the brightest of them came to America,\nWe have had during these years the benefit of their liberal thought, their\ninfluence on education and Germany has missed it.\nIf these men could\nhave remained in Germany and let their influence be felt there if there\ncould have been a battle fought for democracy years ago in the German\nschools there might have been no battles fought in the last few years\non the fields of Flanders.\nOur freedom-loving nation has made our public schools, but on the\nother hand the schools have perpetuated and even increast the democratic\nspirit of the nation.\nDemocracy is what we are going to fight for. It is\nwhat we are going to live for democracy not only here but everywhere.\n\n—\n\n—\n\n—\n\n—\n\n—\n\nTEE PUBLIC SCHOOL AND THE NATION IN 1917\nMARY C. C. BRADFORD, STATE SUPERINTENDENT, DENVER, COLO.\nThe title of the subject under discussion this morning reflects the most\nvital reality in the life of present-day America.\n\nTo the inflexible test of\n\nresults it summons the one public institution in which Americans profess\n\nthe most profound faith, and which non-Americans have considered the\n\nsupremely distinctive feature of the national development.\nis this.\n\nHow is America to meet the testing process?\n\nA crucial time\nWill the mighty\n\n—\n\nmother of over a hundred million people —America find her children\n\"arise and calling her Blessed\" ? Will she prove to the world of nineteen\nhundred and seventeen that America spells adequacy, as in earlier years the\nmagic letters of that name were interchangeable with opportunity ? Does\nshe stand as the incarnate will to righteousness of all humanity and the\nincarnate will to sacrifice for\n\nall\n\nmankind?\n\nDoes the fluttering of her\n\nflags on the blood-stained soil of France mean the beating of pulses in over\n\na hundred million American bodies\n\n—that beating attuned to the victorious\n\nmusic of mankind arising from the sepulcher of dead traditions and moldering governmental and social forms into the sunlight of a rehabilitated world ?\nIf so, it will be because the American public school has, in some degree\n\nat least, fulfilled the august task confided to\n\nit\n\nby the commands of\n\n"} {"page": 250, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n234\n\ndemocratic government.\n\n[Elementary\n\nAnd if, after this great war to end wars shall be\n\nover, America functions as the supreme idealistic force in the reorganization\nof the world, it will be because the public schools of nineteen seventeen have\n\ngiven to the people of the nation a higher vision than the world has ever\nbefore seen.\n\nThe great task of the public school of nineteen seventeen is the mighty\nTheir work is to\n\neffort which must be made by the school people of today.\n\ndemonstrate the sacredness of the intellectual integrity of the nation; to\nhold aloft the standard of straight thinking, incessant and consecrated\n\nwork, and to point out the necessity of the incorporation of mighty loving\nin the legislation and teaching of the present.\n\nA new vision must come to\n\nthe school world of America, a vision that reveals it to itself as the molder\nof the soul of the nation in the likeness of the ideal humanity, so to fit the\nframework of educational activities that the translation of the ideal republic\ninto the terms of practical democratic living may speedily and beautifully\nbe made effective.\nLet us today, in this great meeting of the National Education Association, acting as representatives of the school people of the whole United\n\nStates, offer ourselves to the nation as one unit in the great army of those\n\nwho stand ready to give all at the nation's summons.\n\nAs the body of\n\npeople to whom is confided the guarding of the grail of future citizenship,\nlet us urge the President of\n\nthe Republic to use us in some unified, direct\n\nway in the present national crisis.\nFor the public school of nineteen seventeen is the \"Casket of the Grail,\"\nand the great army of school people forms its bodyguard. Let us examine\nourselves searchingly and fit ourselves reverently for the high enterprise of\nkeeping safe and stainless the cup containing the draught commingled of\nthought and work and love, the immortal draught without which the\nnational ideals must perish.\n\nTHE DEMOCRATIC TREND IN SCHOOL ADMINISTRATION\nMARY D. BRADFORD, SUPERINTENDENT OF SCHOOLS,\n\nMRS.\n\nKENOSHA, WIS.\n\nA great sentence has recently been spoken, which, caught up by millions of people, is serving to crystallize purpose in the hearts of all lovers\n\nof freedom:\n\n\"The world must be made safe for democracy.\"\n\nCouple this\n\nwith Lincoln's famous definition of democracy, and that purpose is given a\nvision of its course and its definite goal.\n\nWe of America have only partially realized the ideal, but our faith in\ndemocracy is shown by the saying that the evils existing in a democracy\nmay be cured by more democracy. That cure, more democracy, is rapidly\nbeing applied, and our government by the people is coming to be more\n\n"} {"page": 251, "printed_page": null, "text": "Department]\n\nDEMOCRATIC TREND IN SCHOOL ADMINISTRATION\n\n23.5\n\nnearly by all the people capable of assisting in it, as is seen by the enfran-\n\nchisement of women; and our government for the people is coming to be\n\nmore nearly for all the people who have a right to its benefits, as is seen by\nthe legislation for a class until recently neglected\n\n—the children.\n\nThe democratic trend in school administration seems to parallel this\ngeneral trend in civil affairs.\nevils\n\nIn the administration of school affairs the\n\nmay be traced to one of two causes: either to the fact that people who\n\nshould share in this administration are not included, or to the fact that those\nreceiving benefits are not included.\n\nThe trend is toward the correction of\n\nthese conditions.\n\nOne democratic trend is shown in the extension of the idea and the\npractice of cooperation in school administration.\n\nWe will call this trend\n\nthe democracy of obligation.\n\nAnother trend for democracy is shown in the effort to include within\nthe benefits of the school\n\nall\n\neducable people, whatever their physical,\n\nmental, moral, or social condition, and to adapt that education vitally\nto their various needs.\n\nWe will call this trend democracy of opportunity.\n\nThe consideration of the first begins logically with the school board.\nA healthy, vigorous, growing school system demands that an opportunity be afforded all who are working in it to contribute their best to its\ndevelopment, the only restriction being cooperation for the definite ends\nprescribed by competent educational leadership.\n\nAn autocratic school board, clinging to the traditional practice of running the schools, instead of getting them run by those prepared to do it,\n\nmakes such a development as that just described impossible. The assumption of authority in educational matters by politically created administrative boards deprives the superintendent of leadership;\n\nthe superintendent\n\nwithout authority is unable to delegate much to his assistants and principals;\n\nand they, afraid to assume too much personal authority, inertly\n\nwait.\n\nFinally, the spirit is caught by the teachers, and the whole system\n\nbecomes permeated with weakness, fear, distrust, and indifference.\n\nThe cure for this evil is \"more democracy\"\n\n—an extension\n\nof the sense\n\nof obligation and responsibility to more people, and greater freedom to do.\n\nThe first step toward it is taken when the school board comes to distinguish legislative from executive functions in school administration, stops\n\nconfusing them, and confines\n\nitself\n\nto those important duties that are\n\ndistinctly its own, giving free scope in all educational affairs to the super-\n\nintendent, whose professional insight, personality,\n\nand\n\nforce will\n\nthen\n\nimpress themselves upon the school system.\n\nThe second step is taken when the superintendent puts the responsibility\nfor cooperative leadership in their respective districts or in their respective\nfields\n\nof\n\nwork upon principals and\n\nsupervisors.\n\nBesides the problems\n\ncommon to a school system, each district has its individual problems,\nand these should furnish\n\nto every principal\n\nand supervisor stimuli\n\nto\n\n"} {"page": 252, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n236\n\n[Elementaty\n\nindependent study and independent effort, the results of which should\nmean a contribution of real constructive value to the whole.\n\nThe third step is taken when the principal realizes that he can succeed\nin making his school serve his district fully only by encouraging initiative\n\non the part of the teachers, each being free to make the best contribution\npossible to the general efficiency and character of the school.\n\nSchool surveys are giving impetus to this, as are also such inquiries as\nthat conducted recently by a committee of the Department of Superin-\n\ntendence upon the relation of superintendents to school boards.\nBefore closing the discussion of this topic I will mention a fourth step\nwhich is being taken in many schools, and which completes more fully the\n\ndemocratic trend in the direction\n\nwe are now considering.\n\nThe entire\n\nbody of pupils may be organized under the school-city plan into a cooperating force for the maintenance of order and for furthering the best interests\nof the school.\n\nCooperation may be made to extend even farther, when parent-teachers'\nassociations are brought into the scheme, thus giving broader scope still\nto what I have designated the democracy of obligation.\n\nMy second topic, democracy of opportunity— the ''for-all-the-people\"\nphase of my subject\nlittle of\n\n—\n\nsuggests so many movements in operation today that\nconsequence marking real advancement in educational practices\n\nand policies seems left out.\nHigher institutions of learning have felt and responded to the impulse.\n\nWe of Wisconsin have a notable example of this furnisht by our state university,\n\nwhich thru its extension division holds out the opportunity for\n\neducation \" to the whole body of people\nall the vital interests of life.\"\n\n—to the whole period of —and to\nlife\n\nThe acceptance of this offer by 25,000 people\n\nis significant.\n\nCommunities are fast coming to feel that not only the normal children\nbut all children have educational rights. Hence the various sorts of special\nschools for the exceptional children.\n\nUsing the excellent\n\nclassification\n\ngiven in the Cleveland Survey, there are the schools for the exceptional\n\n—the blind, the deaf, the crippled, the\nand\nthe\nincompetent— the\n\nchildren who are. socially competent\n\nopen-air classes, the defective-speech classes, the retarded, the incorrigible;\n\nand there are the schools for\n\n—\n\nthe feeble-minded\n\nsocially\n\nepileptic\n\nall reacht and included and sharing, according to their\n\nability, the benefits of education.\n\nFor the children who are obliged by circumstances to enter some field\nof industry at an early age, the continuation school opens its doors for a\n\nfew hours a week, and endeavors to furnish them a little further equipment\nfor the battle of life.\n\nIt says to the boys and girls with working papers,\n\nand\n\nwhom circumstances have deprived of schooling,\n\nto older youths\n\n\" Come in, we will help you, not only to make a better living, but to make\nlife worth the living.\"\n\n"} {"page": 253, "printed_page": null, "text": "R\n\nDepartment]\n\nDEMOCRATIC TREND IN SCHOOL ADMINISTRATION\n\n237\n\nAnother important illustration of the growth of democracy of opportunity is seen in the breaking away from the traditional plan of organization of the public-school system, which has given us the new unit, called\n\nthe intermediate school, a junior high school, preceded\n\nby the six-year\n\nelementary school and followed by the three-year senior or upper high school.\nIt is opposed to democracy to use the junior high-school organization\n\nto hurry the preparation of the individual pupil for his individual trade,\n\ninstead of using it to furnish the necessary knowledge and intelligence that\nwill enable him to make the right choice of work, and to be self-directing\n\ntoward that end.\n\nBut it is not alone in making educational opportunities inclusive that\nthis trend manifests jtself\n\n.\n\nAll along the line from the lowest grade to the\n\nhighest the aim seems to be to make the opportunity thoroly worth while.\n\nCourses of study have been put thru a reformation process with results\nwhich can only be alluded to here.\nThe course in English in the elementary school is fundamentally based\nupon the child's innate desire to communicate to others that in which he\ninterested; hence the present movement to socialize this line of work\nand to let the technical phases of it be only such as are necessary to meet the\n\nis\n\nchild's language needs.\n\nHealth lessons must have attention, even if they crowd out arithmetic.\nThis course in its elementary phases is not physiology, but simple lessons in\nthe common decencies of life; not knowledge tested by recital of rule or\nfact, but habit\n\n—\n\n—clean bodies, clean\n\nreal practice of what has been taught\n\nAt this time more than ever before we are\nunder especial obligations to see that the coming generation grows up strong\nteeth, fresh air, good posture.\n\nand hardy.\nThere is in this democratized curriculum citizenship, first, last, and\nalways. This has in the primary grades the form of lessons in fundamental\nethics, and in the upper grades it takes up the pfoblems of the day.\nIt\nhas been my pleasure and satisfaction during the past year to see the\nboys and girls of the junior high school become an active influence in the\ncivic, and to a small extent in the political, life in their city.\nTo illustrate,\nstarting with a meat ordinance being considered by the Common Council,\nthe pupils followed out a logical sequence of study that cut a broad swath\nof information, not only thru community civics, but thru correlated state\nand national affairs. Besides that, an intelligent interest in a live, immediate local question of sanitation was carried into hundreds of homes.\nAnother illustration of how our schools are realizing their \"democracymaking\" opportunities is the use of the general elections for practical\nlessons in how this important duty of the citizen is performed.\nFree discussion and debates of the question of what qualifications candidates for the\nvarious officers should possess are fixing notions in the minds of future voters\nthat may cause some trouble to the politicians of their time.\n\n—\n\n"} {"page": 254, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n238\n\nPractical, constructive activities such as\n\n[Elementary\n\nbenchwork, basket-making,\n\nbookbinding, cooking, sewing, rug-weaving, and printing, are relieving\nthe program of isolated textbook study.\n\nThese necessitate greater freedom\n\nfor the pupil, and thus are a positive factor in their intellectual and moral\n\ndevelopment.\n\nThe so-called socialized recitation is undoubtedly going to contribute\nmuch to the success of our schools in developing those mental habits that\nare essential in the useful citizen\n\n—\n\ninitiative, purpose,\n\nand the ability to\n\nthink logically and judge sensibly.\n\nBut real \"democracy in the making\" is nowhere better exemplified than\nin the school city or school republic already mentioned.\n\nI have taken great\n\ninterest in watching the operation of an undertaking of this sort in an ele-\n\nmentary school of 850 children in the first six grades. It is located in a\ndistrict largely populated by foreign-born people, where the ideas of American democracy need just such concrete illustration and practical demonstration.\nUnder the skilful direction of the school principal it is doing the\nthing hoped for. It is promoting the practical training of children in the\nduties and responsibilities of citizenship, and is, besides this, furnishing\nmoral support to the teachers and principal which greatly reduces the\nproblem of school discipline.\nNo better proof can be furnisht of the success of the school-city experi-\n\nment just cited than the fact that when the principal who inaugurated it,\nand who has been its chief director, left his school duties two months ago\nto enter the Reserve Officers' Training Camp at Fort Sheridan, the substi-\n\ntute sent to complete the year found herself supported by a pupil organiza-\n\nBut more than that, as she has\nbody of self-controlled children and the\n\ntion ready with proffers of assistance.\n\nrecently told me, she found a\n\nproblem of discipline practically eliminated.\nThe Massachusetts law passed in April of this year making \"training\nin the duties of citizensljip \" compulsory in all pubHc schools opens the way\nin that state for the introduction of the school-republic idea on a large\nscale.\n\nLimitations of time oblige me to omit the mention of other illustrations\nof this topic.\n\nI have endeavored to show that the democratic trend in school affairs\non the one hand, away from autocracy and centralization of obligations\ntoward wider cooperation under leadership, and, on the other hand, away\nfrom opportunity for classes toward opportunity for all. I close with this\ngreat sentence from Dewey's Schools of Tomorrow.\n\"The democracy which proclaims equaHty of opportunity as its ideal\nrequires an education in which learning and social application, ideas and\npractice, work and the recognition of the meaning of what is done, are\nis,\n\nunited from the beginning and for all.\"\n\n"} {"page": 255, "printed_page": null, "text": "Department]\n\nSUPERVISION AS LIBERATING THE TEACHER\n\n239\n\nDISCUSSION\nC. R. Frazier, superintendent of schools, Everett, Wash.\n\n—At\n\nthis crisis the world\n\nis alert as never before to the principle of democracy, and public opinion is ready to react\n\nagainst anything savoring of the autocratic in school administration.\n\nA proper school\n\nadministration must provide the opportunity for a free exchange of opinion between\nteachers and executive.\n\nSuch free conference will remove most occasions for hostility.\n\nThe school head must be a real democrat. He must analyze his opinions and his actions\nto see whether deep down in his heart he is autocratic or democratic.\nThe democratic\nadministrator will take account of the sentiment of his community and the opinions of\nhis teachers.\nTeachers want to work in an intelligent way, hand in hand with the authorities of the school.\nThey should have a voice in school policies. Teachers will gladly\nfollow an educational leader, but not\njob, he doesn't want \"one-man power.\"\n\nmere authority. // the man is big enough for his\nAs a safeguard to himself, he ought not to want\n\nautocratic authority and will not attempt to exercise it.\n\nThe man who builds up a practice in law, medicine, or dentistry has some rights in\nThe teacher who has done successful work for years has certain claims,\nand no man or set of men has the right to take them from him without at least a chance\nto be heard in his own behalf. When a man wakes up in the morning and learns that he\nthe community.\n\nhas been \"fired\" without warning or a hearing, he has suffered a gross injustice and per-\n\nhaps an irreparable injury.\n\nhave a hearing.\n\nEven a teacher is entitled to his \"day in court.\"\n\nHe must\n\n// we teachers are professional, we will rise up as one man and protest\n\nagainst this thing, for our profession is being jeopardized.\n\nDuring the past year I not only askt our supervisors and principals for a confidential\nrating of their teachers, but also askt the chairman of our board to request a similar confidential rating of the superintendent by the teachers.\n\nThere must and should be authority in the hands of the administrator in order that\nthings may go ahead.\n\nBut it is the abuse of that power in such a way as to undermine the\n\nteaching profession that I protest against.\n\nSUPERVISION AS LIBERATING THE TEACHER\nMRS. SUSAN M. DORSEY, ASSISTANT SUPERINTENDENT OF SCHOOLS,\nLOS ANGELES, CAL.\n\nWhether supervision liberates the teacher or not depends upon several\nthe supervisor, the teacher, and the character and extent of the\n\nfactors:\n\nsupervision.\n\nIn our large cities there are districts of widely divergent types: some\n\npopulated by highly intelligent people of the aristocratic and conservative\norder, others comprising communities strongly democratic and socialistic.\n\nIn such cases it sometimes occurs that a principal of the really unkempt,\n\nalmost unintelligent type has crept into a school.\n\nHe is narrow-visioned,\n\nuncultured, more or less good, but quite unequal to the demands of the\n\nmetropolitan school system.\n\nTo the corps of such a principal are constantly\n\nbeing added teachers who are trained in the most recent an4 presumably\n\nThey come from the great centers of education, are alert\nand abreast of the latest in pedagogy, are socially efficient, and in a word\nrepresent a quite superior class. Imagine such a group of teachers being\n\nbest methods.\n\n"} {"page": 256, "printed_page": null, "text": "240\n\nNATIONAL EDUCATION ASSOCIATION\n\nsupervised by an\n\nunkempt schoolmaster or schoolmistress whose widest\n\n[Elementary\n\nacquaintance with the great world of thought and action is covered by a\ntwo-year course in a normal school and an occasional trip to the mountains\n\nand the beach.\n\nSupervision under such circumstances could hardly be\n\nconceived of as a liberating process for teachers, and certainly for the poor,\nbewildered, unequal principal it must represent captivity under torture.\n\nSupervision to liberate the teacher must be itself free and generous,\n\ngiven in an ungrudging, open-handed, at-any-time, at-any-place sort of a\n\nway. I once heard of a supervisor of handwork who brusquely turned\nfrom his office a young teacher seeking help, with the remark that he was\nnot giving individual instruction, that if she had wisht to learn how to\napply that particular finishing product she should have been present at\nsuch an hour and place.\n\nNow it so happened that this young teacher\n\nbelonged to a remote school and on the evening when that particular\nlesson had been given she had been detained by a serious case of discipline.\n\nShe had sought the needed assistance at the earliest possible moment so as\nnot to delay the work of her class, only to meet a heartbreaking rebuff.\n\nSuch supervisors are petty tyrants, not liberators.\n\nIt all depends on the\n\nsupervisor's tact, kindliness, and interest in his work and his desire to have\n\nthe utmost of technical and inspirational help reach the children thru the\nteacher.\n\nTo liberate teachers, supervisors must not be military tacticians\n\nor mechanical organizers, but courteous directors, skilful suggestors, inspirational leaders, subtle pathfinders.\n\nWe all know of supervisors who imagine their duty done when the five\nhundred and fiftieth or any other number statistical report or set of data\nhas been gathered from the teacher to weave into arguments that prove\nnothing. What slavery for the poor teachers who suffer under such minisFor the teacher to be liberated there must be recognition on\ntrations!\nthe part of the supervisor that the teacher is the administrative head of her\nEverything should be done in a courteous way to strengthen her\nclass.\nauthority and to increase the respect of the pupils.\n\nWhat a sense of relief,\n\nstrength, yes, veritable power, comes into the heart of a timid young teacher\n\nwhen she receives that bit of courteous recognition which stamps her as\nqueen in the realm of her own classroom. In the ordinary routine of the\nday's doings a sense of freedom comes to the teacher if she is relieved from\n\nuncertainty as to what is expected in various matters which really demand\nexplicit directions.\n\nThe supervisor who gives clear-cut, unmistakable orders\n\nabout many things and offers a great variety of suggestions from which to\nchoose about many others is the supervisor who liberates.\n\nA clear-cut order as to time and place for delivering the registers at the\nend of each month, the precise meaning of each signal bell, the stairs and\nexits to be used by each room in fire drill, are matters that admit of but one\ninterpretation and, if done at all, should be done according to orders. To\ncarry the same precision into the exact number of pages and paragraphs\n\n"} {"page": 257, "printed_page": null, "text": "I\n\nSUPERVISION AS LIBERATING THE TEACHER\n\n241\n\nto be covered in a subject in one week is slavish uniformity.\n\nIn a recent\n\nDepartment)\n\nsurvey of a city-school system an assistant superintendent who was accom-\n\npanying,the survey official askt the teacher of a certain class what point\nher pupils had ceacht in their geography work. The teacher named the\n\n\"You are behind in your work,\" said the\n\nexact page and paragraph.\nsuperintendent.\n\nThe class should have been working on a paragraph one\n\npage in advance of that which they had reacht. And this man was a supervisor!\nI know a fascinating supervisor of drawing who, in giving lessons\nto her teachers with crayon, water color, brush, or other medium, hurriedly\n\nsketches the model, and, as she sketches, says, \"Now, children [she always\n\naddresses the teachers as children and in that way tries to imagine that she\nis\n\nteaching the children themselves], you might do it this way, or here is\n\nanother way, or you might use this for a model or that; you might work\nit out this\n\ndesign,\n\nWhat a variety of suggestions; what opporwhat a great, broad, free world of form, color,\n\nway or that way.\"\n\ntunity for experiments;\n\nand material to revel\n\nin!\n\n\"Take your choice, teachers.\"\n\nAnd\n\nteachers do take their choice unconscious of supervision, and all the while\n\ncontributing to their\n\nown\n\nsupervision\n\nby suggestions and experiments,\n\nbeing constantly led into new, delightful conceits as free as the sky they\npicture.\n\nDefinite, unyielding prescription where necessary and an endless variety\nof suggestions from which to choose where possible\n\n—these are the features\n\nin supervision which liberate teachers.\n\nWhether supervision liberates teachers depends also somewhat upon\nThere are hidebound, formal, minute-minded teachers who\nSuch\nteachers are enslaved to themselves. If by chance they were to reach the\nend of a ten-foot tether they would fear falling off the edge of the world.\nIt is unsafe to offer supervision to such in the form of a plan, for they follow\nthe plan slavishly as the last word of wisdom. It is unsafe to suggest to\nsuch a standard of achievement for themselves or their pupils, for they will\nMere,\nsacrifice pleasure, rest, even health itself, to pursue the standard.\nthe teachers.\n\ncannot enter into the freedom which wise supervision brings.\n\nhopeless drudges!\n\nSome teachers refuse freedom by creating an atmosphere of strife in\ntheir own souls against the imagined bondage of supervision.\n\nThat a super-\n\nvisor modestly requests them to do a piece of work in a certain way pro-\n\nvokes their antagonism and arouses a desire to do it otherwise.\n\nI recently\n\nhad a lengthy conference with such a teacher.\n\nShe was contentious, selfsatisfied, factious about trifles, even to the point of demanding to be an\nexception to so small a matter as the position her class should occupy in an\nexercise where lack of uniformity would mar the symmetry of the whole\n\nperformance, demanding also exemption from following the method prescribed in a certain exercise.\n\nThis teacher imagined she was seeking\n\nfreedom; in fact, she was the slave of her own whims and caprices, and\n\n"} {"page": 258, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n242\n\n[filementary\n\nthe wise supervision which was helping the other teachers only served in\n\nher case to tighten the chains of an unlovely spirit.\n\nAlong certain lines there are promises of important improvements in\nthe quality of supervision which will lessen greatly the problems of teachers.\nI refer to the scientific supervision of the psychologist, by whose aid it is\nhoped to demonstrate more clearly what each child can do and what he\ncannot do, thereby freeing the teacher from the hopeless task of attempting\n\nthe impossible.\n\nThe following account of self-help and self-supervision which has been\nworkt out in a large kindergarten system during the last year might, with\ncertain adaptations, serve well in other grades and subjects where for any\n\nreason there is a dearth of supervision.\n\nThe plan involved the following arrangements for visits and meetings,\nwith emphasis placed upon the advisability of informality and especially\nupon the cultivation of a spirit of mutual helpfulness and good-fellowship.\n\nThe kindergarten teachers were divided into eleven groups\nincluded teachers in adjacent schools\n\n—for convenience\n\n—each group\n\nin visiting\n\nand in\n\nThe functions of these groups were twofold: to arrange\na system of visits within their own number and to conduct a series of round\ntables, one each month for the entire group constituency.\nEach of these divisions elected one of its own number as visitor for the\nrespective district, who should also preside at its own round-table meetings.\nholding meetings.\n\nNo effort at supervision in the technical sense of the term has been involved\nmuch less has any place been given to criticism. The sole\naim has been to arouse the consciousness of a common problem and to\nin the visiting;\n\nextend to all thru the medium of the visits and the round table a knowledge\n\nand educational materials in vogue in\nThe round table of each district\nhas been held monthly in the kindergarten room of one of the school buildings in that district, on a date agreed upon by the group. The holding of\nthe round tables in the different kindergarten rooms has resulted in a\nof the varying activities, devices,\n\nthe several kindergartens of the group.\n\ndistinct\n\nadvantage not at first anticipated, since there has arisen a fine\n\nrivalry in the showing of interesting and original handwork and room decorations, and in calling attention to new music and story books, with the result\n\nthat a great variety of suggestive contributions to kindergarten knowledge\n\nand practice have been made.\n\nIn the conduct of its round tables and in\n\nits visiting each group has been\n\nthoroly democratic.\n\nThe second feature of this simple organization has been a bimonthly\nmeeting of the entire kindergarten force held in a school auditorium so\narranged that floor space for games and rhythmic exercises might be had\n\nby removal of chairs.\nThe discussions have ranged from the common problem of the troublesome child and the perplexities of unsatisfactory materials to reports of\nserious attempts to adjust the use of equipment to the immediate interest\n\n"} {"page": 259, "printed_page": null, "text": "SUPERVISION AS LIBERATING THE TEACHER\n\nDepartment]\n\n243\n\nof the individual child, thereby breaking away from the imposition of too\n\nformal and too uniform types of work upon all the children at a given table.\n\nThere have been earnest discussions on the improvement of equipment\nwithout added expense, and the comparative values to the child of certain\nof the gifts.\n\nExcellent suggestions for the adaptation of new varieties of\n\nvirtually costless \"outside\" materials have given such an impetus to this\n\nt5^e of handwork that a permanent exhibit has been installed in the\nelementary-library building, to which additions will be constantly made.\n\nOne of the round-table meetings is here described:\n\n\"We sat about the\n\nlow tables with pencils and paper and each made a list of the ten stories\nshe considered the best for kindergarten children.\n\nFrom these several\n\nlists were selected the ten accounted best to constitute a recommended list.\n\nWhenever a teacher mentioned a story not known to the others she was askt\nto tell the story as tho to her children.\"\n\nIn many instances principals and first- and second-grade teachers have\naskt to be present and have contributed to the discussions.\n\nThat the kindergarten teachers pronounce this experiment in self-help\nis evidenst by the many delighted expressions of\nappreciation of these opportunities for interchange of opinions and experience. The unanimous testimony is that the gatherings have inspired the\nteachers with a feeling of fellowship and a lively interest in the common\n\naltogether successful\n\nproblems of kindergarten work.\n\nAll agree that under the spur of responhave workt with gratifying unanimity to improve\ntheir schools, and that the habit of waiting for orders from above has some-\n\nsibility the teachers\n\nwhat loosened its grip.\n\nThe object of supervision is the enlargement of the teachers, and its\naim is the creation of teachers able to supervise themselves because they\nhave a clear vision of things in education as they actually are, and a prevision of needed modifications, of necessary growth, and of the final great\naccomplishment.\n\nDISCUSSION\nLouise Dietz, primary supervisor, Louisville, Ky.\n\n—In the discussion of\n\nthis subject\n\nwe view good supervision from the same angles as we do good teaching. In the best\nteaching of today we think not so much of the child as one who is to be liberated, but we\nconsider him in relation to the freedom that is inherently his own. The purpose of the\nreal teacher is to frame a situation in which the child may have the best opportunity to\n\ncontrol and use this freedom with the best results for himself and the greatest service for\nothers.\n\nThe problem of true supervision involves all the elements of the problem of excellent\nteaching.\n\nSupervision should provide that t)T)e of situation in which the teacher realizes\n\nthe fullest freedom and grows in teaching power and ability to use her own initiative in\nadjusting and controlling her own situation.\n\nA careful study should be made of the problem, How can the most direct help be\ngiven to teachers with the least expenditure of time and loss of physical energy ?\n\nLi all\n\n"} {"page": 260, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n244\n\n[Elementary\n\ngood school management we are dividing the children into groups of many types in relation to varying individual needs, and in constructive work with the teachers individual\nand group conferences may be used in the efifort to secure definite results.\nFor this reason general grade meetings may be practically abandoned by the supervisor.\nOne general meeting for each grade may be held at the beginning of the school\nyear. -The purpose of this meeting is to forecast the year's procedure.\nConferences may\nbe held thruout the year with those teachers who are new in the work of the schools. At\nthese meetings points are frequently reviewed in a more detailed way than is necessary\n\nThe purpose of conferences of this type is mainly to\n\nwith more experienst teachers.\n\nhelp new teachers in the interpretation of the present course of study, to assist them in the\n\narranging and management of their individual classroom situations, and to present various\n\nmethods of teaching and classroom procedure.\n\nIllustrative lessons should be frequently\n\ngiven to emphasize the main points of discussion.\n\nGroups of teachers having classes with\nwork and\ndiscussion of problems arising from similarity of environment. As the consideration of a\ndefinite problem forms the nucleus of the highest type of teaching, so it is most helpful\nsimilar conditions may meet in neighboring schools for observation of class\n\nfor teachers' conferences to hold definitely to constructive discussion in relation to a prob-\n\nlem recognized by the teachers themselves as one of immediate importance. Because of\nthe fine cooperative spirit of many teachers and the willingness to render a service, it is\npossible to take the actual work of the classroom, reorganize it into type lessons, and send\nSchools in different localities may work out interesting situations\nit out in bulletin form.\nof mutual helpfulness.\n\nTEE ENFRANCHISED WOMAN TEACHER: HER\nOPPORTUNITY\nMRS. MARGARET S. MCNAUGHT, STATE COMMISSIONER OF ELEMENTARY\n\nEDUCATION, SACRAMENTO, CAL.\n\nThe particular theme assigned to me for discussion in this conference\nHer Opportunity.\" The title\nis \"The Enfranchised Woman Teacher:\nimplies that the teacher in possession of the franchise has opportunities\n\nnot open to others.\n\nThe implication is valid, but rests upon a narrower\n\nfoundation than is generally believed.\n\nwho can profit by them.\n\nOpportunities exist only for those\n\nIt is in vain that railways and steamships offer\n\nopportunities for travel to those who have neither the means nor the leisure\nto travel, or that promoters offer opportunities to buy gold mines or gold\nbonds or gold bricks to those who have no money to invest. Equally in\nvain is the franchise given to those who have not the fitness to make right\n\nuse of it.\n\nWe know that the franchise given to large numbers of men has\n\nprovided them with no other opportunity than that of banding themselves\nin gangs to vote as a poHtical boss directs.\n\nTherefore, in considering the\n\nvalue of the franchise as an opportunity for any person, the first task is to\nappraise the fitness of that person to profit by it;\n\nand in this case the\n\nappraisement should be notably emphasized because the woman school\nteacher has not only a special fitness for the franchise, but also a special\n\nneed of it.\n\nThat\n\nfitness\n\nis\n\nideals, patriotism,\n\ndue to\n\nmany causes.\n\nThe\n\nintelligence,\n\neducation,\n\nand social aspirations that are necessarily associated\n\n"} {"page": 261, "printed_page": null, "text": "THE ENFRANCHISED WOMAN TEACHER\n\nDepartment!\n\n245\n\nwith the professional duties and ethics, each and all tend to fit the teacher\nto profit by the opportunities afforded by the franchise.\n\nThat is as true\n\nof men as of women, but the woman teacher of our generation has a special\n\nqualification derived from the fact that the franchise did not come to her\n\nfrom old custom as it did to men, nor did it come to her as a gift from politicians seeking\n\na controllable vote.\n\nThe enfranchised woman has the\n\nfranchise only because of her own efforts.\n\ncommunities by arduous service.\n\nShe earned it from approving\n\nShe compelled it from reluctant poli-\n\nticians by the demonstration of a power they dared not oppose.\n\nThe franchise was not easily won, nor was it won wholly by those whom\nthe world remembers: the famous few who thru long years of popular agita-\n\nwho were neither fretted by\nThe victory is due largely to an\n\ntion bore up against both neglect and insult;\nindifference nor frightened by violence.\n\nunnumbered host of young women who some fifty years ago resolved to be\nwho entered schools, offices, and shops\nand not only went to work, but demanded pay for the work even as men\nself-supporting and independent;\n\nwere paid.\n\nWhen Mrs. Jennie C. Croly, a few years before the Civil War, undertook to earn a living by writing for newspapers, she found only two papers\nwilling to accept her services.\nfor a column headed,\n\nOne of these paid her three dollars a week\n\n\"Gossip with and for the Ladies\"; the other paid her\n\na week for a column called \"Parlor and Sidewalk Gossip.\"\nEach insisted that she should not write of politics, letters, music, art,\ndrama, or science; that, as she was writing for ladies, she must confine\n\nfive dollars\n\nherself to gossip.\n\nMrs. Croly's experience was an illustration of the temper of the time.\nIt took a whole generation of girls fully twenty-five years to win their way\n\nfrom the then considered proprieties of ladyship to the rights of womanhood. Many of these girls had as hard battles to fight as any that engaged\nSusan B. Anthony, Mrs. Stanton, Lucy Stone, or Anna Dickinson; and\nthe fact should be remembered, for their unnoted victories or sacrifices\nare evidences of the truth of the saying of George Eliot, \"The growing\ngood of the world is largely dependent upon unhistoric acts; and that life\nis no worse for you and for me is due in no small measure to those that have\nlived faithfully their hidden lives and now rest in un visited tombs.\"\nThru the teaching of these independent women all women of open minds\nlearned to take an intelligent interest in the practical affairs of the community in which they lived. They began to look at the newspapers for\nother things than gossip. They acquired a knowledge of the powers that\ndominate business and politics, and learned that there were many things\nwhich should be reformed, some that should be supported and some that\nshould be crusht. Then came the perception that much of the good and\nevil of any community is due to politics, and that politics is controlled\nby votes. A demand for the franchise followed, and as the demand was\n\n"} {"page": 262, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n246\n\n[Elementary\n\nmade by clear-sighted, wisely discerning women, who were also in large\nnumber self-supporting and independent, it was conceded.\n\nWoman suffrage came, therefore, not as a gift to ignorance, but as an\nimperative\n\ncall to intelligence to assist in the\n\ncounty, state and nation.\n\ngovernment of city and\n\nIt is then a sure conclusion that since the woman\n\nteacher has had the will to gain the right of suffrage, she may be counted\n\non to have the will to use it rightly.\nWe must next estimate the value of the opportunity that franchise\noffers, and in doing so must guard against the prevalent opinion that in a\ndemocracy the ballot is the most potent of forces. Political activities are\ncarried on so extensively that they impress the common mind with an\nexaggerated idea of their relative importance in the activities of the world.\n\nThey are in fact but a secondary force, as will be made clear by a study of\nthe progress of any great movement in history.\nDuring the past fifty years five such movements have gone forward\namong us by a progression so steady and so rapid that a distinct advance\nmay be noted in each successive decade. These movements have brought\nabout the emancipation of woman, the organization of labor, the increase\nof temperance, the extension of public education,\n\nand the control of the\n\nlarger industries of the country by what is known as \"high finance.\"\n\nNot\n\none of these movements in its earlier and critical stages was carried forward\n\nby voting. Not one was led by a great statesman, not one was advocated\nby a great newspaper, not one was supported by a great political party.\nEach was urged onward by the efforts of comparatively unknown people;\nand if in the end each has come to play a large part in politics and to rely\nmuch upon franchise, it is not that politics has dominated the movement,\nbut that the movement has dominated politics.\nWhile the franchise does not afford the teacher a means of educating\na community in higher ideals of social service, it does afford a means of\nenacting into law and enforcing in practice an ideal in which public senti-\n\nment has been educated and formed.\nslight.\n\nThis service, tho secondary, is not\n\nOn the contrary, it is of such high value that in many historic\n\ninstances a great people has given higher honor to a time-serving statesman\n\nwho, with a year of statecraft, put into effect a needed reform, than to the\nidealists who, thru a long lifetime of labor and sacrifice, made the reform\n\npossible.\n\nThis power of the franchise gives the woman teacher opportunity, so\n\nimposes a duty.\n\nIt gives opportunity to learn politics by personal engage-\n\nment in their activities.\n\nSuch opportunity is valuable because so little\nLiterature has been carried to a\ndegree of excellence so high that no one can master it unless he devotes his\nwhole life to the practice of it. Thus it comes that the man who writes\nbest about life knows least about it, and the books that most inspire us\nof actuality can be learned from books.\n\nare least fitted to guide us.\n\nThe franchise brings the woman teacher from\n\n"} {"page": 263, "printed_page": null, "text": "THE ENFRANCHISED WOMAN TEAC3M\n\nftepartmenti\n\n24^\n\nthe schoolroom and the library to the mass meeting and the polls.\n\nShe\n\nhas to be not only for democracy and with democracy, but a part of democ-\n\nShe has to note that some votes are cast for a platform, some for a\n\nracy.\n\n)rinciple, some for a party, some for a boss, and some for a dollar;\n\nand all\n\n{of them have to be counted equally in making up the total and deciding the\n\n5sue.\n\nIn the multitude of voting there will be much that is confusing to the\n\nicompromising idealist.\n\nThe teacher may find that a school measure of\n\nigh importance is opposed by a highly respected citizen because\n\nit\n\nwill\n\nimpose an increase of taxation, and is supported by a hoodlum because his\nboss favors it in expectation of making something out of it. But this must\nbe accepted, not only for the sake of the cause at stake, but for the fact\nthat\n\namong\n\nthe opportunities that the franchise\n\nbrings not the least\n\nvaluable is that of learning that the most respected of men is not always\nrespectable in his motives, while the most greedy of self-seekers sometimes\nserves the public good.\n\nThe highest opportunity afforded by the franchise lies, however, far\nThe final goal of all true teaching\n\nbeyond any prospect of personal gain.\n\nhas never been better exprest than in the words, \"Peace on earth, good will\nto men.\"\n\nAny education that does not tend to that end is false, but in\n\nour civilization it can be attained only thru national governments, since\nonly these have sufficient force to check the aggressions of banded despotism.\n\nThe woman teacher serves humanity by serving the nation thru patriotism.\nHer task is to teach it in the schools. Her special charge, therefore, is to\nguard the schools, and since these are ever subject to popular opinion\nexprest at the polls, the franchise is to the teacher at once a sword and a\nshield in\n\nthe exercise of her guardianship.\n\nThe independence\n\nof\n\nthe\n\nteacher is vital to any good system of education and is as necessary as the\n\nindependence of the judiciary.\n\nThe franchise affords the teacher. both\n\nopportunity and power to be freed from disturbing elements in all classes of\nsociety.\n\nIn a community where every teacher can vote, each has a con-\n\nstituency to which appeal can be made on election day.\n\nThe enfranchised woman teacher has also to guard the school pupil\nand the school system. Under the pressure of war excitement that guardianship should be doubly vigilant. As a matter of course every pupil in\nour schools should have the fullest instruction in patriotism, and the school\nsystem should be directed to that end.\n\nIn all popular excitements, however,\n\nthere is always a surplus of panic that tends to hysteria and works harm\n\nwhenever it is left uncheckt. We should not permit our high schools to\nbe turned into virtual barracks, nor should we permit the rightful needs of\nour elementary schools and our night schools to be set aside as matters of\nlittle moment.\n\nDire as is the emergency pressing upon us, it is not threaten-\n\ning enough to require such sacrifices.\n\nThe boys and girls now in our schools\n\nwill have in their generation as hard problems to solve as any with which\n\n"} {"page": 264, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n24^\n\n[feiementary\n\nwe have to deal, and it is not right that we should impose upon their childhood, thru the loss of education, a heavy part of our burden. The war will\nbe doubly costly if we have to pay any considerable part of it by diminishing\nthe school funds.\n\nThat is a sacred fund; one that a nation owes, not to\n\nemergency, but to perpetuity.\n\nThe enfranchised woman teacher has the opportunity of serving humanity and of serving the nation by guarding the teacher, pupil,\n\nand school\nThere will be opportunities for aiding right causes as new issues\nThese issues will not be solved by academic disarise from year to year.\ncussion, but by practical politics. Any teacher who approaches them with\npretense or assumption of intelligence or virtue higher than that of the plain\npeople, who have most votes, will lose much of the opportunity of her\nfranchise.\nHerein a lesson may be learned from of old. When the sons\nof Jacob went back from Egypt and told their father that Pharaoh's chief\nminister had charged them with being spies, had held their brother Simeon\nas a hostage, and had demanded that they bring their youngest brother,\nBenjamin, as a proof of the truth of their declarations of innocence, Jacob\nwas much disturbed, but perforce consented that Benjamin be taken. He\nsaid to his sons, however: \"Carry down to the man a present; a little\nbalm, a little honey, spices, and myrrh.\"\nJacob did not intend these gifts as a bribe. He was too wise in the\nwisdom of this world to suppose that a poor dweller in the land of Canaansystem.\n\ncould bribe the chief minister of Egypt with such simple gifts.\n\nHe intended\n\nthem merely as evidences of good feeling; symbols and proofs of friendship\nand of trust. This is a good plan to follow in dealing with all powers that\nbe.\nA teacher who carries with her franchise a little balm that soothes, a\nlittle honey that sweetens, a little spice that cheers, and a little myrrh that\ncharms will win votes that would otherwise be cast adversely. Thus the\nenfranchised woman teacher has the opportunity, not only of casting her\n\nown vote, but of winning other votes as well.\nThe enfranchised woman teacher has not been content to be carried\nforward by the general tendency, but has taken her place in the advance\nguard of the march and kept step to the great music with jubilant feet.\nShe has directed democracy by her counsels, encouraged it by her example,\nand supported it by her vote. From the middle vantage ground of the\nelementary schools she has, on the one hand, reacht out thru the kindergarten and the mothers' clubs to the homes and the infancy of the children;\non the other hand, thru the high schools and the colleges she has toucht\nhands with the universities and thru them held association with the highest\nof philosophy, science, and art.\nShe has become recognized as so important\na personality in the national life that in this time of stress and strain she\nhas been called to share in the arduous duties of war; she has her place\nalike in high counsels of national defense\n\nalong the far-off lines of battle.\n\nand with the Red Cross nurses\n\n"} {"page": 265, "printed_page": null, "text": "Department)\n\nSIGNIFICANCE OF RECENT EDUCATIONAL MOVEMENTS\n\n249\n\nThe enfranchised woman teacher will always hold her place in the\nwar of humanity, and whether the powers\nthat control human destiny grant her a victory or demand of her a sacrifice\n\nforefront of every liberating\n\nthru defeat, she will never fail to fight the good fight and keep the faith.\n\nTHE DEMOCRATIC SIGNIFICANCE OF RECENT EDUCATIONAL\nMOVEMENTS IN THE COMMUNITY\nHORACE ELLIS, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nINDIANAPOLIS, IND.\n\nMovements are more than mere disturbances; they are deep, grand,\nThey look toward efficiency; they take no account of individual whims no more than a tidal wave would stop at a pebble but sweep\n\nirresistible.\n\n—\n\n—\n\nforward with a grandeur superb.\n\nIt\n\nselfishness to the democracy of charity.\n\nis\n\na long way from the tyranny of\n\nIn the path of the army of progress\n\n—destroyed individual hopes,\n—but one may likewise\nbehold other evidences of destruction—forfeited self-aggrandizement,\none\n\nmay behold wrecks by the myriads\n\nblasted individual ambitions, lost individual success\n\nMovements, not\nmere agitations, have wrought beneficently for. the race.\nIn education these movements have been no less markt than in other\ndepartments of democracy. They trend always toward people-rule.\nThey are the hope of the race.\nIt would be impossible, without transcending the limits of this discussion, to dwell appropriately upon the importance of the great public-school\nmovement; upon the rise of the high school; upon the trend of vocational\neducation; it is a matter of common knowledge that these factors have\nstableized communities and states as well.\nIn our own day we have witnest marvelous transformations. There\nhas been a crystallization of the liberal intentions of the people and a\nsobering of the common judgment altogether beautiful. At this minute\nthere are at work certain school agencies of humble origin which have made\n\neliminated personal gain, destroyed selfish ambitions.\n\nsuch strong appeal to the popular mind as to have affected practically\n\nNot the least of these are the\nThey furnish a shining example of the subtle\ninfluences at work in this country to break down the barriers that have so\nlong kept home and school apart. They have demonstrated the feasibility\n\nevery educational interest of our country.\nparent-teachers' associations.\n\nof agreement between teacher and patron and shown conclusively that the\n\nwelfare of both rests largely in the hands of each, and that cooperation\nbetween the two is vital if the dreams of either are to be realized.\n\nStatement is freely made that these parent-teachers' clubs are among\nthe most valuable auxiliaries of the school.\n\nThey challenge the liberal\n\nsupport of school officers and teachers in the development and maintenance\n\n"} {"page": 266, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n250\n\n[Elementary\n\nAnd why should it be otherwise,\nwhen, gathered about the same table, fathers and mothers, superintendents\nand teachers, trustees and pupils, soberly discuss such matters as the\nof the school policy of the community.\n\nsanitary conditions in and about the school building, the necessity of whole-\n\nsome lunchrooms and lunches, the desirability of well-balanst lunches for\nschool children, the necessity for a good breakfast before the school day\nopens, and the cooperation necessary to prevent the spread of contagious\ndiseases? The health tone of a community is manifestly purified when\njoint committees of teachers and patrons make inspection of walks, water\nIt is inevitable\nsources, outbuildings, and other places where disease lurks.\nthat patriotism, morality, and efficiency receive new impulse when consideration is jointly made by all the school interests of a community, of the\nproblems involved in food consumption, in clothing, in home projects, in\ndomestic duties.\n\nIn an effective way the parent-teachers' club is utilized to\n\nthe immense advantage of democracy when superintendents and teachers\ninvite the counsel\n\nand the wisdom of the patrons whose children they\n\ninstruct.\n\nExpression of self is natural.\n\nThe trained athlete must run or leap or\n\nwrestle; the gifted vocalist must sing and sing continuously; the artist will\n\nexpress himself tho the opportunities at\n\nafforded meager.\n\nhand be few and the material\n\nIt is impossible to prevent some people from dancing,\n\nothers from playing, others from marching,\n\nand others from\n\nbuilding.\n\nThese are their various potentials and must be exprest.\n\nmovement, now\n\nby\n\nits\n\ndefenders, has secured to communities that form of self-expression\n\nand\n\nThe\n\nlittle\n\ntheater\n\nso\n\ngenerously guarded\n\ntherefore of self-gratification which the race demands.\n\nA great religious\n\nleader wisely planned that his parishioners, in a strange land, should\n\nassemble on each Saturday evening in the church house and spend a few\nhours in innocent dancing. His young people would have perisht except\nfor this timely action.\n\nGenius in rhetoricals, mimicry, pathos, and dra-\n\nmatics lives in every community, and the little theater movement searches\n\nout this genius and uses it for the happiness of its possessor.\n\nNaturally\n\nchurch lines disappear, political lines vanish, national lines fall when two\nor more kindred spirits with similar tastes and similar intelligence come\n\ntogether to express jointly to their fellows the heart throb irresistible.\n\nDemocracy's hopes rise every time a community centers its attentions upon\nthe effort made by its local playwrights.\n\nMen once permitted nothing to\n\nThru the agency of the Httle theater and of the\nChautauqua this devotion to creed is minimized daily, and broad charity\n\ninterfere with creed bias.\n\n—\n\na saving factor of democracy is substituted.\nAltho meeting with some opposition in local quarters, the Boy Scout\nmovement and the Camp Fire Girls' movement ought to be recognized as\n\namong the school's most valuable outside assets.\n\nThe boy in a uniform,\n\nwith chivahy and generosity backing the uniform, is newly created.\n\nA\n\n"} {"page": 267, "printed_page": null, "text": "Department]\n\nSIGNIFICANCE OF RECENT EDUCATIONAL MOVEMENTS\n\ngirl in a uniform,\n\n251\n\nwith gentleness, generosity, and sturdy girlhood back of\n\nthe uniform, effaces all trace of selfishness.\n\nThe aristocrat and the democrat\n\nstand side by side in these organizations, and the first capitulates inevitably\nto the second.\n\nDemocracy always triumphs.\n\nI cannot forbear speaking in the strongest terms of approval of the\n\nWhat a glorious triumph, after\n\ndemocratizing influence of women's clubs.\nall, it is for\n\nours.\n\ndemocracy\n\n—\n\nthis emancipation of women in these great days of\n\nIt is not claimed by the most ardent advocate of woman's suffrage\n\nthat all great moral reforms will follow her advent into the affairs of govern-\n\nment, but it is claimed, and well known, that marvelous triumphs for\nsimple justice will ensue.\n\nWhat excuse can longer be offered for placing\n\nthe right of suffrage indiscriminately in the hands of adults because of sex\n\n—\n\nand omitting the real reason for suffrage common intelligence? Just\nbecause it is right, democracy demands suffrage for women; and, without\napology, will take chances for the happiness of the race after women shall\n\nhave been emancipated.\n\nWomen's\n\nclubs\n\nare\n\nlargely\n\nresponsible\n\nfor\n\nwoman's freedom.\nFinally, there is the broad philanthropy among big business men which\n\nregards employees as men and women rather than chattels.\nof the employed suggests to these broad-gauged\n\nsuccesses which they covet.\n\nThe welfare\nmen the way to eminent\n\nDormitories that are real homes, libraries,\n\nand legitimate provision for lighter types of amusement for their\nworkers spring up as by magic at the command of these pioneers of true\ndemocracy. Great concerns like the Conkey Publishing Company, of\nHammond, Ind.: the Belding Silk Company, of Belding, Mich.; the\nWestern Electric Company, of Chicago; the National Cash Register\nCompany, of Dayton, Ohio, stand forth as types of modern business\nestablishments whose beneficent educative influence supports the claims\nof' democracy in the long-standing antagonisms between capital and labor.\nparks,\n\nDISCUSSION\nGertrude Andrus, Public Library, Seattle, Wash.\n\n—At every meeting the under-\n\nlying theme of all the talks has been education for citizenship.\n\nThe goal toward which\n\nthe school is working is the education of young people for citizenship in a democracy, a\ncitizenship which demands the greatest personal efficiency and the highest ideals.\n\nThe\n\ngoal toward which the library is working is the preparation of all people, young and old,\nto play their parts intelligently as citizens in the same democracy.\n\nSchools and libraries\n\nLibraries take him\nBut each is doing its work as part of one great movement.\nThe library's share in this movement is large and important, as everyone realizes who\nthinks for a moment of the percentage of children who leave school at an early age. No\nauthoritative statistics seem to be available, but the United States Bureau of Education\nmakes the following estimate: less than fifty out of each one hundred who enter school\ngo beyond the first six grades, about twenty-five out of each one hundred enter high school,\nless than eight out of each one hundred finish high school, and less than five out of each\n\nare both headed the same way.\nas he comes to them.\n\nSchools catch the citizen in embryo.\n\n"} {"page": 268, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n252\n\none hundred go beyond the high school.\n\n[Elementary\n\nIt is plain to be seen then that for many people\n\nall connection with the world of books and the stimulation and inspiration of the printed\n\npage ceases before their education is fairly begun.\nAll modem educators agree with Mr. Charles Francis Adams, Jr., that the great end\nof education is not to prepare a child to answer all the questions in a textbook, as if\n\ninstruction might be given \"thru a perpetual system of conundrums,\" but to endow him\n\nwith a \"satiable curiosity,\" an abounding interest in the world about him which will\nmake him, like Rudyard Kipling's impiortal Rikki-tikki-tavi, eager to \"run and find out.\"\nIt is this impulse, given in the schools, toward self-education that makes the library\n\na valuable complement of the public school, for the library fosters and satisfies the desire\nto investigate and offers constantly new fields for exploration.\nlife long and\n\nwe actually should be \"never too old to learn.\"\n\nEducation lasts all our\n\nWhen we are, we are ready\n\nto die.\n\nThe library rightly used is the means for a constant self-development, and if children\nlearn the habit of right reading in their first years in school they are equipt for life with a\nnever-failing source of information, recreation, and inspiration.\n\nThe public library shares with the public schools the privilege of being the most\ndemocratic of modem institutions.\n\nIt is perhaps even more democratic than the schools\n\nthemselves, for it is for all the people, old, young, and middle-aged.\n\nIt is able to present a\n\nvariety of aspects of many mooted questions which the schools must perforce treat in a\n\nLike the schools it is a vital force in democracy in that it is a place\nwhere each learns to respect the comfort and rights of all, where every comer has a share\nin the sense of ownership, and where none may have special privileges based upon wealth\ndiplomatic manner.\n\nand influence.\n\nMore than this the library, like the school, offers to all, with no regard of any of the\nartificial limitations\n\nwhich modem society has establisht, an absolutely equal chance to\n\ndevelop their abilities and to make themselves into such citizens as we must have if the\n\ncoming world-democracy shall rest upon a stable foundation.\nThe library needs the school to give the impulse toward that development of self\nwhich will make our children truly \"men alive\" and the school needs the library to continue the work which the teacher has so well begun. The public school and the public\nlibrary are working to the same end. They are both products of what is best in our\ndemocracy; only when they work together can the aims of each be fully realized.\n\n"} {"page": 269, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—Emma Breck, head of English department, University High School. .Oakland, Cal.\nVice-President—M. R. McDaniel, principal. Oak Park Township High School. .Oak Park,\n—\nSecretary ^Jeanette Taylor, teacher.\nHigh School\nBrooklyn. N.Y.\nPresident\n\nJ.\n\n111.\n\nGirls'\n\nFIRST SESSION—Tuesday Forenoon, July io, 1917\nThe meeting was called to order in the White Temple at 10 00 a.m. by Vice-President\n:\n\nM. R. McDaniel, who explained the cause of the chairman's absence.\n\nMr. Herbert Lee,\n\nprincipal of the University High School, Oakland, Cal., was appointed secretary in the\n\nabsence of Miss Jeanette Taylor.\n\nThe following program was presented:\n\n—Charles E. Rugh, University of\nBerke\"The Conservation the Student\" — George C. Jensen,\nElko County High\nSchool, Elko, Nev.\n\"The\nProblem\nthe High School\" —Elizabeth Rowell, adviser\nBroadway High School,\nWash.\n\"The Evening High School,\nNeeds and\n—William Q. Osburn,\n\"Conservation of the Teacher\"\n\nCalifornia,\n\nley, Cal.\n\nof\n\nGirl\n\nprincipal,\n\nin\nSeattle,\n\nfor girls,\n\nIts\n\nPossibilities\"\n\nassist-\n\nant superintendent of schools, Tacoma, Wash.\n\nSECOND SESSION—Thursday Forenoon, July 12, 191\nThe following program was presented:\n\n—\n\n\"The Intermediate School or the Junior High School\" A. C. Barker, former superintendent of schools, Oakland, Cal.\n\"The Junior College\" C. R. Frazier, superintendent of schools, Everett, Wash.\n\"Education thru Socialism\" Ethel Percy Andrus, principal, Lincoln High School,\n\n—\n\n—\n\nLos Angeles, Cal.\n\nTHIRD SESSION Thursday Afternoon, July 12, 191\nThe following program was presented:\n\n—\n\n\"The Responsibility of the High School for American Ideals\" Aurelia Henry\nReinhardt, president. Mills College, Oakland, Cal.\n\"Sociology in the High School\" William F. Ogburn, professor of sociology. Reed\nCollege, Portland, Ore.\n\"Orienting the High School\" E. O. Sisson, state commissioner of education, Boise,\nIdaho.\n\n—\n\n—\n\nBUSINESS meeting AT 4:00 P.M.\n\nThe following action was taken at the first meeting of the session:\nResolved, That it be the sense of the high-school principals here assembled that no\nmale member of the teaching corps be exempted from military duty on account of his\nprofession; be it further\n\n253\n\n"} {"page": 270, "printed_page": null, "text": "254\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Secondary\n\nResolved, That the proposed resolution as referred to in the press is contrary to the\nspirit that animates every loyal schoolman, and that we condemn the suggestion embodied\n\nin such a resolution whether presented formally or informally.\n\nCharles Kirkpatrick, vice-principal, Broadway High School, Seattle, Wash.\n\nGeorge De Villber, vice-principal, Lincoln High School, Seattle, Wash.\nT. T. Davis, principal, Lincoln High School, Portland, Ore.\nS. F. Ball, Franklin High School, Portland, Ore.\nD. W. Wollplet, principal, high school, Bremerton, Wash.\nA. C. Hampton, principal, high school, Eugene, Ore.\nJ. E. MacKown, principal, high school, Bellingham, Wash.\nA. C. Roberts, principal, high school, Everett, Wash.\nHoPKiN Jenkins, Jefferson High School, Portland, Ore.\nAlexander Sproul, principal. Commercial High School, Portland, Ore.\n\n'\n\nH. F. Hunt, principal. Stadium High School, Tacoma, Wash.\nV. K. Froula, principal, Broadway High School, Seattle, Wash.\nR. T. Hargreaves, principal. North Side High School, Spokane, Wash.\nM. R. McDaniel, principal. Oak Park Township High School, Chicago, 111.\nH. H. Herdman, principal, Washington High School, Portland, Ore.\nW. T. Fletcher, principal, James John High School, Portland, Ore.\nJ. A. Reed, principal, Franklin High School, Seattle, Wash.\n\nPAPERS AND DISCUSSIONS\nTHE CONSERVATION OF THE STUDENT\nGEORGE C. JENSEN, PRINCIPAL, ELKO COUNTY HIGH SCHOOL, ELKO, NEV.\n\nLong before the materialistic philosophy came to a definite head in the\ndays of the Industrial Revolution educational institutions had, in common\nwith all other human institutions, been moving away from spiritual and\n\nOur schools, however, with characteristic con-\n\ntoward physical precepts.\n\nservatism, were ever many years behind the economic world in this materialistic development.\n\nSo far behind, in fact, that it is very probable that\n\nthey will never become completely materialistic\n\n—that t^ey\n\nwill be caught\n\nin the returning tide which will reestablish the salient truth that spiritual\nforces are paramount.\n\nBut while educational institutions as a whole have\n\nnot entirely lost sight of the spiritual content, yet many schools have come\ndangerously near to crossing the line.\n\nThe spiritual forces which are arising\n\nout of the present patriotic hour are none too early to save us from the\n\ndeadening blows of high economic efficiency.\nIn dealing with education as a physical rather than as a spiritual factor,\nthe great fact that personality, character, possibility of achievement, and\n\nmany other basic elements are innate in humans has been overlookt.\n\nAn\n\neducation has far too often been lookt upon as something concrete which\n\n—as something which, up to the time when the\n\ncan be added to the student\n\nschool functions, is entirely foreign to the pupil.\n\nIt has pretty definitely\n\nbeen assumed, and many times enacted into law, that it is the business of\nthe state to distribute thru its schools plums of learning.\n\nIf the child has\n\nrefused to eat from this tree the fault has been declared his.\n\n"} {"page": 271, "printed_page": null, "text": "THE CONSERVATION OF THE STUDENT\n\nDepartment)\n\n255\n\nBut if we reverse the process and say that each child is already potenand that the business of the school is to discover to each\nchild his native forces and to discover them in such a manner that he will\nuse them properly, then the school takes on the function of a spiritual\nSuch a school will not lament when the force\ninvestigator and inspirer.\ncommonly called mischief appears, but will welcome it as an index of internal\ntially educated,\n\nforces.\n\nIt will know that the spirit of mischief flows perfectly naturally\n\nfrom the fountain of youth, and that it will continue to flow as mischief till\nsome teacher turns it to proper use or till some taskmaster dries the fountain\nhead and spiritually assassinates the child. There unquestionably exist\nin each child great potentialities, great forces that may lead to any height\nThese forces are the child.\n\nor depth according to their use or abuse.\nis\n\nIt\n\nthe business of the school to conserve them, for in no other way can the\n\nchild become complete.\n\nA school does not generate forces—it inspires.\n\nIn the past so much emphasis has been laid upon reasoning as the\ngreatest of human virtues that such great powers as instinct and impulse\n\nhave escaped us almost entirely despite the fact that their operation has\nbeen most evident. It is only recently, for instance, that the need for play\nhas been generally recognized, and even now the athletic department of\nthe usual school leaves much to be desired from the standpoint of play.\nIt is perfectly well known that the play instinct is innate with the child;\n\nand we say of the successful man that he has lots of native ability; but\nstill we stubbornly, for the most part, refuse to recognize the need for some\nexpression of the impulses and instincts of the child while he remains in\n\nAnd it is perfectly natural that our schools should refuse to make\nno human institution can escape the pale of a\nshadow-like materialism. And, too, it is far easier to control the dynamo\nschool.\n\nany such recognition\n\n—\n\nbefore it begins running.\n\nWe seem to fear the product because we have\n\nnot yet learned how properly to use it\n\n—\n\nthis native current of\n\ndynamic\n\nIt is not sufficient that a school merely conduct recitations,\n\neven tho\n\nyouth.\n\nthey may be highly efficient and splendid.\n\nThe school of the immediate\n\nfuture will practice two bits of student conservation which for the most\n\npart have been absent in the past:\n\nThe school will recognize the spiritual\n\nforces of the pupils and will adapt itself to the development and unearthing\nof those forces.\nIt will enter upon a deliberate program to teach thinking\nand concentration, a program essentially for making latent forces active.\nThe classical student is not entirely wrong when he places a high value\nupon a classical education. If it is really an education it is all right. Such\n\nan education is, however, of spiritual rather than of materialistic content.\nCardinal Mercier is a classical student and he holds the' spiritual destiny of\n\nBelgium\n\nin his keeping.\n\nLloyd- George is a student of the materialistic\n\nworld and he holds the spiritual destiny of England in his keeping.\nis\n\nno essential difference in the education of the two men.\n\nThere\n\nEach has a red.\n\n"} {"page": 272, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n256\n\nnative fire burning in his breast;\n\n[Secondary\n\neach knows that he is fighting for the\n\nconservation of spiritual precepts and that the only excuse for the physical\nis\n\nthat it assists the spiritual to function more fully.\n\nHad Lloyd-George\n\nbeen weak enough to fall victim to the school that deadens native fire, he\nwould never have been prime minister of England at a time like the present.\nThe strict materialist overlooks the greater part of man when he criticizes the classical education as being impractical, for, even from his stand-\n\npoint, there is nothing more practical than native forces.\n\nLatin is falling\n\ninto disfavor, not because it lacks in the power of inspiration, but because\n\nteachers of materialistic temperaments have tried to make a concrete com-\n\nmercial medium out of the soul of a highly spiritualized ancient people.\nAnd because oil and water have refused to mix because each has dared to be\ntrue to its supreme nature\n\n—\n—we have called Latin a dead language, completely\n\noverlooking the fact that the people which generated and developt the\n\nlanguage did so under the inspiration of great, internal human forces which\nOur history, too, has been\nsent them to the four corners of the world.\nmaterialistic in the sense that we have tried to find some direct application\n\ninasmuch as we have tried to make our\nHistory fundamentally deals with\nmotives and internal human forces underlying the motives and is not in\nthe least concerned with how to make money. And even if one were to\n\nof historical facts and knowledge,\n\nlearning of history\n\nfit\n\ninto business.\n\nget from history the lesson of how to make money one would still be driven\nto deal with instincts, impulses, and reasoning.\n\nIt is far more fascinating\n\nto search the heart of the Norse viking to discover the forces that emanated\n\nfrom that heart than to know that in a certain year he landed on the east\ncoast of America. It is iar more profitable spiritually to travel thru the\nblack avenues of the soul of Nero than merely to know that he burned\n\nRome.\n\nSooner or later we must come to know and teach that great human\n\nforces are at the base and behind all historical events,\n\nand that physical\n\nfactors only assist or hinder.\n\nOf English, in the absence of the spiritual, there is nothing but grammar,\nand composition of a low order. But from the nonmaterialistic viewpoint English is the individual's best means of recording\n\nrhetoric, spelling,\n\nhis individuality and of getting from others the imprints of their personalities.\n\nIn other words, English is a spiritual interpreter.\n\nIt is for this\n\nreason that it is said that one has as many souls as he has languages at his\nIt is the medium thru which he comes into touch with forces\nwhich would forever remain foreign to him were he unable to use this\nmedium. The English teacher of the future will awaken in the child a\nknowledge of his native forces and at the same time create an aspiration\n\ncommand.\n\nfor the expression of those forces.\n\nIf we develop in\n\nthe pupil a desire for\n\nself-expression we need not worry about the tools of expression.\n\nWe have\n\ntoo long neglected the fact that literary style, as an innate force, is native\n\nwith each pupil, and that if it is good it is his and his alone.\n\nIt is utterly\n\n"} {"page": 273, "printed_page": null, "text": "Department!\n\nTHE CONSERVATION OF THE STUDENT\n\n257\n\nimpossible to plaster the style of Burke or of Carlyle or of any other writer\n\non to a student and make a writer of that student. At most he could only\nIf he ever becomes a writer, his style works from the inside\nout and crawls thru his own fingers into his pen. English is fundamentally\na development of internal inspirations and only secondarily a course in\n\npoorly copy.\n\nmechanics.\n\nBut how, we must ask, is all this to be accomplisht ? and wherein does\nMention was made above of two developments within schools in the immediate future: the recognition of spiritual\nforces within the students and the teaching of methods of concentration.\nThe first matter has been dealt with; the second remains.\nThe present school habit is that of assignment of lessons, the studying\nof the assigned lessons by the students, and the detective teacher whose\nthe present school method fail ?\n\nchief business\n\nseems to be to determine how much the student does not\n\nThe evident fallacies of this system disappear along with the system\nwhen schools assume the responsibility of teaching the students how to\nstudy. At the present time practically all schools throw the responsibility\nof how to study directly upon the student and berate him roundly if he\nknow.\n\nfails\n\nanswer properly the questions that are aimed at him.\n\nto\n\nMany\n\nschools say that it is the duty of the home to see that the students get the\n\nassigned lessons, while other schools, feeling the first prick of conscience,\n\nhave provided large study halls. Both of these t5^es of schools are failing\nmost essential duty that of directing study. Most teachers can\nassign a lesson fairly well, but too few can tell each student his particular\nbest method of mastering the lesson. We shall have a new brand of student\nwhen the teacher becomes a student of the student, and her first duty is\n\nin their\n\n—\n\nthat of assisting the student in getting the lesson.\n\nIf\n\nthe laboratory, for\n\ninstance, is used by the student as the place where he prepares his science\nlesson,\n\nwith the assistance of the instructor when actually needed, then\n\nthe fallacy of the student sitting amid adverse environment at home or\n\namid a thousand cross-currents of the large study hall is soon apparent.\nWhen the chief function of the teacher becomes that of assisting the student\nin the preparation of the lesson, we shall build our schoolhouses differently\n\nand furnish them differently, for we shall see the world from the viewpoint\nThen we shall no longer expect a student to make a worthof the student.\nwhile recitation when facing the backs of all the other students.\n\nThen our\n\nstudent will recite to the class and not to the teacher and will recite because\nthe responsibility of a bit of class development has fallen to his lot.\n\nStudent\n\nconduct will be regulated by group feeling, and the antagonism for teachers\nwill disappear.\n\nThis must be so, for when one consciously exercises an\n\ninternal power which he knows is his, and feels that he will be assisted by\nall the forces of the state to drive that power to its highest pitch, then work\n\nbecomes pleasure. The sheer love of achievement and of accomplishment\nbecomes the star in the east. There never has lived a high-school boy who\n\nI\n\n"} {"page": 274, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n258\n\nhas not secretly tried to write poetry.\n\n[Secondary\n\nBut it is always secretly!\n\nThere\n\nnever has lived a high-school boy who has not dreamed of great inventions,\ngreat achievements, world-sweeping adventures.\n\nthat will light the fires upon these human altars ?\n\nBut where is the school\nToday we are coming\n\nto know, and tomorrow we shall know for certain, that in the breast of each\n\n—a force\n\npupil slumbers a force as great as any that is known in history\n\nso delicate that one single teacher may crush it forever, and yet so over-\n\nwhelming that, once set going, nothing may check it.\n\nIn the light of these\n\nfacts the duty of the school and of the teacher looms large.\n\nWe are dealing\nWe stand in\n\nwith forces the full content of which is beyond imagination.\nthe presence of the product of all civilization.\n\nIn the lad before us are\n\nconcentrated for an instant all the forces that have moved the world since\n\ntime began.\n\nIt is no child's play, this business of best conserving these\n\nforces and handing them on to future generations.\n\nTHE GIRL PROBLEM IN THE HIGH SCHOOL\nELIZABETH ROWELL, ADVISER FOR GIRLS, BROADWAY HIGH SCHOOL,\nSEATTLE, WASH.\nThis is a period of transition in our national life.\n\nWe are crossing over\n\nfrom one set of conditions and their ideals to an entirely different set. And\nwoman feels this change more than man and the girl more than the boy.\nThe girl is not under the same conventionalities as was her grandmother\nor even her mother. Her social freedom is evidenst by lack of restraint\nin dress, in manner, in spending, and by a new tolerance of evil, a graying\nof her lines of black and white.\nA number of factors have caused this change in the attitude of the girl\ntoward society and also of society toward the girl. Perhaps the strongest\nare the complexity of our modern environment and the consequent entrance\nof women and girls into new industries, together with the withdrawal of\n\nnecessary household tasks by the introduction of machinery.\n\"\n\nAnother\n\ngroup of factors is the injection of the immigrant woman, strange to our\nways and ideals, and the presence of the second generation, not yet adjusted\nto the new civilization, as teachers in our elementary schools.\nis\n\nAnd third\n\nthe sudden call for woman to take her place in civic life, which began\n\nbefore the war, but which will be strengthened at the close of the war.\nAll this new sense of freedom acts like mountain air;\n\nit\n\nexhilarates and\n\ngoes to the head, until the girl is in danger of losing her poise and her sense\nAnd so the girl problem of today becomes how to help\nof proportion.\n\n—\n\nher to find herself.\n\nThe problem of two generations ago was to fit the girl\n\nof that day to be a mother and a home-maker, to enter the sphere which her\n\nmother had occupied before her, and to do the same things in much the\nsame ways. She was molded. The problem of the next generation was to\n\nI\n\n"} {"page": 275, "printed_page": null, "text": "THE GIRL PROBLEM IN THE HIGH SCHOOL\n\nDepartment!\n\nfit\n\n259\n\nthe girl to earn her living in certain limited spheres, or to enter society,\n\nin the narrow sense of the term\n\n—a\n\nclass problem.\n\nThe girl was still molded.\nBut the\n\nIn some groups of America today that old idea still prevails.\n\nquestion of the present is how to help the girl understand herself and her\ncapacities, how to develop all the possibilities of her nature, to open opportunities,\n\nand to aid her to become self-dependent. She is to be edticated,\nThat is the only way by which she may learn to use her new-\n\nnot molded.\n\nfound freedom rightly.\n\nNow, if the general problem is to help the girl to find herself, there are\nThe commonest, such as the\n\nas many sides as there are individual girls.\n\n•\n\ncurriculum as it affects vocations, play, related to the physical and social\nside, student activities to develop leadership and the disposition and temperament of the individual, these are to be omitted. Instead, I would\ntouch on those other four phases which seem to lie outside the province\n\nof the school.\n1.\n\nThe high-school age is one of physical change and of preparation of\nIn my own experience the following are\n\nmuscle and nerve for the future.\n\nthe greatest causes of poor health\n\n\"Nerves,\" due to the strain of city life; to moving pictures, arraigned\nby the examiners for the United States Army, who talk of a \"movie-eye\"\nin the rejected candidates; to crowded apartment homes, recognized by\none school as fertile causes of nervous breakdown, and shown in its demands\nfor a separate room with heat before it places a dependent girl; due also\nto the larger high school.\n\nAnemia, due to poor diet.\n\nCandy and other sweets, including French\nThis is true, not\n\npastry, are used too freely as substitutes for other foods.\n\nonly of the girls who come from homes where money is freely spent, but also\nof the part-time student who earns her own money down town where food\n\ntemptations are great.\n\nThis latter type, if she is wise about food, is often\n\noverambitious and cuts off her sleep.\n\nLack of will and the coddling mother. With this last cause often comes\nToo much social excitement, such as auto parties, dances, dressmakers,\ntheaters, week-end parties.\nIt is an observed fact in one city high school\nthat Monday has the poorest attendance.\n2.\n\nWhen one average high school reports that 20 to 25 per cent of its\n\ngirls partly or wholly support themselves, when 4 per cent leave this same\n\nschool in one year for the express purpose of going to work, the problem of\nfinance becomes a very real one.\n\nIn connection with the necessity for self-\n\nsupport these questions must be settled:\n\nWhat can a girl do to earn her\n\nHow can she get in touch with a position ? What\nconditions, moral, social, and physical, surround this employment ? Who\n\nway thru high school ?\n\nshall undertake to judge of these conditions ?\n\nher?\n\nproblem.\n\nL\n\nWhat protection is afforded\n\nThen, too, the building up of self-respect in this group is another\nIf\n\n—and\n\nthe girl is not ashamed of having to work\n\nthis shame\n\n"} {"page": 276, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n26o\n\n[Secondary\n\noften exists in connection with housework, to which the tradition of inferi-\n\n—then she may be a meek\n\nority still clings\n\nbe stiffened to resist imposition.\n\nsister whose backbone needs to\nOr she may need to be shown the dignity\n\nand worth of the work she is to do. These are very vital things.\n3. A large question to be faced by any institution or individual seeking to\neducate the girl is that of manners, by which is meant self-expression, such as\nThis is a question of ethics, since youth expresses\ndress, deportment, voice.\nIf manners are the outward bark of the\nin some form or other what it feels.\ninner man, they are also the protection of the soul. Strip society of conventions in dress and deportment and where do we stand ? The girl needs\nto be taught reserves of manner and dress if she is to be thrown with boys\nIt is one thing, however, to realize this problem\nin school and industry.\na very pressing one in our larger coeducational high schools and quite\n\n—\n\nanother to solve it.\n4.\n\nOne of the greatest problems we have to face, one that is back of many\n\nof the others, is what to do for the girl who comes from the indifferent home\n\nor from the unhappy home.\n\nIt is appalling, when one works with girls, to\n\nrealize how many troubles are due to the break-up of the home.\n\nIt is often\n\nnecessary resolutely to proclaim oneself an optimist to avoid believing with\nthat teacher who said that \"the happy home is the rare exception.\"\n\nThe\n\nmother seems as often to blame as the father when divorce comes. Her\neconomic freedom makes her impatient of her husband's shortcomings, or\nthe great number of household operations now performed for her by out-\n\nmakes her frivolous\nand pleasure-seeking, or the unrest of the outside world calls her. These\ndivorces often result in remarriage, and the situation is complicated by two\nThe situation of the young girl who said, \"I was the misfit in\nfamilies.\nmy family. I had a father and a stepfather, a mother and a stepmother,\nand a number of stepbrothers and sisters and a half brother,\" sounds\nside agencies, leaving her free for other occupations,\n\nextreme, but is it so uncommon ?\nIf this question,\n\n\"the girl problem in the high school,\" means first the\n\nanalysis of what this problem is, the\n\nsecond point to be discust is the\n\nresponsibility of the school, why the high school is responsible, and how it is\n\nto meet this responsibility.\n\nOf course the home is the proper agency for safeguarding and directing\nWhen the home fails, who should assume this ?\n\nthe interests of the girl.\n\nManifestly the institution next concerned with the girl, having much of\nher time and centering her interests.\n\nIt is to be hoped that the home will\n\nrecover its place as the greatest welfare agency in the world, for nothing\ntakes the place of the home, as many of us know by negative as well as\n\nBut there are certain functions that need to be centralized,\nand these, in the future, the school will keep with the cooperation of the\nhome. Another reason, besides the breakdown of the home, why the school\npositive proofs.\n\nshould be responsible is that other welfare agencies expect this of the school.\n\n"} {"page": 277, "printed_page": null, "text": "THE GIRL PROBLEM IN THE HIGH SCHOOL\n\nDepartment)\n\n261\n\nWitness the requests that come to the school from the juvenile court and\nthe protective branch of the police department for information and aid in\njuvenile dependency or delinquency.\n\nAlso note the fact that parental\n\nschools in close touch with the juvenile court are directly under the super-\n\nCharity organizations and the Young\nWomen's Christian Association frequently appeal to the school in individual\nvision of boards of education.\n\ncases, while employers are asking for the school's estimates on ability and\n\ncharacter and are dealing with the school representative as a medium of\n\nemployment.\n\nEven the homes themselves turn to the school with the\n\nquery, \"What shall I do with my daughter?\" or the stronger, \"Will you\nmake my girl do this ? \" All of these failures and these expectancies point\nthe way to the assuming of more responsibility by the school.\n\n—\n\nAs to how this responsibility may be met the building up of a working\nprogram takes time and experience. Our educational philosophers may\nurge that we should not waste time in experiments, since careful theory\n\nYet we cannot forget that changed\nand unexpected environment often nullifies the most beautiful theory.\nEspecially is this true in these days when the war alters the factors of a\nproblem in a night. Still there are three suggestions that should hold good\nformulated before we begin is cheaper.\n\nas fundamentals.\n\nSympathy with, and understanding of, the girl's interests should be\nThis means setting the standards\nwhen new teachers are engaged and insisting on the following of these\nstandards by the old corps.\n2. The high school should have definite aims in aiding the girl to find\n1.\n\nthe settled policy of any high school.\n\nherself.\n\nAn editorial writer in a school magazine aptly says, \"What the\n\nadministrator now needs and wants is the establishment of goals towards\n\nwhich he can work.\"\n3.\n\nThis work of the girls needs organization and leadership.\n\nIt is not\n\nanything that can be successfully done in a spasmodic or disjointed fashion.\nDefinite duties to definite teachers with time and funds for each to carry-\n\nout her part of the program.\n\nA school doctor and an attendance officer\n\nfor physical problems, a school visitor for home and employment questions,\n\na school aid fund, and a teacher in charge of the girls' club as the working\nbody.\n\nAnd all this in order that each year's methods and plans may not\n\nbe tried and thrust aside, but that a growing organism may be created where\n\none generation is associated with another and the failures of one year are\nturned into the successes of the next.\n\nThis can be and has been accomplisht thru competent leadership, tho\nsome of us maintain that that leader is best a woman. Call her principal\nor vice-principal, dean or adviser, as you will, but give her sufficient position\nand time and salary, in order that her tenure of office may be long, that she\nmay speak with authority, and that her interests may be closely bound to\nher work. Select her if possible from the class of the youthful-hearted, for\n\n"} {"page": 278, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n262\n\n[Secondary\n\nshe must follow Miss Tarbell's law, \"Think, feel, do in the term of your\n\nday if you would keep your hold on your day.\"\n\nEndow her with the phi-\n\nlosopher's gift, if she hasn't it already, of being able to piece together the\n\nthreads of the incidental, the specific into the cloth of the fundamental, the\ngeneral.\n\nDemand of her personality and womanliness that she may per-\n\nsuade the board of education and her own fellow-teachers of the other side\nBut above all she must walk by the light of truth. For how\nof the house.\notherwise can she lead the girl of today, the woman of the future, into the\nuse of her new-found freedom under the hard conditions which will surround it\nin this our world's crisis, if she cannot start that leadership clear and honest-\n\neyed as to the good and the evil she must face in her work ? And, finally,\nshe must have love and faith, love for the young creature for whose interests\nshe fights, faith in the future of American womanhood, whose burdens are\nto be so great, but whose capacity to bear these burdens is to be so much\ngreater.\n\nTHE EVENING HIGH SCHOOL, ITS NEEDS AND POSSIBILITIES\nWILLIAM Q. OSBURN, ASSISTANT SUPERINTENDENT OF SCHOOLS,\nTACOMA, WASH.\n\nThe opportunity for work in an evening high school should be extended\nto everyone beyond the compulsory school age.\n\nremarkt, the evening high school\n\nis\n\nfor\n\nAs someone has facetiously\n\neveryone between the ages of\n\nand one hundred. In other words, there should be no age line\nbeyond which the privileges of evening-school instruction are denied a single\nAmerican citizen who really wants to improve himself. The evening high\nfifteen\n\nschool should make a universal appeal.\nI wish to suggest a few reasons for the existence of the evening high\n\nschool.\n\nWe have in every community a considerable number of boys and\n\ngirls between the ages of fifteen and twenty-one years who have been denied\n\nthe privilege of attending high school.\n\nSome of these boys and girls\n\nshould be given an opportunity to do regular high-school work in the\nevening.\n\nYou will note that I am limiting this statement to some of the\n\nboys and girls, because the vast number of boys and girls of this age who\nare not in our secondary schools are out because the school has failed to\n\nmake the proper appeal to them.\n\nThis group should not be taught the\nThis would only be adding\n\nregular high-school studies in an evening school.\n\nThere is, however, a limited number of pupils in every\ncommunity who for some reason or other have been unable to do regular\nhigh-school work, and for these people the regular courses should be offered.\nThere are a number of persons in every community who are actively\nengaged in business who feel the need of more training in one or more pracIt should be the business of the evening high school to make\ntical branches.\nitself familiar with these needs and, whenever a sufficient demand is noted,\ninsult to injury.\n\n"} {"page": 279, "printed_page": null, "text": "I\n\nTHE EVENING HIGH SCHOOL\n\nDepartment!\n\nto establish\n\n263\n\none or more unit or group courses which will give the special\n\nhelp desired.\n\nWe have in every community a considerable number of women and\ngirls who are engaged in the care of the home and who wish special help in\n\nsuch subjects as cooking, sewing, dressmaking, tailoring, millinery and\n\nremodeHng,\n\nembroidery,\n\nknitting,\n\ncrocheting,\n\ntatting,\n\nhome\n\ndarning,\n\nnursing, dietetics, home industrial arts, home-craft, household physics and\n\nchemistry,\ndecoration.\n\nmother-craft, architectural drawing, and home\nThe home-economics department of the high school should\n\nmarketing,\n\nmeet these needs.\nEvening high-school courses should be\n\noffered for all persons\n\nwho\n\nwish to prepare themselves for civil-service examinations or other forms\nof service of a public or quasi-public character, or who wish to improve\ntheir knowledge in literature, art, history, and science.\n\nIn the broadest sense of the word the educational purposes of the\nevening high school may be listed under the following heads:\n\nfirst,\n\nthose\n\npurposes which will promote the physical efficiency of the individual\nhealth, endurance, right modes of living, and ability to meet emergencies;\n\nsecondly, those which have a direct bearing upon the vocational efficiency of\n\nthe individual\n\n—\n\nactivities and exercises which increase his capacity to earn\n\na living; thirdly, those which promote the social efficiency of the individual\nand make him a better member of society and a better citizen of our country\n\nand of the world;\n\nfourthly, those which\n\nadd to the individual's general\n\nculture.\n\nSome of the needs of a great many of our evening high schools are as\nfollows:\n1.\n\nWe need a more workable scheme for the admission of students\n\nwho attend our evening high schools. We have a number of young people\nand some older ones, who might be termed curiosity seekers, who come to\nschool for three or four evenings, possibly only one or two evenings, to\nsatisfy a certain morbid curiosity and to have some place to go.\n\nOn the\n\nopening evenings of the term they swarm thru the buildings, clog the machinery of organization, and are more or less in the way.\n\nBecause of the\n\nlimited time of the sessions an evening high school should work at its maxi-\n\nmum efficiency from the very start. A uniform enrolment fee which is not\nreturnable will keep these people out of the classes.\n2.\n\nAnother need of the evening high school is some scheme for compel-\n\nling the attendance of students beyond the compulsory school age who are\n\nnot regularly employed in business.\n\nI\n\nam thinking now not of those\n\nboys and girls who are at work in the trades but rather of a class of loafers\nor idlers which exists in every city, who work at odd jobs and apparently\n\nhave no definite aim or purpose in life.\n\nIt seems to rrie that our compulsory-\n\neducation laws are defective in that we have not made adequate provision\nfor compelling this class of ne'er-do-wells to submit themselves to further\n\n"} {"page": 280, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n264\neducation.\n\n[Secondary\n\nEvening-school work that will fit them for greater usefulness\n\nin the trades should be the minimum requirement.\n\nThe evening high schools of the country need teachers of vision and\nThe average high-school teacher does not make an effective\nevening-school worker. The presentation is likely to be too labored and\n3.\n\nendurance.\n\nnot sufficiently to the point, and in the case of men and women of only\nnormal physical endowment the element of fatigue disqualifies them for this\n\nThe evening-school classroom is the most difficult\nThe instruction must be given at night to a group of people who also are frequently\n\nimportant class of work.\n\nplace for a teacher to make good in the entire school system.\n\ntired.\n\nThis instruction must be\n\nalive,\n\nand in the case of commercial,\n\nindustrial, and special subjects should have a direct bearing on the work\n\nbeing done by the majority of the class.\n\nOne great need then is competent\n\ninstructors, men with experience in business or the trades who have teaching\nability and can give instruction in their special fields (these by the way are\n\nvery rare);\n\nday-school teachers in secondary schools who possess more\n\nthan the normal physical strength, who have the right vocational and social\noutlook and initiative, make our best evening-school teachers.\n\nSome evening high schools are in need of a more economical adminisThe per capita cost of evening-school instruction in some cities\ntration.\n4.\n\nof the country\n\nis\n\nexorbitant.\n\nThis was very clearly pointed out in the\n\nThe duplication of courses in high schools in adjacent\nparts of the city should not be permitted. It is much better to have one\nCleveland Survey.\n\nfair-sized class in\n\none subject than it is to have two struggling\n\nclasses.\n\nThe pay of teachers in evening schools should be within certain limits commensurate with their ability to hold their classes.\n5. A constant need of evening high-school work is vision on the part\nof those in charge.\n\nThey must keep their hands on the public pulse and\n\noffer those courses that\n\nappeal to the popular demand.\n\nThis does not\n\nThe courses that were large last year may be\nsmall this year. New industries coming to a city may make a demand for\nnew courses. New conditions arising in the affairs of the world may make\nit imperative upon the evening high school to make some attempt to meet\nThe evening high\nI refer to the war conditions.\nthese new conditions.\n\nmean a fixt curriculum.\n\nschool, perhaps first of all of our institutions, is in closest touch with the\n\npeople and can be of most service in giving the proper physical training to\n\nour prospective soldiers and in teaching them French, in teaching our women\nhow to economize, in giving necessary instruction in first aid. Red Cross\n\nwork, and the hundred and one other necessary activities that will be\n\nundertaken in this country before the conclusion of the dreadful holocaust\n\nupon which we have just entered.\n\nThe chief reason for the existence of any educational agency should be\nIn order that we may look\nit performs a real service to society.\n\nthat\n\nclearly at the educational possibilities of the evening high school for the\n\n"} {"page": 281, "printed_page": null, "text": "THE EVENING HIGH SCHOOL\n\nDepartment!\n\n26s\n\nnext five or six years, let us look at the social conditions which confront us.\n\nWhat are to be the results of this war?\n\nUnbelievable numbers of the\n\nstrongest and best men of this nation will be killed.\n\ndeaf for the remainder of their days.\n\nUntold numbers will\n\nMany will be blinded or made\n\nbe wounded, many permanently disabled.\n\nThe birth-rate will decrease and\nThe death-rate of the\n\ncontinue to decrease so long as the war shall last.\n\nan alarming rate. Tuberculosis, t3^hus,\nand nervous shock will soon be in our midst.\n\ncivil population will increase at\n\ncholera, gas poisoning,\n\nVenereal diseases, never under efficient control, are likely to overrun our\narmies and training camps.\nof numbers.\n\nIllegitimate children will be borji in unheard-\n\nProstitution will increase.\n\nInsanity will increase.\n\nOrphans\n\nwill be multiplied, juvenile crime will increase, and education will be neg-\n\nlected.\n\nThe testimony of Canada is that educational work supported by\nThe same\n\npublic funds has been quite generally starved during the war.\nconditions will undoubtedly prevail here.\n\npermitted to work too hard.\n\nChildren and women will be\n\nThe standards of living will fall.\n\nfor the future will be almost entirely forgotten.\n\nProvision\n\nAll of the best brains and\n\nresources of this country will be centered on destruction.\n\nFreedom,\n\nnationality, respect for treaties, the great principles for which our fathers\n\nfought, we are now called upon to sustain.\n\nIf we\n\nthought that they were\n\nsecure forever we have been dwelling in a fool's paradise.\n\nUntil freedom\n\nand respect for treaties have been establisht, the efforts of every agency\nof our government must be enlisted in their behalf.\nHere then is the great opportunity of the evening high school in the\nyears which are immediately before us. If we are to win this war our men\nand women must be physically fit for the duties that will befall them.\nPhysical education in its broadest sense should be one of the first of aims of\nthe evening high school.\n\nSome of the courses of our evening high schools\n\nshould be as follows: personal hygiene, including health habits in eating\n\nand drinking, choice and preparation of food, care of the mouth, skin,\nand clothing, how to protect the body's health; courses in swimming;\ncourses in first aid for both men and women; courses in domestic science in\nconnection with the director of food which will tend to promote rigid\neconomy; courses in nursing; short courses in French and German;\npractical courses for relief workers both at home and abroad, and especially\ncourses for those\n\nwho volunteer to perform the delicate task of dealing\n\nwith the dependent families of our soldiers and sailors; preliminary courses\nin\n\nmilitary instruction for candidates to our officers' training camps.\n\nLater, short\n\nfrom the\n\ntrade courses should be establisht for those\n\nbattlefields\n\nwounded and no longer\n\nable\n\nto\n\nwho return\n\nperform their\n\nformer tasks.\n\nThe great possibility of the evening high school is to be thoroly alive\nto conditions as they exist in the world, and to provide courses that will\n\nhelp as many people as are able to take advantage of its service.\n\n"} {"page": 282, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n266\n\n[Secondary\n\nTHE INTERMEDIATE SCHOOL OR JUNIOR HIGH SCHOOL\nA. C.\n\nBARKER, FORMER SUPERINTENDENT OF SCHOOLS, OAKLAND, CAL.\n\nTwenty-three years have past since the classic report was made by the\nCommittee of Ten on Secondary School Studies, of which ex-President\nIts recommendations, so far as they\nEliot of Harvard acted as chairman.\npertained to the elementary school, were revolutionary, as the Committee\nadvocated the introduction of foreign languages, concrete geometry, ele-\n\nments of physics, chemistry, natural history, ancient history, and physical\ngeography as a part of its curriculum.\n\nThe intermediate school retains the traditional studies of the elementary\nschool, often with a reduced time allotment, and endeavors to teach them\n\nmore effectively by the departmental method with better- trained teachers.\nBut the plan also admits to the curriculum of the seventh and eighth grades\nsuch subjects as general history, science, and modern languages, heretofore\nreserved for high schools and colleges. The intermediate school endeavors\nto combine in one institution the common school and the lower classes\nof such higher European schools as the French Lycie and the German\nRealschule.\n\nIn other words, it partakes of the nature of both the elementary\n\nand the high school.\n\nTho originally establisht as an academic or school of\n\ngeneral education, of recent years several variations have appeared, as\n\nboys' industrial or prevocational, girls' trade or home economics, commercial,\n\nand cosmopolitan, which combines in one school all the foregoing\n\ntypes.\n\nThe establishment of the intermediate school means an abandonment\nof the existing system and substituting for the present elementary and high\n\nschools a threefold division with six years for the elementary, three for the\n\nintermediate, and three for the high school.\n\nIt demands also a redistribu-\n\ntion of the school population at least of the seventh, eighth,\n\nand ninth\n\ngrades, and a more extensive building program with new structures planned\nafter the models of high schools, with locker systems, science laboratories,\n\nauditoriums, shops, and gymnasiums.\n\nIt requires\n\nthe adoption of the\n\nand the departmental method of teaching, a new and\nenriched curriculum for the seventh and eighth grades, new teachers with\nelective principle\n\nspecial preparation in the subjects they are to teach, higher salaries for\n\nseventh- and eighth-year teachers, and a very considerable increase in per\ncapita cost of maintenance.\nIt is apparent that these changes can only gradually be effected, even\nif\n\nthe board of education and the community favor them, because of the\n\noutlay involved for new buildings and the very obvious difficulty of securing\n\nan efficient intermediate-school faculty and at the same time making a satisfactory disposition of the existing faculties of the seventh, eighth, and ninth\ngrades.\n\nMost cities desiring to establish intermediate schools will face\nThe\n\nproblems similar to those that confronted Oakland, Cal., in 19 13.\n\n"} {"page": 283, "printed_page": null, "text": "Department]\n\nINTERMEDIATE SCHOOL OR JUNIOR HIGH SCHOOL\n\n267\n\nmajority of the board of education favored establishing independent inter-\n\nmediate schools, but this could be accomplisht only by constructing new-\n\nby remodeling and using some of the elementary buildings\nThe former method was impossible then, as\nseveral million dollars had been already expended for buildings for the\ntraditional type of schools, and also as at that time there were enough\nclassrooms to accommodate all the pupils in the city. The latter method,\napproved by the board of education, was opposed by a large majority of\nboth elementary- and high-school principals because it would reduce the size\nof their schools, and by civic and improvement clubs of the community on\nbuildings, or\n\nfor intermediate schools.\n\nthe grounds that it would be necessary for many small children to travel\nlonger distances from home, that it would require considerable expense in\n\nremodeling elementary buildings, and finally that it would involve a breach\nof faith with the people, as the bonds had been voted for elementary and no\n\nintermediate schools.\n\nOwing to the serious opposition encountered, the\n\nboard of education abandoned the plan just before I became superintendent\nof schools.\n\nRealizing the necessity of adopting a policy that would conform to the\nbest\n\nmodern practice in training seventh- and eighth-grade children,\n\nI\n\ndecided to introduce as much as possible the spirit, methods, and curriculum\nof the intermediate school into the upper grades of the elementary schools\n\nand wait until the growth of population would justify submitting a bond\nissue for separate intermediate schools.\n\nto\n\nThere are two things that the intermediate school stands for that seem\nfirst, opportunity, or a richer and broader\n\nme to be fundamental:\n\ncurriculum, providing not only prescribed but elective subjects; secondly,\nspecially trained teachers and the adoption of the departmental method of\n\ninstruction.\n\nActing upon this conclusion,\n\nit\n\nseemed best to revise the\n\ncurriculum, introduce departmental teaching, and secure as in high schools\nspecially trained teachers.\n\nCurriculum.\n\n—Before introducing the new plan the following time\n\nallot-\n\nment, with five daily periods, two of which are fifty minutes in length and the\nremaining three, sixty minutes, was adopted as the standard course of\n\nstudy for the seventh and eighth grades:\nRequired Subjects\nSubject\n\nPeriods per Week\n\nEnglish\n\n8\n\nMusic\nHistory and Geography, seventh grade\n\n2\n1\n\nCivics and Hygiene, eighth grade\nJ\nMathematics\nManual Training or Home Economics alternating with\nDrawing\n\nPrescribed for all pupils\n\nS\n\n5\n\n25\n\n"} {"page": 284, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n268\n\n(Secondary\n\nElective Subjects (Optional)\n(Offered in one or more schools, sometimes as an overtime\n\nsubject from 8 oo to 9 oo a.m.)\n:\n\n:\n\nPeriods per Week\n\nSubject\n\nForeign Language\n\n5\n\nTj^ewriting\n\nS\n\nExtra Drawing, or Music, or Hand Work, or for backward\npupils, English, Arithmetic, etc\n\n5\n\nPhysical training and playground courses, to which attendance has been\n\nvoluntary, are given after school.\n\nThat the opportunity for choosing an additional subject has been readily\naccepted is shown by the fact that of the 3,623 pupils enrolled during the past\nyear in the departmental classes 2,712 have taken one or more elective\ncourses, viz.\nLatin\n\n133\n\nExtra Vocal Music\n\n206\n\nGerman\n\nTypewriting\n\n115\n\nFrench\n\n274\n202\n\nScience\n\n90\n\nSpanish\n\n271\n\nPrevocational courses\n\n260\n\nInstrumental Music\n\nExtra Drawing, freehand\n\n576\n108\n\nExtra Manual Training\n\n477\n\nDepartmental teaching.\n\nTotal\n\n2,712\n\n—In order to carry out the plan successfully\n\nit\n\nwas necessary to adopt the departmental method of instruction. Five\nclasses of the seventh and eighth grades have been recognized as\nthe minimum number justifying the introduction of departmental\nteaching.\n\nThe following has proved to be the most satisfactory distribution of\nsubjects to the teachers of five departmen tally organized classes:\n\nI\n\nteacher,\n\n1\n\nteacher,\n\nI teacher,\n\nEnglish\nEnglish and Music\n\nHistory and Geography, or\n\nCivics and Hygiene\nMathematics\nI teacher, half-time Drawing\n\nI\n\nteacher,\n\nI\n\nteacher, half-time Manual Training\n\nI teacher, half-time\n\nHome Economics\n\nAs the program on page 229 provides for four full-time and three parttime teachers, it has seemed better to seat the five classes (usually numbering from 150 to 175 pupils) in four classrooms for the roll-call and attendance\nrecords, the drawing, manual training, and home economics teachers having\n\nno responsibility for the records except for their own classes. The parttime teachers usually teach in two schools, two or three hours per week for\n\n"} {"page": 285, "printed_page": null, "text": "INTERMEDIATE SCHOOL OR JUNIOR HIGH SCHOOL\n\nDepartment!\n\n269\n\nTho the schedule provides that one teacher shall give instruc-\n\neach class.\n\ntion in music two periods per week and in English three periods, in practice\nit has been found advisable\n\nto divide the period with twenty minutes daily\n\nfor music and the remainder for English.\n\nWhere the demand for foreign languages or other elective courses has\nbeen sufficient to justify the employment of additional teachers for full time,\nit has been necessary to increase\n\nthe length of the daily session to six hours\n\nor to increase the number of periods by shortening them, in order to include\nthese additional subjects; but the seven-period plan has not been so satisfactory, as It has not permitted sufficient time for supervised study.\n\nTYPE PROGRAM FOR SEVENTH AND EIGHTH GRADES\nPeriod I\n9 to 10\n\nPeriod II\n10:10 to II\n\nPeriod III\n11:10 to 12\n\nPeriod IV\n\n8 to 9\n\nI to 2\n\nPeriod V\n2:1s to 3:1s\n\n3:1s to 5:1s\n\nA.M.\n\nA.M.\n\nA.M.\n\nM.\n\nP.M.\n\nP.M.\n\nP.M.\n\nEnglish\n\nHist.\n\nMath.\n\nand\nMusic\n\nand\n\nHand\nWork\nMath.\n\nEnglish\n\n8B\n\nElective\n\nGeog.\n\nCourses\nin\n\n8A\n\nHand\nWork\n\nEnglish\n\nMath.\n\nHand\nWork\n\nForeign\n\nLan-\n\n7B\n\nguages,\n\nEnglish\n\nHist.\n\nand\nMusic\n\nand\n\nEnglish\n\nEnglish\n\nHist.\n\nand\nMusic\n\nand\n\nGeog.\n\nPhysical\n\nTraining\nor\n\nGeog.\n\nPlay-\n\nEnglish\n\nground\n\nand\nMusic\n\nOptional\n\nHand\nHist.\n\n7A\n\nMath.\n\nand\n\nWork,\n\nHand\nWork\n\nEnglish\n\nGeog.\netc.\n\n7A\n\nOptional\n\nEnglish\n\nHist.\n\nand\nMusic\n\nand\n\nMath.\n\nHand\nWork\n\nEnglish\n\nGeog.\n\nSince the California state law prohibits the assigning of work for home\n\nstudy to pupils under fifteen years of age, the periods of the daily program\nare divided into two parts, one for recitation and one for supervised study.\n\nThe following is the procedure in the supervision of study in one of the\nschools, and the method here pursued is fairly typical.\nEach period is\ndivided into twenty-five- or thirty-minute halves. The first half is devoted\nto oral discussion of work studied in the second half of the period of the\n\nday before and to the development of new work arising therefrom. The\nsecond half of each period is given to study which is supervised by the\nteachers with as\n\nthe time.\n\nmuch attention to individual needs as is possible in\n\nThe plan of supervised study has the unanimous indorsement of\n\nthe teaching and supervising force.\n\n—\n\nThe revision of the curriculum and the introduction of\nand departmental teaching necessitated that the teachers be\n\nTeachers.\nelectives\n\n"} {"page": 286, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n[Secondary\n\nselected as in high schools by subjects and not by grades.\n\nAt the present\n\n270\n\ntime one-half of the teachers in the seventh and eighth grades, where the\n\ndepartmental method is employed, are college graduates with sufficient\ngraduate training to meet the California state requirement for high-school\ncertification.\n\nOf course, the superior qualifications of the departmental teachers\nhave resulted in more intelligent and more thoro instruction. Many of the\ngraduates of the eighth grade enter the high school with one or two highschool credits and frequently enter second- or third-term high-school classes\nin drawing and foreign languages. The instruction in seventh- and eighthyear foreign language corresponds to the first year of the high schools, and\nuniformity of results is obtained by providing for the same supervision\nThe scope of the\nfor language teaching in the elementary and high schools.\nteaching in English, music, drawing, and foreign languages represents about\nthe equivalent of the instruction usually provided in the first year of the\n\nWhile a limited number of electives is offered, the instruction\nis as thoro and advanst as usually given in\n\nhigh school.\n\nin the departmental grades\n\nsimilar grades of independent intermediate schools.\n\nThe elective system, one of the possibilities of departmental organizamy opinion, marks a distinct advance in the elementary school. As\n\ntion, in\n\nhas long been recognized in the best schools of Europe and America, it is\nthe only method of securing teachers with special training for each subject in\nthe curriculum.\n\nObviously, no teacher can be equally well prepared to\n\nteach all the subjects in the course of study nor to attack difficulties in the\nteaching of\n\nall\n\nthese various subjects with equal skill\n\nand enthusiasm.\n\nPerhaps the largest but least tangible effect of the departmental school\nupon the pupil is the opportunity for contact with several well-trained\nteachers.\n\nIt\n\nis\n\ninevitable, nevertheless, that\n\nno one instructor, however\n\ncapable, will make a corresponding appeal to all her pupils, or be capable\n\nHence the departmental\nand thus renders possible more general\n\nof arousing equal interest in all lines of work.\n\nschool affords a wider* horizon,\ninterest and larger enthusiasms.\n\nCourse of study\n\n—The course of study now in use\n\nis\n\nnot an ideal one.\n\nIt could have been greatly improved by requiring elementary science\n\nand\n\nphysical training, but for these subjects neither laboratories nor trained\nteachers have been available.\n\nTho credit has been given many pupils\n\nentering the high schools with one or two years' study of a foreign language,\nit\n\nhas not always been possible, on account of conflicts in programs, for\n\nthem to enrol in advanst classes. After several years' trial 95 per cent of\nthe principals and teachers have been enthusiastic in commendation of the\nadults obtained. As a result of three years' experience, I would recom-\n\nmend that the session be lengthened to provide six or seven daily periods,\nand that the course of study outlined below be adopted for the seventh and\neighth grades. It would, however require an increase of 25 per cent in the\n^\n\n"} {"page": 287, "printed_page": null, "text": "THE JUNIOR COLLEGE\n\nDepartment]\n\n271\n\nteaching force or approximately the same per capita cost for instruction as\nan economically organized intermediate school of the academic type.\n\nRecommended Course of Study\nPeriods per Week\n\nSubjects\n\nEnglish and Penmanship\n(Pupils deficient in English should be required to take\nfive periods extra in place of the elective.)\n\n5\n\nMusic\n\n2\n\nHistory and Geography, seventh year\n\n\\\n\nCivics and Hygiene, eighth year\nMathematics\n\n]\n4\n\nPhysical Training\n\n2\n\nElementary Science\n\n2\n\nManual Training or Cooking and Sewing, alternating with\nDrawing\n\n5\n\n25\nI Elective\n\n5\n\n30\n\nIn the traditional organization a teacher is required for every class, and\none-tenth of the time of two additional teachers for home economics and\n\nmanual training, or twelve teachers for ten classes.\n\nUnder the departmental\n\nplan as operated in Oakland ten classes require only eleven teachers, or\ntwelve teachers if an elective is offered,\n\nviz.,\n\nthree for English, one for\n\nmusic, two for mathematics, two for history and geography, one for art, one\nfor manual training, one for home economics, and one for an elective subject.\n\nThe course recommended for the future will require three additional\n\nteachers, one for science and two for physical training, but the physical-\n\ntraining teachers would be able to devote part time to other classes in the\nschool.\n\nTo secure the best results one room should be properly equipt for\n\nscience and two for gymnasiums, tho in the California climate the latter,\n\naltho desirable, are not a necessity.\n\nIn establishing separate intermediate schools there would be distinct\nadditional advantages, such as superior housing facilities and equipment,\n\neven a wider range in choice of subjects, a discipline and spirit closely\napproximating that of the senior high school, with the consequent greater\nindependence and individuality of action on the part of the pupils.\n\nIt has\nbeen my purpose to show what has been possible of accomplishment in the\n\nelementary schools under present conditions and limitations and without\nadditional expense.\n\nTHE JUNIOR COLLEGE\nC. R.\n\nFRAZIER, SUPERINTENDENT OF PUBLIC SCHOOLS, EVERETT, WASH.\n\nFifteen years ago Joliet,\nschool course.\n\nProfessor\n\n111.,\n\nadded two years to its four-year high-\n\nThis it did in recognition of the theory then advocated by\n\nEdmund James, of the University of Pennsylvania, President\n\n"} {"page": 288, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n272\n\n[Secondary\n\nAngell, of Ann Arbor, and officially recognized by President Harper and the\n\nfaculty of the University of\n\nChicago— the theory, namely that the thir-\n\nteenth and fourteenth years or grades of work should be regarded as\n\nThen followed the\n\nsecondary rather than collegiate or university work.\n\nhigh schools of Goshen, Ind., Grand Rapids, Mich., Detroit, Chicago, and\nothers, so that in 191 5 there were in the jurisdiction of the North Central\n\nAssociation of Schools and Colleges eleven high schools reporting six-year\ncourses above the eighth-grade elementary school.\n\nTen years ago, five years after the inauguration of the eight-six plan\nat Joliet, the California legislature authorized the extension of the high-\n\nschool courses in that state to include the thirteenth and fourteenth grades.\n\nThe great distance of many of the populous centers of the state from the\ngreat universities seemed to be the conclusive argument in behalf of the\ninnovation.\n\nIt was in California that the term \"junior college\" as applied\n\nto the first and second years of college work was popularized.\n\nIt is also\n\nonly fair to say that the best development of junior colleges in connection\n\nwith high schools has been made in California.\n\nSo true is this that in the\n\npopular mind it is regarded as a California institution.\n\nAlmost invariably\n\nthus far this junior college addition to the secondary schools has included\n\ntwo years of work.\n\nWith distance from universities a prime consideration and with two\nyears the recognized length of the courses, the Washington movement may\npossibly be considered an innovation so far as high-school junior colleges\nare concerned. So far the first and only one is located only thirty miles\nfrom the state university and covers one year instead of two, with no present\nplans for extending to two years.\nIn a school of somewhat over a thousand pupils, a gifted faculty, and\n\na rich course of study many pupils seek the privilege of returning to school\nafter graduation to take certain courses much desired by them.\n\nThe fact\n\nthat many of the classes in the Junior and Senior years are not so full\n\nbut that postgraduate pupils may be allowed to join them is a condition\nfavorable to receiving such students.\n\nFinding a steady growth in such a demand in our high school and having\nespecially well-qualified teachers, we conceived the plan of offering special\ncollege courses in\n\nFreshman English and mathematics and so organizing\n\nother courses as to make it possible for those\n\nwho wisht to plan a year's\n\nwork which might be offered as college work.\nAltho cordially welcoming the junior college,\n\nor, as\n\nwe call it, the\n\ncollege-year, idea, the university first proposed to accord our students\n\nonly tentative credit.\n\nThe courses were organized and we invited inspec-\n\ntion looking toward actual unqualified credit.\n\nAfter a very thorogoing\n\ninspection by a quartette of deans and heads of departments appointed by\n\nPresident Suzzallo, our one-year offering was readily accorded full credit\nat the state university without\n\nany embarrassing\n\nconditions.\n\nAnd of\n\n"} {"page": 289, "printed_page": null, "text": "THE JUNIOR COLLEGE\n\nDepartmenti\n\n273\n\ncourse this action by the university insured full recognition by other collegiate and normal institutions.\n\nOur \"college year\" therefore consists of two kinds of offerings: first,\nnew courses, limited for the present to English and mathematics and designed\nonly for college-year people; and, second, upperclass high-school courses, to\n\nwhich sufficient additional work is added to make it rank as college-grade\nwork.\n\nTo be eligible for any course offered as college-year work one must have\nWork\n\nsatisfied the full university-entrance requirements in that subject.\n\ncarried for the purpose of removing college-entrance conditions cannot be\n\ncounted as college-year work.\n\nEach full subject carried counts as four\n\nsemester hours, and therefore four full subjects carried successfully thru\nthe year earn thirty-two semester hours of university credit.\n\nAs an illustration of the second kind of work, one who has taken a\nyear of ancient history\n\nmay in his college year schedule for mediaeval\n\nand modern history with the regular class and cover the same field, but\nwith one thousand pages of additional selected readings assigned by the\n\nand reported on by the pupil. In German he may take\nwork with one drama and reports additional, or fourth-year\nGerman with one hundred and fifty pages of modem prose with reports\n\ninstructor\n\nthird-year\n\nadditional.\n\nUnder similar requirements and after offering prescribed prerequisites\nhe may take: astronomy, chemistry, electricity, hygiene and sanitation,\nforeign languages,\n\ncommercial Spanish, commercial law, accountancy,\n\nelementary and advanst cabinetmaking, forge, foundry, and pattern making,\nart metal and design, mechanical and architectural drawing, advanst ma-\n\nchine design or advanst courses in foods and dressmaking.\n\nThose postgraduates who do not wish to achieve advanst university or\nnormal-school standing may, of course, elect any subject where they can be\nenrolled without overcrowding classes already formed.\n\nThe greatest danger of abuse in connection with the junior-college\nmovement, as pointed out by Professor J. R. Angell, is the spending of\nmoney needed for the regular high and elementary schools. It certainly\nis poor policy to spend at the top money which is needed below.\nIf you have followed me in the foregoing, it is apparent to you that by\nour plan the college year costs us but two periods per day, i.e., one period\nIn all other\nof an instructor's time in English and one in mathematics.\nsubjects the college-year people are distributed thruout the several depart-\n\nments, fitting into classes already required and formed to meet the needs of\nthe regular high-school students.\n\nAs our high school is operated on the ninety-minute, supervised-study\nbasis with four periods and a six-hour day, this means the equivalent of half\n\nthe time of one instructor.\n\nNot counting overhead, our additional outlay\n\nfor the education of a half-hundred young college folk is little more than\n\n"} {"page": 290, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n274\n\nhalf the salary of one instructor.\nlisht,\n\n(Secondary\n\nBy filling up the sections already estab-\n\nmuch coveted educational opportunity is thus provided at almost\n\nno additional cost.\nFor those districts with abundant funds to establish a junior college on\nthe excellent California plan, I have no message but one of Godspeed.\nFor the small but ambitious high-school district, tempted to give its young\npeople this splendid privilege of one or two years of college work at home,\nmy only message is one of caution. Go slow, count the cost. If you can\nafford it, well and good, but do not weaken the foundation work because of\nyour ambitious and laudable plans for a well-rounded superstructure.\nBut for the high school having several hundred pupils, with rich courses,\nand with some higher degrees or their equivalent in the faculty, I hope you\nmay not hesitate to offer your graduates this privilege of at least one year of\ncollege education at home.\nIt will not weaken your finances, but will give\nyou greater return for the extra planning and extra work than any other\ninnovation is likely to do.\nIt\n\nmeans recognition of the fact that the thirteenth and fourteenth\nIt means that your young people who are too\n\nyears are really secondary.\n\nyoung or too straitened in their circumstances need not go from the sheltering rooftree quite so soon. If you are a parent of a sixteen- or seventeenyear-old high-school graduate, you will appreciate more than money the\nprivilege of allowing that child to develop under your eye a little longer.\n\nThis innovation also makes possible a safer and saner passage between\nthe Scylla and Charybdis of the fateful Freshman year at the university, a\n\npassage attempted in too many instances in a boat captained and piloted\n\nby ofl[icers who have never guided craft that way before, or, to change the\nfigure, this plan saves your youth from wholesale slaughter at the\n\nhands\n\nof axmen who have small use for Freshmen, anyway.\n\nThe plan aims at nothing in the way of a separate institution.\nthe very essence of our plan makes it a part of the high school.\n\nIndeed\n\nIt .is simply\n\na device whereby educational opportunity such as is constantly going to\nwaste in many similar communities is conserved.\ncing waste;\n\neconomy displayoung Americans.\n\nIt is\n\nit holds out the torch of learning to ambitious\n\nIt means a little more American opportunity.\nIt sounds so easy and costs so little that you may challenge the results.\nTo forestall this, let me remind you that four of the most scholarly mem-\n\nbers of our state-university faculty spent an entire day in our classrooms\n\nchallenging the plan, and were convinst of its soundness, and of the first\nclass the five who have now completed their Sophomore year at that insti-\n\ntution have all earned Phi Beta Kappa standings.\n\n"} {"page": 291, "printed_page": null, "text": "Department!\n\nEDUCATION THRU SOCIALIZATION\n\n275\n\nEDUCATION THRU SOCIALIZATION\nETHEL PERCY ANDRUS, PRINCIPAL, LINCOLN HIGH SCHOOL,\nLOS ANGELES, CAL.\n\nWhen I came to Lincoln High School I found a beautiful building\nuniquely placed on a slope one hundred and forty-seven steps above the\n\nNorth Broadway hill on the very outskirts of our district in northeast\nLos Angeles. Ours was once a fashionable part of town. Rambling mansions of the late eighties and nineties, sometimes with the original householders here and there, tell the tale of departed grandeur. The school\nsite itself was the home of a wealthy French baron and later a prominent\nbanker, anxious to leave the Eastside for the more popular and growing\nwest and southwest. To the north, northeast, and south for a radius of a\nmile, except for fifty scattered homes, the land is still unoccupied and in\npart not subdivided. Below us to the west and northwest is this old\nresidence district, once aristocratic, now modest and in part poor, the homes\nof industrial workers, the parents of our twelve hundred boys and girls.\nSo inaccessible was the Lincoln site considered that the protests of parents\nwere always expected and regularly heard against the girls climbing the\nhill.\nThen there was the general impression that the hill was unscalable\nto the grown-ups, and that we on the hill were equally removed from their\nAnd yet Lincoln High School enjoyed the rare advantage of\ninterests.\nbeing situated in a section of the city that is, because of its very location\narid isolation, a community in itself with all the activities and interests tshat\nthis implies, and yet an old community with no pivoting thought and no\n\nBut we had much to start with, a Board of Trade, a Federal Bank,\nan Improvement Association of fifty members, a local ministerial association, The Wednesday Morning Woman's Club, Eastlake Park, a Carnegie\nLibrary, and a local pride. That pride included the sense of ownership\nand appreciation of the beauty of Lincoln High School. But we were not\na community. We were merely a neighborhood.\nI early learned that the three real, live men of the community were\nthe young manager of the local bank, who was also the president of the\nBoard of Trade, the middle-aged billiard-hall keeper, and the old newspaper\nNone of them lived on the Eastside. The two\neditor and publisher.\nzeal.\n\nI considered—foolishly\n—unavailable. They have since become my right-\n\nwealthy men who were residents of the\nas I afterward learned\n\ndistrict\n\nhand helpers, the more influential not missing one of the meetings. And\nso I went to my three commercial friends and inspired them, as I thought,\nwith an ideal of community unity. I suggested that Lincoln High School\nbecome a community center, and that by so becoming we should be able\nto focalize our neighborhood in effort, unify it in action, and so work together for community good and neighborhood welfare. On this we were\nall agreed.\nThen imagine the surprise and self-righteous wrath of us at\n\n"} {"page": 292, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n276\n\n[Secondary\n\nLincoln when our three friends requested us to send down some music to\nthe beginnings of the community center.\n\nLincoln High School was abso-\n\nno one would attend,\nno one would climb the hill. They cited as evidence how quite recently\ncertain optimistic souls had conceived the wild idea of using the building\nlutely out of the question as a meeting-place, for\n\nA total of four meetings brought out, they remarkt,\nThere were, on one memorable occasion, forty-odd\nin the gathering, they assured me, but everyone was a candidate for office.\nThen they went to work. They hired a hall in the center of the section,\nplanned a rather trashy program, for my friend the poolroom manager has\nnot always the most restrained of tastes, and besides it wasn't bad enough\nfor political meetings.\n\nthirteen as audience.\n\nThey spent what was to us untold wealth, forty\nThey tried it again and failed. And\nThe Eastside was dead,\nso, being discouraged, they tried to discourage us.\nthey said. Nothing could galvanize it into action. The people were sore,\nmossbacks, petty, and uninterested. But we at Lincoln were undeterred.\nto be too attractive.\n\ndollars, in advertising,\n\nand failed.\n\nWe recognized that the school, especially a high school like ours that\nhas an intermediate in connection, reaches into every home in the com-\n\nmunity.\n\nWe knew that we could make the school the pulse of the com-\n\nmunity, and so we advertised community singing.\nis\n\nMiss Ames, our leader,\n\nherself a dynamo of good nature, resourcefulness,\n\nand magnetism, and\n\ntogether we women met and graspt hands with our gardener, our janitor,\n\nseven pupils, and one man and his wife who responded to our call.\n\nThe next\n\nmeeting brought out fourteen, six adults, the men refusing to be separated\n\nfrom their wives, and singing soprano with them. When after repeated\nmeetings our janitor counted forty-one in our audience, he called me aside\nand advised, \"Why don't you tell'm this will be the last? You've wdrkt\nso hard at it they can't say you gave it up till you made it a success.\"\nThen came a bit of sage counsel from our student yell leader, \"People won't\ncome out just to sing. They'll sing after you get 'em there, but you will\nhave to advertise something else to bring them.\" And what he said I\n\nfound to be true in our community, for the subject, unless the speaker is\nworld-famous, is more important than the speaker the instrument than\n\n—\n\nthe musician.\n\nWhen I say this I give you the key of our community, and\n\nWe mimeographed an invitation, sent\nmembers of the Improvement Association, the churches, the\nprominent storekeepers, the newspapers, and the schools. We went before\nthe student body, we advertised our wares, we urged their attendance, our\nboys made the blueprints which we posted in the stores on the main streets.\nWe had as our speaker a celebrated lecturer, so I excused all upperclassmen\nfrom preparation of their English and history lessons for the next day.\nWith this bribe, discontinued after the third meeting, we filled our auditorium. A thousand people sang and listened, at least eight wild-eyed\nI remember\nsocialists talked, and the success of our meetings was assured.\non this theory we went to work.\n\nit\n\nto the\n\n"} {"page": 293, "printed_page": null, "text": "Department!\n\nEDUCATION THRU SOCIALIZATION\n\n277\n\nthe lecturer gasping in consternation as the curtain rose, \"Why they are\n\nfrom eight to eighty!\n\nI haven't anything for a crowd Hke this!\"\n\nI com-\n\nforted him, \" This is the problem every country minister faces every Sunday;\n\nonly there the parents try to keep the kiddies quiet, and here you have to.\nThat's all.\"\n\nAnd that brings me to the question of discipline.\n\nThe rowdies from\n\n*'Dog Town\" tried to break up the meeting, and for a month one of our\n\ngood friends on the police force posted himself where he could best advertise\nthe majesty of the law, while his companions did yeoman duty on the out-\n\nThe order in the balcony was a real problem until the newness wore\nThe rowdies ceast noticing us. We had become establisht like a\nchurch and were therefore uninteresting. But for a while we didn't even\ndare darken the room to throw on the slides for community singing, but\nside.\noff.\n\nhad to give each a mimeographed copy of the songs.\nAnd so we built our thriving community nights, which bring out regularly eight hundred to a thousand citizens\nsome alone, some with babes\nin arms, some with little ones holding to their clothing, they come by the\nhundreds. We have proved that the hill is not so high, and that, since we\nare lowly in spirit, our friends will climb the hill to meet us.\nIn an arc of forty-five degrees with a mile and a quarter radius from the\nschool are the industries employing seventy-five hundred workers: three\nthousand in car barns, four hundred in carpentry trades, seventeen hundred\nin metal trades, four hundred in canning, and four hundred in laundry.\nThese workers are the parents of our boys and girls. For their children we\nin the industrial district were offering only cultural courses with no other\nshop equipment than woodwork. The result is this: Those students who\ncame to us were singularly earnest and conscientious. Their parents were\neager that they should have the traditional educational advantages. Those\nwho stayed away were the motive-minded, and those we planned to have.\nEven when we began to add vocational equipment we found that we had\nno demand for it. Aristocratic Hollywood numbers by the hundreds the\n\n—\n\ngirls enrolled in\n\nhome economics; we at Lincoln were last year running\n\ntwo courses in second-year cooking with a total enrolment of ten. The\nsame held true in other branches. We had the sons of hard-working\nmechanics who thought that they would rise by becoming clerks. They\nseemed firmly to believe that it was more honorable to spend one's life\nsitting on a stool or standing behind a counter becoming soft and easeloving and shirking work than doing the skilled work of the artisan\nand the mechanic. We have learned that before we can train industrial\nworkers we must train our boys and girls to believe in an industrial\nfuture.\nThe first step toward this was to gain the support of the tributary schools and then to inspire confidence in the minds of the parents\nso that they would be willing to listen and weigh our advice and perhaps\nfollow it.\n\n"} {"page": 294, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n278\n\n[Secondary\n\nWe met in conference and individually with teachers and principals of\nneighboring schools and explained to them our socialized courses in arithmetic,\n\nour\n\ncourses\n\nexploratory\n\nin\n\npreparatory\n\nmathematics,\n\ngeneral\n\nand community civics, our sheet-metal work, cement-work, and\nelectrical wiring taking the place of woodwork, and our special study helps.\nWe told of our plan for mothering our incoming Bfs with the same teacher\nfor English, geography, classroom, and study, of the speed classes for the\nhistory,\n\naccelerants, opportunity classes for the slow, the division according to the\n\ndominant interests and powers.\n\nWe told them of our thirty-nine acres in\n\nhome gardens, our vocational work, our part-time work, our vocational\ncounselor, and our ambition to fit our school to the needs of the community.\n\nWe felt that we knew these needs, for we had made a survey of our neighborWe had visualized these results of eighteen months' study on a many-\n\nhood.\n\ncolored map with many colored pegs showing industries, social activities,\nnationalities, etc., until now we have so gained the sympathy of the neigh-\n\nboring schools that the educational guidance given to the boys and girls\nof Lincoln High School by the elementary, grade, and high-school teacher\nis an intelligent guidance.\n\nThe young people themselves would undoubtedly consider the school\nThe self-government\n\nactivities as the most characteristically social work.\n\ncommittees of the boys and girls have become so worth while according\nto their standards, and so desirable the post of president, that four candi-\n\ndates entered the field this June for a hotly contested campaign, whereas\nthe student-body president brought out only three.\n\nThen, too, there is\n\nthe Girls' League, an organization of all the girls in the school, something\n\non the order of the older-sister movement, with the slogan \"Nobody lonesome at Lincoln.\" It is in connection with the Girls' League that Lincoln\nHigh School is doing perhaps its most formative daytime work. The\nsocial life of the school,\n\nwhen I came to it, was divided sharply into the\n\nclasses which indulged in that most easily arranged of all pastimes, dancing,\n\nand all that it implied, the dancing frock, snobbishness, heartbreak, a\nclique spirit, and the personnel of each party decided entirely by the boys\ninviting, and the masses which once a year had a rowdy good time in the\nhigh jinks. We workt on the theory that many a young person would\nbehave well in society if he knew how, and knew that it was the thing to do.\nWe decided first of all to make the effort to show him how and to make it the\nthing to do. Civilization, I have heard, is the art of playing, but play\nwe will whether we do it artistically or not. The school cannot suppress\nthe social instincts, altho it has tried to do so. It has maintained an open\nfeud with the social hunger of its students, and the daily and nightly grind\ndemanded by it has not left much time or opportunity even out of school for\nlegitimate social experience.\n\nTherefore, to control the social activities\n\nof our young people we remodeled a cottage on the grounds into a two-\n\nroom clubhouse, and there we hope to center the social life of the school.\n\n"} {"page": 295, "printed_page": null, "text": "EDUCATION THRU SOCIALIZATION\n\nDepartment]\n\n2^0\n\nThe rooms are arranged in homelike fashion, the institutional air is gone,\nonly small groups of fifty can be easily handled, and there on Friday after-\n\nnoons we shall have our social hours, the girls not going home to dress, an\n\naway with the question of chaperonage home,\nand all learning the observances and forms of good society, and how to give,\nas well as how to act at, a party. In this connection it might be well to\nsay that while our aim has been to cut down the cost of party dresses by\npersuading our young people to come in school dress or middies, we are\nconvinst that occasionally a party should be given in which the young\npeople wear their best raiment, altho not necessarily party dresses. For\nwe have learned that there is a direct relation between dress and manners\nin young people whose social standards are still unformed.\nEven the\nSenior party following graduation, to which the girls wear their five-dollar\ncommencement dresses, because of the dress become dignified affairs.\nAnd in all of this we have more than the support of the parents. The community has become interested. It feels as we do that the best guaranty\nfor a good social life in the school is a good social and civic life in the comearly adjournment doing\n\nmunity.\n\nMoreover, the young people are becoming interested in their community.\nspirit.\n\nThere has developt from the school spirit a good community\nThe big school pageants have become community affairs. Twice\n\non May Day this section of the city has joined in merrymaking in a community festival with the boys and girls of all the schools, the crowning of\nthe May Queen and the attendant May Day festivities in which the girls\nshone, the track meet and contests for the boys, and open-air dancing\nfor\n\nall.\n\nLast June the commencement play was a community pageant,\n\nrehearsing the history of this section of the city and the school site.\n\nLast\n\nChristmas thirty-five hundred people gathered to see on the stage dug\n\nby our boys out of the hillside the \"Winter Festival\" with its story of the\nGreek \"Observance\n\nof\n\nthe Winter Solstice,\" the\n\nRoman \"Saturnalia,\"\n\nHer Child to the God Thor,\"\nand the \"Coming of the Messengers of the White King,\" the German\n\" Tannenbaum,\" the copy of Murillo's \"Adoration of the Virgin\" for Spain,\nthe French \"Scene of the Manger,\" the English \"King of Misrule,\" and\nthe Scandinavian \"Mother's Sacrifice of\n\nAmerica's \"Santa Claus,\" with a wonderful Christmas tree seventy feet\nhigh which our boys had cut from our own grounds and which later we gave\nto the Salvation Army for their Christmas tree, and over all illuminated by\n\na huge electric star.\n\nAnd we of all creeds in our community chorus sang the\n\n\"Sanctus\" from St. Cecelia's Mass, which we had practist for many weeks\nat our community nights.\nWhich brings me back to our community nights.\nFor whatever the entertainment, and the program is always well planned,\nwe hope to include an activity of a school other than ours. So well known\nhave our gatherings become that we dare to ask and are granted programs\nby noted musicians and lecturers. Indeed we have learned that the bigger\n\n"} {"page": 296, "printed_page": null, "text": "NATIONAL EDUCATION ASSOC!ATtON\n\n28o\n\n(Secondary\n\nthe man the more eagerly he shares. It's only the mediocre or petty\nman who refuses to give his gifts to those who cannot pay. We have also\n\nour community discussions in which good friends arise and say of each\nother that if anyone but a fool were talking or, \"I have heard a lot of\n\n—\n\ntalk, but nothing has been said here tonight.\"\n\nfor already by force of these meetings\n\nAnd they lead somewhere,\n\nwe have been able to change the\n\nobjectionable name of our section, Eastside, to the more impressive Lincoln\n\nHeights, and of our adjoining park, the biggest under cultivation in the city,\n\nfrom Eastlake to Lincoln. And even there we kept up our community\nWe as a school have cooperated in the community singing there\nfeeling.\nof a Sunday, we as a school have officiated at the changing of the name, we\nas a school are just recovering from participation in the Fourth of July\nexercises, for now, in a section in which formerly there were no community\nefforts, we have had in the last month two community undertakings from\nthe outside a patriotic rally, a benefit for the mess fund of a company of\nLincoln Heights boys, and this Fourth of July celebration, and on each\n\n—\n\ncommittee can be found my friend the banker, my friend the poolhall\nmanager, my friend the editor, our wealthy citizen, and the principal of\nLincoln High School.\n\nFor they have learned their lesson\n\n—that\n\nit is\n\nthru the young people\n\nthat the community life must come, for thru their interest they draw their\nparents and friends to us, and they are interested, for here they meet other\n\nboys and girls\n\n—and unlike some schools, where women look with concern\n\non much mingling of boys and girls, we believe that considerable and wide\nacquaintance among boys and girls is the best guaranty for happy homes.\nI know that the separation of the home after the evening meal, by reason\nof the cheap shows, the dance hall, the auto joy rides, the movies, where all\n\nfrequently go in different directions, can be met only by a social center\nwhere, like ours, every meeting is a social reunion, a civic gathering, a\nrally for our section, and a good time.\n\nNow even the young people attend\n\nwith their parents, share the same recreation, and are interested in the same\nactivities, have the same experience, and something of worth for discussion.\n\nWe have now a community drama club, which plans to put on a play next\nMonday evening, a community chorus, a community orchestra, a member of\nwhich introduced herself to me a week ago as I bought the trimming for this\ndress.\n\nAnd they plan to keep right on thru vacation, once a month, with our\ncommunity dinner with its attendant speeches and toasts, its good will and\nfellowship, parishioners hobnobbing with their pastors, teachers with the\n\npatrons of the school, and all learning tolerance and good-fellowship. We\nhave put this emphasis on social training and upon vitalizing the motives\nof students because we realize that the inertia of the parents and the indiffer-\n\nence of the school are the roots of most trouble in adolescents, and that there\nare new breeds of social evils with their unblushing degeneracy with which\n\n"} {"page": 297, "printed_page": null, "text": "THE HIGH SCHOOL AND AMERICAN IDEALS\n\nDepartment]\n\n281\n\nwe must do battle, that we must fight these social activities having harmful\nassociations by activities having helpful associations, that thus we bring\n\nthe evil within bounds, yield to the impulse but control its expression and\n\nthru self-responsibility and by controlling the social and civic life of the\n\ncommunity we weld standards of right living, wholesome recreation, and\na civic conscience.\n\nTHE RESPONSIBILITY OF THE HIGH SCHOOL FOR\nAMERICAN IDEALS\nAURELIA HENRY REIISIHARDT, PRESIDENT, MILLS COLLEGE, OAKLAND, CAL.\n\nThe high school is not yet crystallized.\n\nThe length of its course is\n\nfrom three to eight years. The number and kind of\nits departments differ widely.\nCurricula vary largely. The requirements\nfor graduation are changing.\nThe high school is striving to meet the most\nimportant demands today in modern public education. It is a good thing\nstill unsettled, varying\n\nthat the high school\n\nis\n\nthus in a state of\n\nflux.\n\nIt bodes well for our\n\nfuture.\n\nWhat then is the definite relation between this evolving institution and\nthe formulation and inculcation of American ideals in American children in\n\nAmerican high schools are using, more now than ever, AmeriAt the same time, while we thus\nteach nationalism, we must maintain a proper perspective by the study of\nthe language,, art, and literature of other peoples. Mental isolation is\ntheir teens ?\n\ncan content in literature and history.\n\nIn the eighteenth century men generalizing broadly exprest their\n\nfatal.\n\nToday, while in spirit we still cry, \" Give me Uberty\nor give me death,\" we express our ideals ever more simply, soberly, and con-\n\nideals oratorically.\n\ncretely.\n\nWe are the outcome of a noble past; we come of a people of\n\nand large opportunities, but today our life is becoming\nmore intensive, and each one must do his part with less waste and greater\nefficiency.\nEternal vigilance for the preservation of the large view and the\nlarge ambitions\n\nwide perspective is necessary to preserve in the individual essential sanity\nof mind and nobleness of attitude toward life.\n\nIn all schools, in all variations of all schools, there are two stable factors:\nfirst,\n\nthe open-minded teacher, so truly patriotic that he needs not talk\n\nabout it and so patient that he strives ever to\n\nlift\n\nup the student to\n\nthe best American ideals; second, the oncoming generations that are to\n\nbe future American citizens.\nto provide\n\nIt is the chief business of the public school\n\nan atmosphere and environment in which the fine personality\n\nof the teacher may best develop an intelligent world-enlightened patriotism\nin the minds of American youth.\n\n"} {"page": 298, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n282\n\n[Secondary\n\nORIENTING THE HIGH SCHOOL\nEDWARD O. SISSON, PRESIDENT, MONTANA STATE UNIVERSITY\nHere and there in the United States modern high schools are already\nto be found; but the majority are still far in arrears.\nFor the vast majority\nof our million and a half high-school students the ''prescribed nine units\"\nare still dominant: three units of English, two of mathematics, two of\nforeign language, one each of natural science and the social sciences, including history. For the vast majority likewise physical education and vocational training simply do not exist.\nWe teachers are living in a fool's\nparadise if we think such a condition is going to be tolerated much longer.\n\nThe fiery crucible of the war era is trying all things, and will choose and\nreject ruthlessly.\n\nThe natural sciences embody the total result of man's penetration\ninto the essence and laws of the material universe in which he lives and of\n\nwhich his own body is an integral and related part.\n\nOn the natural sciences\n\nrest the industry, the commerce, the sanitation which mark off the modern\n\nmaterial world from the ancient.\n\nJt was\n\nthis\n\nworld of matter which\n\nSocrates set out eagerly to study; he turned aside only because he found it\nveiled in impenetrable mist and confusion.\n\nWe moderns, who profess to\n\nadmire the old Greek sage, have no such excuse; natural science is now a\n\nmodel of clearness and accuracy. The attitude of the high schools toward\nscience, as shown by all kinds of data, is utterly inexcusable and belongs to\nthe Middle Ages. No small share of the blame falls upon the teachers of\nthe sciences themselves, who know no methods suited to the secondary\nstudent, but can only thrust university topics, notebooks, and methods\nupon minds unfitted to receive them or profit by them.\nHigh-school teachers are the direct offspring of colleges and universities.\nWhat could be more naively irrational than the frequent insistence of the\nuniversity professor of chemistry, for example, that he prefers students who\nhave had no chemistry in high school, when the high-school chemistry\ndepartment is the very product of his collegiate instruction ?\nWe need in the high schools more natural science, better suited to highschool students, aimed at the scientific and industrial fields of actual life,\nstudied by far more students. The absolute minimum should be two\nunits: one year to furnish a general introduction to the sciences and the\nscientific method and one to deal with one of the great special sciences.\nThe conditions of modern life and thought will soon demand even more\n\nthan this.\n\nThe social sciences are both more ancient and more recent than the\nnatural sciences.\n\nWhen Socrates regretfully abandoned his quest into\n\nnatural science he turned to the study of man's own life; his greatest work,\n\n—with the requisite treatment\n\nthe republic, in ethics, politics, sociology\n\neducational statesmanship.\n\nof\n\nSince his time Christianity and its poHtical\n\n"} {"page": 299, "printed_page": null, "text": "ORIENTING THE HIGH SCHOOL\n\nDepartment]\n\n283\n\nembodiment, democracy, have begun and carried far the regeneration of\n\nhuman institutions;\nera;\n\nit is\n\nthe science of this new humanism belongs to our own\n\nthe dominant note of modern thinking; particularly it forms the\n\nmost intimate bond between the scholar and the\n\nsocial world.\n\nSocial\n\nscience in its present form is the newest of the sciences.\n\nDr. Ogburn's address, just presented to this section, on \" Sociology in\nthe High School\" points the way; surely no one can listen to his facts and\nargument without being convinst that high-school students must study\nsociology, and will pursue it with that eagerness which is the very soul of\nstudy, as it is the original meaning of the word. It would be both unnecessary and presumptuous for me to discuss this subject at length after Dr.\nOgburn's address; instead, let me register my approval and admiration for\nhis proposals and the facts and illustrations with which he so richly proves\nand illuminates them.\nFrom an earnest study of secondary education in relation to national\nand human life for the past twenty-five years, I do not hesitate to say that\nsocial intelligence and social sympathy are the most vital of all the aims of\nthe American high school. Social and economic problems lie athwart the\npath of national and human progress; social and economic evils loom most\nthreateningly on the horizon. The present high-school course is almost\ntotally barren of any culture which fits the student for the solution of these\nproblems. The high-school graduate has usually never been invited to\nconsider the nature and human function of money, the relation of capital\nto labor, the existence, causes, and terrible results of poverty.\nNothing is more significant than the quick and lasting response of highschool students to vital social studies, as shown by Mr. Moore's experiment\nin Portland, referred to by Professor Ogburn, and many other isolated\nbut demonstrative achievements. The high school is the golden opportunity to open the eyes and lift the heart on social questions. The highschool boy who knows that a dollar is simply a symbol for human labor on\none side and human welfare on the other is safer and wiser in business;\nthe young man who has obtained even a glimpse of unemployment and\n\npoverty, of the grinding hardships of industrial situations, can see that\n\nI.W.W. and sabotage are the ulcerous symptoms of deep-seated evils in\nthe body politic, and cannot be solved by jails and machine guns, but\nwill yield only to the keenest and yet most human intelligence, penetrating to the underlying causes and providing a rational and effective\nremedy.\n\nEven the little attention the school does give to social science is devoted\ntoo largely to the abstract and philosophical aspects:\n\nthe high-school\n\ngraduate who has been lucky enough to get a course in government has\nlearned something about the constitution of the United States; but when\n\nhe gets into a county political convention, where the real government is\nactually going on, he finds himself in a world of which the school knows\n\n"} {"page": 300, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n284\nnothing.\n\n[Secondary\n\nSo he either shrinks away and becomes a non-political citizen,\n\nor drops his academic politics and starts over again.\n\nThe high school is the golden opportunity; college would be too late,\nThe brain and heart of the early\n\neven for the few who reach its halls.\n\nadolescent are ripe for impression; hardening sets in usually before the end\nof the high-school course.\n\nThere is for the high-school teacher no substitute\n\nand no release; he must step forward and meet the need.\n\nWe are living in a twentieth-century world: our civilization has taken\nthe currents of the Old World into its very being; valuable as may be the\nculture of the ancient world, we may not safely neglect our own world to\n\nMyriads of high-school boys are spending time\non Herodes Atticus and other classical mediocrities when they are grossly\nignorant of Abraham Lincoln, George Washington, and Columbus.\nThe high school must move forward; it must move decisively; and in\nthe essentials of American citizenship it must move en masse. A curriculum\nwhich neglects physique and vocation and relegates natural science and\nsocial science to the bottom of its list is mediaeval.\nFour lines demand\nand must have far more attention: physical education, vocational training,\nnatural sciences, and social science. If the high school can not or will not\nmeet this demand, it will dwindle or be thrust aside for some other form of\nHappily there are good signs of advance; some schools have\nschool.\nalready moved far in the right direction, while most schools feel the impulse\nand are trying to act upon it.\nstudy the ancient world.\n\n"} {"page": 301, "printed_page": null, "text": "DEPARTMENT OF HIGHER EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—Edward C. Elliott, University of Montana\nHelena, Mont.\nVice-President— Charles H. Johnston, professor of secondary education,\nUrbana,\nUniversity of\nEducation, James Milliken University. Decatur,\nSecretary—^John E. Rouse, head of School\nPresident\n\nIllinois\n\n111.\n\nof\n\n111.\n\nFIRST SESSION—Tuesday, July io, 191\nThe meeting was called to order at 10:00 a.m. in the Main Building, Reed College.\nThe following program was given:\n\"War Measures of Higher Educational Institutions\" Charles R. Van Hise, presi-\n\n—\n\ndent. University of Wisconsin, Madison, Wis.\n\"Relation of the Governor to the Oregon Public Educational System\"\nlency, Governor Withycombe, of Oregon.\n(Read by title.)\n\n—\n\n^His Excel-\n\nHis Excellency, Governor Stewart, of Montana, sent the following telegram which\nwas read and which the department desires incorporated in the minutes:\n\nHelena, Mont., July 10, 1917\nDr. Edward C. Elliott,\nNational Educational Association,\nPortland, Ore.\nPlease present to the N.E. A. my sincere regrets at my inability to be present and take\npart in the program. Oflficial business of urgent character absolutely prevents my leaving\nthe state at this time. I am very much disappointed, as I would like to hear the discussion\nof \" Relation of the Governor to the State Public Educational System.\"\nIn my four years\nof service as governor I have had to deal constantly with the different phases of this\nAll\nquestion.\nother things aside, it appears to me that the facts that the governor of the\nstate is the executive head of the affairs of the state and that the educational department\nis one of the most important of the state functions make it absolutely necessary that the\ngovernor should give to this subject his very best talents. At the same time there is always\nthe danger of the injection of politics. The question then is how to bring to bear the very\nbest executive ability in behalf of the educational system of the state without commingling\nthe same with partisan affairs. When that problem can be solved, then educational\naffairs will have achieved something higher and better than now obtains in any system\nin vogue in the states of the Union. I sincerely hope that the consideration of the question\nby the Association may be enlightening and practically beneficial.\nS.\n\n\"Educational Institutions\"\nRiver Falls, Wis.\n\n—\n\n^J.\n\nW.\n\nV. Stewart\nGovernor of Montana\n\nCrabtree, president.\n\nState\n\nNormal\n\nSchool,\n\nA committee was appointed to draft resolutions setting forth the importance of highschool graduates of 191 7 entering higher institutions next fall for training in American\ncitizenship.\n\nSECOND SESSION—Thursday, July 12, 191\nThe meeting was called to order at 10:00 a.m. in the Main Building, Reed College.\nThe following program was presented:\n\"The Four-Quarter Plan of University Operation During the War and After\"\nJohn A. Widtsoe, president. University of Utah, Salt Lake City, Utah.\n'\n\n28s\n\n"} {"page": 302, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n286\n\n[Higher\n\n—\n\n\"Critical Present-Day Issues in Administration of State Higher Education \"^ B. R.\nBuckingham, educational statistician, State Board of Education, Madison, Wis.\n\"Administrative Responsibility and the Current Doctrines of Academic Freedom and\nAcademic Tenure\" Edward C. Elliott, chancellor, University of Montana, Helena,\nMont.\nDiscussion C. A. Duniway, president. University of Wyoming, Laramie, Wyo.;\ndan J. M. Hamilton, president. College of Agriculture and Mechanic Arts, Bozeman,\nMont.\n\n—\n\n—\n\nThe following officers were elected for the year 191 7-18:\n\n—William T. Foster, president, Reed College, Portland, Ore.\n—F. L. McVey, president. University of North Dakota, Grand Forks,\nN.D.\nSecretary—Edward L. Schaub, professor of philosophy. Northwestern University,\nPresident\n\nVice-President\n\nEvanston, 111.\n\nJohn E. Rouse, Secretary\n\nPAPERS AND DISCUSSIONS\nRELATION OF THE GOVERNOR TO THE OREGON PUBLIC\nEDUCATIONAL SYSTEM\nHIS EXCELLENCY, GOVERNOR WITHYCOMBE, OF OREGON\nIf there is any one lesson that this World\n\nWar is teaching people it is that\n\nevery man must be trained especially for the work he intends to do; that\nevery boy and girl shall be so educated that he will know how to do at least\n\none thing well.\n\nThat is the primary secret of modern efl&ciency.\n\nOregon, in establishing her system of public schools, wisely recognized\nthis principle and has ever held it sacred.\n\nAn examination of the laws of this\n\nstate shows that, while the governor is chairman of the State Board of Educa-\n\nand the duties of administration are\nEven if the governor should\nbe a man pre-eminently fitted by training and occupation to direct the\ntion, his duties are largely advisory,\n\nleft to a superintendent of public instruction.\n\nschools of this state, his duties are such that he could not well give the\nschools\n\nmore time without neglecting many vit3-l interests of the state\n\nto which by virtue of his office he must give daily attention.\n\nIn many of our states, during the early history, the governor has also\n\nbeen the superintendent of public instruction.\n\nToday, often the superin-\n\ntendent of public instruction is directly responsible to the governor, being\n\nappointed by him or by a board of regents appointed by the governor.\n\nThru such a system the public educational system is brought directly into\nclose relationship with the political system and, to a certain positive degree,\n\nby the political changes from term to term.\nWhere the superintendent is elected by the whole people he is directly\n\nis afifected\n\nresponsible to them;\n\nhe is expected to formulate a policy, to lead and\n\nand it is coming to be recognized by the\nAmerican people, at least in this state, that when a school superintendent is\nefficient, is working unceasingly for the benefit of the schools, and is accomdirect the education of the state;\n\n"} {"page": 303, "printed_page": null, "text": "Department]\n\nTHE GOVERNOR Al^D THE EDUCATIONAL SYSTEM\n\n287\n\nplishing that which he has undertaken to perform, the people ask no question as to his politics, but return him to office as long as he continues to\n\nserve them wisely and well.\n\nThat you may see just what we consider in Oregon a proper and successful limitation of the governor's power in the administration of the state\n\npublic school system, I will relate somewhat in detail the educational duties\nof the governor of this state.\n\nThey are divided into two classes: he is\n\nex officio chairman of the State Board of Education, and as governor he\n\nappoints several important boards.\n\nThe State Board of Education is autliorized by law to prepare a state\ncourse of study; to prescribe rules and regulations for the general govern-\n\nment of the public schools; to enter into contracts with the various schoolbook companies for the books adopted by the State Textbook Commission,\nand to authorize the use of such books in the schools; and to hear appeals\ntaken from the decisions of the state superintendent.\n\nBy virtue of his office as chief executive of the state, the governor\nappoints the members of the State Textbook Commission, the members of\nthe Boards of Regents for the three state educational institutions\n\n—the\n\nUniversity of Oregon, the Oregon Agricultural College, and the Oregon\nState Normal School.\nIt will be seen, therefore, that aside from the appointive power of the\n\nWhile technically the State\nBoard of Education is required to prepare the state course of study for the\npublic schools, in practice this duty is left to the superintendent, and the\ngovernor's duty is simply a formal approval.\nThe duties of the State Board of Education are not to be considered,\nhowever, as entirely perfunctory. Many important and valuable ends are\nattained by having these three state officials compose the educational\nboard. That there is such a statute is a suggestion in itself that there\nshould be a close relationship between these offices. The practical workingout of this theory of the law is shown when the governor prepares his\n\ngovernor his duties are largely advisory.\n\nmessage to the legislature.\n\nIt contains usually strong indorsement of the\n\nmeasures proposed by the superintendent of public instruction for the\nbetterment of the public schools of the\n\nstate.\n\nFor example, the state\n\nsuperintendent has been for the past four years working out a definite\npolicy for increasing the efficiency of the rural schools.\n\nMany improve-\n\nments have been made thru a scheme of standardization, but the superintendent realized that the short term of many of the rural schools was\nhindering the work of the entire system. He proposed a law requiring\neach district to have not less than eight months of school each year. The\ngovernor as a member of the State Board of Education was in a position to\nknow the educational needs of the state, and to give the policy of the State\nDepartment of Education an intelligent and effective indorsement when\nthe whole matter was presented to the legislature.\n\n"} {"page": 304, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n288\n\n(Higher\n\nOne of the most important duties of the governor is that of naming the\nmembers of the State Textbook Commission. This commission selects\nbooks for all grades of the public schools for all schools of the state, excepting\n\nEvery family is affected. The children purchase\nown texts, so the cost of the books is of vital interest. Secondly,\n\nthe city of Portland.\ntheir\n\nthe character of work done in the schools is more or less governed by the\nquality of the material which pupils and teachers must use.\n\nIn order that\n\nthe prices of books and excellence of workmanship may be examined with a\n\nview to protecting the school patrons from a financial standpoint, the\ngovernor always appoints some successful business men as members of the\ncommission.\n\nThe other members of the commission are men and women\n\nactually engaged in educational work.\n\nAgain the governor is called to preside at the meetings of the state\nboard when appeals are heard. If it should appear that the certificate\nlaws, for example, were not being fairly or impartially enforst, he has here\nthe opportunity to call this to the attention of the superintendent, and\n\nthru his power as a member of this board to insist upon a correct administration of the law.\n\nPerhaps the best illustration of the coordination of the office of the\ngovernor with that of the superintendent of public instruction is our certifiIn Oregon each teacher must have special preparation for the\nwork he wishes to do. If he desires to teach any of the regular courses in a\nstandard high school he must hold a diploma of graduation from a standard\ncollege or university and must have completed at least fifteen semestral\ncate law.\n\nhours in the department of education.\n\nAll the standard colleges\n\nnow\n\nmaintain departments of education for the express purpose of training\n\nyoung men and women to teach in high schools. They usually secure the\ncooperation of the public school system where the college is situated so\nthat practice teaching in the public high schools may be given the candidates\n\nthruout the last year of their course.\n\nA student completing such a course\n\nreceives from the superintendent of public instruction a certificate to teach\nin any of the high schools of this state.\n\nHe is not given a certificate to\n\nteach in the elementary schools because the colleges and universities are\n\nnot prepared to offer special training for the elementary courses, and they\ndo not find it of economic value to the state to establish such courses. This\n\nwork is left to the normal schools, and their graduates receive certificates\nto teach only in the elementary schools. Those who have completed\nspecial courses in technical schools are granted certificates to teach the\n\nspecial subjects, such as manual training, domestic science, domestic art,\n\nstenography, etc.\n\nThis in brief is our plan of certification.\n\nIt declares that each person\n\nmust be prepared for the work he expects to do. It is a part of the educational policy of the State Department of Education and the details of such a\nprogram could be orkt wout only by an educational expert.\n\n"} {"page": 305, "printed_page": null, "text": "Department!\n\nTEE GOVERNOR AND THE EDUCATIONAL SYSTEM\n\n289\n\nProfessor Henry Holmes, during a recent visit to Oregon, met with the\nmembers of the State Board of Education for the purpose of studying our\neducational system. Speaking of oifr certificate law, he stated that it was\ncorrect in principle and that its requirements were absolutely in accord\nwith the policy of Harvard and the other standard universities of the\n\ncountry.\n\nThe enforcement of this law and assurance that all applicants are treated\nalike are guaranteed, however, by having the governor of the state chairman\n\nof the Board of Education.\n\nAs chairman, he may summon the members of\n\nthe Board at any time; as chief executive of the state, he is bound to consider the grievances of any citizen.\n\nThis as well as his other educational\n\nduties the governor can perform wisely as they require simply good business\n\njudgment.\n\nBut the formulation of school policies, the details for creating\n\nin each community a healthy interest in better educational facilities for the\n\nboys and girls, the technical work of preparing the courses of study, the\nadvising of the various school officers of the state in a proper performance\nof their duties, all these are pedagogical, requiring the attention of a trained\n\nand successful expert in school administration. They are, as I said at\nthe beginning of this paper, wisely delegated by our laws to one who has\nbeen especially trained for such work.\nIn closing I would recommend the Oregon plan to those states having\nlarge and unwieldy educational boards.\n\nI would suggest that the responsi-\n\nbility be fixt, that power be centralized with proper safeguards,\n\nand that\n\none man be held responsible for the educational welfare of the state.\n\nAt the Panama-Pacific Exposition, representatives from many states,\nafter making a careful study of our plan of industrial clubs for boys and girls\n\nand our standardization\n\nof rural schools,\n\nrecommended them\n\nto their\n\nhome states for adoption; during the past year a number of states, notably\namong them Washington, our sister state to the north, enacted laws for the\ncertification of teachers\n\nand the establishment of a high-school tuition\n\nfund based upon our Oregon laws.\n\nTo all of these states I would state that whatever they have found in\nQur laws worthy of adopting has been placed upon our statute books because\nour schools are free from politics as such, our educational poHcies are pre-\n\npared by educational experts, and our State Board of Education is so formed\nthat it has always harmoniously supported effectively the plans of the one\n\nchosen by all the people of the state to head the school system of the state.\n\n"} {"page": 306, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2go\n\n[Higher\n\nADMINISTRATIVE RESPONSIBILITY AND THE CURRENT\nDOCTRINES OF ACADEMIC FREEDOM AND\nACADEMIC TENURE\nEDWARD C. ELLIOTT, CHANCELLOR OF THE UNIVERSITY OF MONTANA,\nHELENA, MONT.\n1.\n\nMemorandum.\n\n—The greatest enemy to education today\n\nall\n\nover\n\nmember of an\n\nthe United States\n\nis\n\nthe small bore politician who, as a\n\neducational board,\n\nis\n\nbent on serving himself and his prejudices rather\n\nthan the schools and the ideals of democracy which these institutions stand\nfor.\n\nThe outstanding need of education is for some effective machinery for\ndistinguishing between the competent, the half -competent, and the incom-\n\npetent teacher.\n\nThis machinery must be created and controlled by the\n\nprofession of teaching itself, entirely apart from the agencies of political\n\ngovernment.\n\nUntil this is an accomplisht fact, schools and teachers will\n\nbe constantly exposed to invasion by self-seeking personal and political\ninterests.\n\nWe cannot maintain a free school system for training children\n\nin the fundamentals of freedom with teachers who are tongue-tied as to the\nvital social and economic issues of modern life.\n\nReal education is possible\n\nonly in a school so organized and governed that the job holds the teacher,\n\nand not the teacher the job.\nIt is wholly futile to set up the indefinite goal of \" taking education out\n\nThe public school in all of its grades and varieties is part and\n\nof politics.\"\n\nparcel of our political system.\nedtication, but\n2.\n\nThe need of democracy is not less politics in\n\nmore education in politics.\n\nPreliminary.\n\n—The present occasion does not permit of any thoro\n\nhandling of the theme assigned by the program.\n\nI will\n\nattempt merely\n\na brief, and more or less disconnected, comment upon certain aspects of what\nappears to\n\nme to be a preeminent problem for every American school,\n\nwhether it be of elementary, secondary, or higher grade.\n\nThis problem is\n\nespecially significant for higher institutions during this day, when the whole\nof the social organization and ideals of the world are undergoing revolution-\n\nary reconstruction.\n\nIn substance, this problem is how best to provide for\n\nall schools that type of government which constantly promotes, and which\n\ncannot pervert, their purposes as educational agencies, at once free and\nresponsible.\n\nThis freedom and this responsibility can be guaranteed only\n\nthru the teacher.\n\nThe status of the teacher is the measure of our progress\n\ntoward the social ideal of democracy, and no permanent progress is possible\nwith either an unfree or an irresponsible teaching class.\n3.\n\nEducation and its control.\n\n—Among the\n\nsocial inventions of the nine-\n\nteenth century which we pridefully credit to this American democracy of\nours is that of the free public school.\n\nIn these latter years a testing of the\n\nquality of this boasted school has revealed so many serious limitations of its\n\n"} {"page": 307, "printed_page": null, "text": "Department]\n\nDOCTRINES OF ACADEMIC FREEDOM AND TENURE\n\n291\n\nopportunities and its accomplishments that thinking men have learned to\nbecome more and more cautious when casting up the account of public\nschool systems; more and more critical in their attitude toward the output\nof democracy's free school; and more and more conscious that the inherent\n\ncharacter of education is directly proportional to the inherent character of\nthe forces by which it is administered.\n\nIndeed, it may be defended that\n\nthere is no such institution as a \"free\" school; for all schools are regulated\n\nby administrative agencies outside of themselves, representing class or\nThe promotion\nof education seems to demand a far-reaching diagnosis of its controlling\nagencies.\nIn the case of all public educational systems this means a rigid\ncaste, section or sect, religious or political organization.\n\nexamination of a politically constituted administrative system in all of its\n\nand the elimination of those influences that inter-\n\nrelations to education;\n\nfere with the fundamental processes by which an individual is educated.\nIf we recognize as inevitable\n\nthe subordination of educational institu-\n\ntions to some form of government from without, and if we recognize that the\n\nconstant tendency of such government is toward conservatism and repression, the question to be answered then is that of adjusting and restricting\n\nthe field of direct influence of the political instruments of government so as\nthe essential conditions making for education.\n\nto interfere least with\n\nThese essential conditions are, first, the unhindered opportunity for the\naction and reaction of the personalities of teacher and pupil; and, second,\n\nthe fixing upon the teaching profession of the full responsibility for attaining\nthis freedom of opportunity.\n\nHere, it may be asserted, is the crux of the\n\nwhole problem of academic freedom and academic tenure as found in schools\nof all grades.\n\nDemocracy, thru its constituted agencies of government for\n\neducation, has sought to treat with the teacher as an individual and not as\n\na member of a profession which must sooner or later take the responsibility\nfor maintaining standards of conduct and of achievement for all of those\n\nwho may be admitted.\n\n—\n\nto\n\nFor the purposes of illustration attention is called\n4. Illustrative cases.\ntwo recent happenings, the far-reaching significance of which entitle\n\nthem to the serious consideration of the entire teaching profession.\nEighteen months ago the newly formed American Association of University Professors issued thru its Committee on Academic Freedom and\nAcademic Tenure a report which may be regarded as epochal for all American education.\n\nThis report made a declaration of principles asserting\n\nabsolute freedom of thought, of inquiry, of discussion, and of teaching of\nthe academic profession.\n\nThe Association sought to give reality to these\n\nprinciples by certain practical proposals, providing for faculty participation\n\nn actions relating\n\nto\n\nreappointments and refusals to reappointment;\n\niproviding for a clear definition of the meaning of tenure as applied to the\n\nmembers of college and university faculty; and providing for the formulation of charges and judicial hearings before the dismissal of faculty members.\n\n"} {"page": 308, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n292\n\n[Higher\n\n\"Every university or college teacher should be entitled, before dismissal or demotion,\nto have the charges against him stated in writing in specific terms and to have a fair trial\n\non those charges before a special or permanent judicial committee chosen by the faculty\nAt such trial the teacher accused should have\n\nsenate or council, or by the faculty at large.\n\nfull opportunity to present evidence, and, if the charge is one of professional incompetency,\n\na formal report upon his work should be first made in writing by the teachers of his own\ndepartment and of cognate departments in the university, and, if the teacher concerned\nso desires, by a committee of his fellow specialists from other institutions, appointed by\n\nsome competent authority.\"\n\nNow the contrast:\nSix weeks ago the Supreme Court of Illinois rendered a final decision in\n\na case arising within the public school system of Chicago. It will be\nrecalled that the Board of Education of that city some time ago past a\nrule forbidding teachers to be members of the Chicago Teachers Federation\n\nThe case in question arose from the effort to\nThe merits of the local controversy are of no par-\n\nor similar organizations.\ninvalidate this rule.\n\nmoment. However, the pronouncement of the\nSupreme Court upon certain principles of sound government of public educaticular concern at this\n\ntional institutions is of possible consequence to the teaching profession in\n\nevery city.\n\nIn its decision {People vs. City of Chicago ii6 N.E. 158) the\n^\n\nCourt said:\n\"The board [of education] has the absolute right to decline to employ or to reemploy\nan applicant for any reason whatever or for no reason at all. The board is responsible for\nits action only to the people of the city, from whom, thru the mayor, the members have\nreceived their appointments. It is no infringement upon the constitutional rights of anyone for the board to decline to employ him as a teacher in the schools, and it is immaterial\nwhether the reason to employ him is because the applicant is married or unmarried,\nis of fair complexion or dark, is or is not a member of a trades union, or whether no\nreason is given for such refusal. The board is not bound to give any reason for its\naction.\"\n\nIn other words, this court declared against the fundamental principle\nof tenure for teachers; declared that a public school teacher is an employee,\n\nto be hired and fired at will;\n\ndeclared that the board is \"responsible for\n\nits action only to the people of the city.\"\n\nAs to the professional principles determining the status of the teacher,\nthe principles of the report of the American Association of University Professors are directly antagonistic to those enunciated in the recent decision of\n\nthe Supreme Court of Illinois.\n\nThe Court says that a body of laymen is\n\nresponsible for the profession into whose hands the work of education has\n\nbeen given.\n\nThe University Association maintains that the profession\n\nof teaching is primarily responsible for teaching.\n\nThe question before tJie American teacher now is whether a pernicious\nprinciple of action, having the supporting authority of law, is to be pre-\n\nferred over a soui^d principle which, under the existing situation, cannot\n\nbe enforst.\n\n"} {"page": 309, "printed_page": null, "text": "WAR MEASURES OF EDUCATIONAL INSTITUTIONS\n\nDepartmentl\n\n293\n\nWAR MEASURES OF HIGHER EDUCATIONAL INSTITUTIONS\nCHARLES\n\nR.\n\nVAN HISE, PRESIDENT OF THE UNIVERSITY OF WISCONSIN,\nMADISON, WIS.\n\nAmong educational men there will be general agreement that the first\nduty of the higher educational institutions is to continue the regular work\nWhether the war\nof those institutions with full efficiency along all lines.\ncontinues for a long or a short time, this statement is alike true.\n\nIf the\n\nwar lasts only the present year, there will be no occasion to add from the\nschools to those who have gone or soon will go into the ranks of the army\nand navy. If, on the other hand, the war should last two or three years,\nthere is no better way for the boys and girls just out of high school to prepare to take their share in the great burdens of the future than to spend\nthe years until they reach twenty-one in higher educational institutions.\n\nThe second great duty of the higher educational institutions is to do\ntheir part, indeed, take a position of leadership in all movements necessary\n\nto successfully prosecute the war.\n\nNaturally, first among such steps is the military training of men, either\nfor privates or for officers.\n\nIn many institutions of the country, and notably\n\nthe land grant colleges and the universities in which land grant colleges are\nparts of the universities, military training has long been required for all male\n\nstudents during the first two years.\n\nIn nearly all of these institutions this\n\nwork has been supplemented the past year by intensive courses for the\ntraining of officers. The endowed institutions, under the stimulus of war,\nhave also participated in this work. In some of them, indeed, illustrated\nby Virginia and Princeton, all or a large proportion of the men have taken\nmilitary training.\n\nOthers of the large eastern universities. Harvard, Yale,\n\nColumbia, etc., have been scarcely less alive to the situation.\n\nWhile military training should be encouraged and required of all in the\nuniversities, it is\n\nmy conviction that only a fair proportion should enter\n\nthe army or the navy at the first call.\n\nOne of the most profound mistakes\nwhich England made was to deplete Oxford and Cambridge of their students\nfor her first 100,000 men, or if not for the first 100,000, for the contingents\nfollowing shortly thereafter.\n\nThe result has been that the death and dis-\n\nability among the best of England's sons has been appalling.\n\nEngland is\n\nsuffering today from a lack of officers.\n\nShe will suffer thru future generations because these first contingents, which have been shot to pieces, were of\nthe best of England's youth. They have been destroyed out of all proportion to other classes.\n\nWe in America should not repeat England's mistake. We should\nhave the wisdom to follow the aphorism of Bismarck that, \" It is wiser to\nlearn from the experience of others than to learn by our experience.\"\n\nHolding the foregoing views, the faculty at the University of Wisconsin\ntook an active part in restraming' general enlistment by\n\nmen of the\n\n"} {"page": 310, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n294\n\n[Higher\n\nuniversity. The War Department announst that it expected the universities\nand colleges to furnish 10,000 officers. The share of the University of\nWisconsin would have been 150; 300 volunteered. We were glad to have\nthe number requested respond, indeed, twice that number; but we are\nglad also that we were able to prevent the number of 300 from being largely\n\nexceeded.\nIf the war continues, we shall expect to furnish next year another con-\n\ntingent, and continuously from time to time our full quota.\n\nThese views\n\nI know are those which are held by the presidents of a number of institutions.\n\nAlso, I know that for some of the largest universities of the country the presi-\n\ndents and faculties have actively participated in the campaign to induce\nthe students to enter the army, with the unfortunate, indeed, as I believe,\n\nthe disastrous result, that these institutions are depleted of their men; and\nif\n\nthe war long continues, the losses among them will be far beyond a fair\n\nproportion.\n\nWe shall have repeated in part the same mistake that England\n\nmade.\n\nAt the University of Wisconsin, in order that there should not be a contagion of enlistment in the war service, it was pointed out in convocations\n\nand other ways that the production of food and munitions was as necessary\nto the Allies as men and that it was also honorable to enter the agricultural\nor industrial service.\n\nMen who entered this service before the closing of\n\nthe last semester were given full credit for the year, and, if seniors, were\n\ngraduated.\nAll that entered any service relating to the war, whether in the ranks\nof the\n\narmy or navy, or in agriculture or industry, were given a medal,\n\nshowing they were in the University War Service.\n\nAnother line of service which the universities and colleges have performed extensively is in regard to the increast food production. In this\nservice the students of the colleges of agriculture have gone out from the\nuniversities as farm laborers, in some instances from the senior and junior\nclasses, and varying from those to practically the entire body of male stu-\n\ndents of the institution.\n\nIndeed, I believe in one or two states the agri-\n\ncultural college, so far as the men were concerned, was closed at the time\nof the spring seeding.\n\nThe reduction in teaching work, in consequence of the students entering\nthe food production service, has enabled the staffs of the agricultural colleges to go out into the counties and take positions of leadership in securing\n\na larger acreage of food products and a wise distribution of that acreage\n\nbetween the different cereals and other crops.\n\nWhile perhaps the agri-\n\ncultural colleges have been leaders in this movement, they have not been\nalone.\n\nMany of the students in the universities not in agricultural courses and\n\nin colleges not teaching agriculture have entered the food production service.\n\nAnother great group of students have gone into manufactures of various\nkinds, including the manufacture of war munitions, or industries relating\n\n"} {"page": 311, "printed_page": null, "text": "WAR MEASURES OF EDUCATIONAL INSTITUTIONS\n\nDepartment]\n\nto the war, such as shipbuilding.\n\n295\n\nThis contingent has been more largely\n\nfurnisht by the colleges of engineering than by others, but also into these\nlines of work students from all colleges have gone.\n\nThe food problem has two sides, that of food production and that of food\nconservation.\n\nIn many of the colleges and universities special courses have\n\nbeen and are being given in the conservative and wise use of foods.\nis\n\na very great opportunity in\n\nall institutions in\n\nThis\nwhich there are many\n\nwomen, for if the students in the higher educational institutions know the\nprinciples of wise and conservative uses of food, they will be in a position to\neffectively assist in the food conservation program of Mr. Hoover.\n\nThose colleges and universities which have extension divisions, whether\ngeneral or agriculture, have an amazing opportunity, which they\n\nmay\n\ntake advantage of, indeed, are taking advantage of in almost innumerable\n\nways.\n\nOnly a few of these can be cited.\n\nSpecial courses of lectures are\n\ngiven upon increasing the food supply;\n\nupon the storing, drying, and\ncanning of vegetables; upon the cooking of vegetables; upon the conservative use of foods; upon food substitutes.\nOther courses have been given for the men who are contemplating\nentering the army service, adapted to their needs\n\n—courses\n\nin automobile\n\nengines, courses in topography, courses in elementary mathematics, etc.\n\nTime does not permit me to go into the various lines of work in which the\nextension divisions have been or will be able to assist in other ways than by\nformal courses.\n\nThe existence of the extension organizations in many of the states makes\nit\n\nunnecessary to create new organizations for many purposes;\n\nand, in\n\nconsequence of this fact, the extension divisions have been called upon by\nthe federal and state authorities in many ways.\nregistration of different classes of\nstate;\n\nThey are assisting in the\n\nmen required by the nation or by the\n\nthey have assisted in the organization of the county councils; they\n\nare assisting the Red Cross in their educational campaign.\n\nAlso, thru the\n\npublication of special circulars, posters, and lantern slides, the extension\ndivisions are furnishing the people information in regard to every aspect\nof the war, from food production to social service.\n\nTo a surprising extent the faculty of the universities spent their summer\nsome aspect of the war work. To illustrate, almost every\nmember of the faculty of the Engineering Department of the University of\n\nin assisting in\n\nWisconsin is engaged in some work relating to the war, teaching war courses,\nserving on state or national boards or commissions, or in the shops and\nfactories.\n\nLikewise, the medical faculties are carrying on instruction thru-\n\nout the summer in order that the shortage of physicians may be made good.\n\nIn a smaller proportion the faculty of other colleges are engaged in war\n\nwork of various kinds.\n\nOne of the greatest opportunities of the universities is to carry on the\nnecessary researches to gain the new knowledge demanded by the army\n\n"} {"page": 312, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n296\n\n[Higher\n\nand navy and by the submarine menace. The Council of Scientific Men\nfrom England who visited this country said that if these problems are to be\nsolved during the war this must be done in America. In England the\nresearch assistants have t>een taken away, the optical glass has been with-\n\ndrawn from the physical laboratories; indeed, the professors cannot even\nget copper wire for their experimental work.\n\nIn consequence of this situation, the full facts in regard to the many\n\nproblems relating to the submarine and the many points at which improve-\n\nments should be made in the war vessels have been placed before the\nNational Research Council. This Council has parceled out this work among\nthe colleges and universities; and a considerable portion of the staffs of\nmany of the chief universities in which there are facilities for research are\ngiving their undivided and concentrated attention to the solution of these\nproblems. That important contributions will be made to the pressing\npractical problems is certain; also significant advances in principle are\nprobable.\n\nOne of the great gains which in part will compensate for the fearful loss\nof the war will be the increast appreciation of the yalue of research in the\nuniversities.\n\nThe above is but a skeleton outline of the opportunities for service\nwhich are being taken advantage of by the higher educational institutions.\nThe outline is so generalized as to almost have lost the necessary detail\nto make it effective, but to have attempted to give the detail in regard to\nany one of the aspects of work mentioned would require my full time.\nTo the mind of each of those in the audience will occur many things\nwhich the higher educational institutions have been doing or have an\nopportunity to do which have not been mentioned.\nIn conclusion, I think it may be said that the higher educational\ninstitutions are keenly alive, faculty and students, to the vast possibilities\nto perform service for the nation. They are taking their rightful positions\nIf they meet their full opportunities, the\nof leadership as never before.\nmighty service which they can and will perform for the nation at this great\ntime of emergency cannot but enhance the opinion of people in the value of\nthe higher educational institutions and thus give them an even more secure\nposition in the structure of the state.\n\nEDUCATIONAL INSTITUTIONS\nj.\n\nW. CRABTREE, PRESIDENT, STATE NORMAL SCHOOL, RIVER FALLS, WIS.\nI am requested to present reasons for the claim that the state normal\n\nschool should be rated as a higher institution of learning.\n\nEducational\n\nand higher.\n\nIn which of\n\ninstitutions are clast as elementary, secondary,\n\nthese classes should the state normal school be placed ?\n\nIs there really any\n\n"} {"page": 313, "printed_page": null, "text": "EDUCATIONAL INSTITUTIONS\n\nDepartmenti\n\n297\n\nThe elementary\nThe secondary school\nThe higher\nconsists of the work of the four-year high school and academy.\nThe\ninstitution consists of work beyond that of the secondary school.\nquestion as to where the normal school should be placed ?\n\nschool consists of the work below the high school.\n\ngrades of the city school represent the elementary school; the high school\n\nand academy represent the secondary school, and the college and university\nbelong to the class of institutions known as higher institutions. There is\nno question as to the proper classification of these schools. The question\narises as to the rating of technical and professional institutions.\nThis\nquestion is raised, not so much by the technical and professional schools as\nperhaps by the colleges and universities. While the important question\nfor these technical and professional schools is not whether they are higher\ninstitutions,\n\nbut whether they are rendering a high quality of service,\n\nyet there can be no harm in attempting to determine where the extent and\nquality of their work would place them in the general classification, ele-\n\nmentary, secondary, and higher, and, even tho there is only one view of the\nquestion, as stated by our chairman, to give some of the reasons for that\n\nview.\n\nIn the first place, the students who enter state normal schools have com-\n\nwork of the elementary and secondary schools, that is, they\nWhatever time they spend in\nthe normal school is in addition to the time spent in the high school. Whatever work they take in the normal school is in addition to that required\n\npleted the\n\nare graduates of high schools and academies.\n\nfor high-school graduation.\n\nIn cases where the subjects are the same,\n\nwork goes more deeply into the subject and is presented from the\n\nthe\n\nteaching viewpoint.\n\nThe graduates of the two-year courses in state normal schools who enter\ncolleges and universities receive credit year for year for the work completed\n\nin the\n\nnormal school.\n\nThose who complete four-year courses in normal\n\nschools have no difficulty in gaining admission to leading universities for\n\ngraduate study.\n\nIn Missouri and some other states the full four years takes\n\nthe place of four years in the university.\n\nA large number of these normal-\n\nschool graduates who afterward are graduated from the university receive\n\nPhi Beta Kappa and other scholarship honors.\n\nThese men and women,\n\nafter graduating from the normal school and after having had experience\nin teaching, are, as records will show, in demand for scholarships and fellow-\n\nships in the universities where they are continuing their education.\n\nThe\n\ninvestigations which I made when inspector of high schools, and the informa-\n\nwhich I have gathered from higher institutions since I have been\nengaged in normal-school work, lead me to believe that normal graduates\ntion\n\nmake better general averages in their work in the university than are made\nby those who have come up thru the Freshman and Sophomore years of the\nuniversity.\n\nThis is in part due to the additional points in mental attain-\n\nment gained thru teaching experience.\n\nYet no one would attribute these\n\n"} {"page": 314, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n298\n\nhigh grades and good records to the one fact of teaching experience.\n\niHigher\n\nThe\n\nquaHty of the teaching in state normal schools must also be of the highest\ntype.\n\nThe work of the normal school therefore follows the completion of the\nwork of the secondary school, and it has been accepted year for year in\nplace of work done in all leading higher institutions thruout the country.\nThe record made by normal-school graduates fully justifies the acceptance\nof normal credits at face value.\n\nThere is still another point which may be mentioned. The professional\nwork of the law school, of the medical school, and of the school of education,\nwhether the courses cover one, two, three, four, or more years, when this\nwork is done in the university and when entrance is based on high-school\ngraduation, is never rated as work of elementary or secondary grade. It\nhardly stands to reason that when the same work is given by other institutions it should because of that fact receive any different rating.\nOf course we all know that there are college professors who do not\nbelieve in professional training for teachers at all.\n\nThe teachers' college\n\nEver since Horace Mann and\nthe Harvard professors had their battles over the question as to whether\n\nruns up against this prejudice continually.\n\nnormal training was of value, there has been strong college opposition to all\nBy means of logic and unanswerable arguments,\nteacher- training work.\n\nHorace Mann won out, ancj the state normal school was establisht, yet,\nbecause of the bitterness of the contest, he left at Harvard a feeling which\ndevelopt into a prejudice and spread to other colleges, and which has not\n\nonly opposed normal training on the part of normal schools up to the present\ntime, but even\n\nnow handicaps the work of departments of education in\n\ncolleges and universities.\n\nI heard a prominent professor of a leading uni-\n\nversity say not long ago that there was nothing but \"bosh and rot\" in the\n\nwork of their teachers' college. That man would not even rank the normal\nschool as being on a par with the secondary school. The number of professors filled with Harvard prejudice against normal training is diminishing\ngradually year by year, but there are still enough of these men to retard\nmore or less the development of professional training in both normal\nschools and universities.\nIt is a serious mistake for either the\n\nproceed on the theory that\nteaching.\n\nit\n\nnormal school or the college to\nmonopoly on good\n\npossesses a complete\n\nAs a student in a normal school I was in the classes of a pro-\n\nfessor of botany who allowed a student only two and one-half hours' credit\nfor five hours in botany taken\n\nunder Professor Bessey, of the university.\n\nI was in the classes of a professor of history in a university who refused\n\nto accept five hours in modern history taken under Professor Hart, of\nHarvard University, in lieu of a similar course offered by himself.\nMost of the knocking on the work of the normal school or of the college\nhas about as much reason or justice about it as these men had in their\n\n"} {"page": 315, "printed_page": null, "text": "Department!\n\nFOUR-QUARTER PLAN OF UNIVERSITY OPERATION\n\nattitude toward the work of others in botany and history.\n\n299\n\nIt may not be\n\na matter of concern to normal schools whether colleges rate their work as\nthat of higher institutions or not;\n\nit\n\nmay not seem to be important to the\n\ncollege whether it has the good will and the fullest cooperation of the normal\n\nschools or not; yet it is of vital importance to the welfare of the youth in\n\nour country to have harmony and team work on the part of both the teachers\nand the institutions.\nThe quiet fight between normal schools and colleges, between colleges\nand universities, between universities and state departments, and so forth,\nis not in the interest of efficiency, is not to the advantage of any institution,\nand it is against sound educational policy. It is easy to start a fight, but it\nis a difiicult matter to stop it.\nWe have invented the self-starter for\nautomobiles, but we have yet to invent the self-stopper in wars between\nnations and between institutions.\nBut just as the biggest thing in the world for the individual is for him\nto get along well with other people, so the biggest thing in the world for an\neducational institution is for it to have harmonious relations with other\ninstitutions.\n\nPerhaps this section of the National Education Association\n\nbreeds the spirit of understanding and cooperation, and perhaps, as both\ncolleges and normal schools respond to the new demands made upon them\n\nand as they assume the heavier responsibilities being placed upon them by\n\nnew conditions, they may forget their ancient differences, lay down their\nthreadbare prejudices, and unite as never before in doing good in the world.\n\nThese meetings are certainly helping to develop a more cordial spirit between\nboth men and institutions.\nI\n\nhave attempted to give a few reasons for calling the state normal\n\nschool a higher institution, and I have ventured to make a plea for harmony\n\nand team work among our higher educational institutions, which I am sure\nmeets with your own views and fullest approval.\n\nTHE FOUR-QUARTER FLAN OF UNIVERSITY OPERATION\nDURING THE WAR AND AFTER\nJOHN A. WIDTSOE, PRESIDENT, UNIVERSITY OF UTAH, SALT LAKE CITY, UTAH\n\nThe four-quarter plan of university operation implies the division of\nthe calendar year into four terms of instruction, each of approximately\n\nThe fall, winter, and spring quarters cover the school year\nThe summer quarter\nincludes the six weeks of the usual summer school and six weeks of additional work for students who desire to do a full quarter's work during the\ntwelve weeks.\n\nas at present understood in most American colleges.\n\nsummer.\nThis division of the year is already in operation\n\nm the University of\n\nChicago, Leland Stanford Junior University, Massachusetts Agricultural\n\n"} {"page": 316, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n300\n\n(Higher\n\nCollege, Lincoln Memorial University, George Peabody College for Teachers,\n\nIndiana State Normal School, Cornell University, Department of Agriculture,\n\nand possibly\n\nin\n\nother institutions which, however, have not\n\nreported to the Office of the Commissioner of Education.\n\nThe plan, at least the division of the present academic year into three\nterms, was very common in many schools of the country a quarter of a\n\ncentury ago.\n\nMy own first college teaching was done in an institution that\n\ndivided its school year into three terms, and it was only in obedience to the\npractice of the larger institutions that the semester plan was adopted.\n\nOne of the resolutions agreed upon by the convention of 187 American\ncolleges and universities, held at the instance of the National Council of\n\nDefense in Washington last May, reads as follows:\n\nWe believe thiat all colleges and universities should so modify their calendars and\ncurricula as will most fully subserve the present needs of the Nation and utilize most\n\nprofitably the time of the students and the institutional plant, force and equipment.\n\nWith\n\nthis end in view, we suggest, as an emergency measure, the colleges consider the advis-\n\nability of dividing the college year into four quarters of approximately twelve weeks each,\n\nand that, where necessary, courses be repeated at least once a year so that the college\ncourse may be best adapted to food production.\n\nAs a result a number of institutions intend to adopt the quarter plan\nThe list of\nthese institutions is not yet complete, but includes a large number of colleges and universities under state and private support.\nThe present importance of this subject is, of course, a result of the desire\n\nbeginning with the coming school year or the one following.\n\non the part of the educational institutions to be of the largest possible service\nduring this time of great national concern. Many of our young college\n\nmen have gone into the service of the army or navy; many of the others are\nrendering equally large service in the agricultural and industrial army.\nfirst great national duty is the production of an abundance of food.\n\nOur\nCrops\n\nmust be sown and harvested on larger areas than before, and new labor must\nbe secured to take the place of the men who are serving in the army and\nnavy. Factories and other commercial enterprises will demand more\nservice than ever before, and in large part from men and women who in\n\nnormal times could devote their full time to educational work. In consequence of these demands, our young men and women will not be able to\nenter or leave college on the dates set arbitrarily by college authorities.\nThe call for help at seedtime and harvest will take precedence over the\ncall of the educational institutions.\n\nThe four-quarter plan possesses the flexibility needed at this time,\nbecause it provides the beginning of classes in the fall, early winter, and\nearly spring, which may be completed with the securing of proper credit\nafter approximately twelve weeks of study.\n\nThe student who is obliged\n\nto remain on the farm in the fall, to harvest crops, may, under this plan,\n\nenter upon his school work at the beginning of the winter quarter.\n\nShould\n\nthe planting season begin early, he may leave at the beginning of the spring\n\n"} {"page": 317, "printed_page": null, "text": "Department]\n\nFOUR-QUARTER PLAN OF UNIVERSITY OPERATION\n\n301\n\nterm, having a third of a year's work to his credit, but should the spring\n\nseason be late, he may continue to the end of the spring quarter, and complete two-thirds of a year's work.\n\nUltimately this man will win his educa-\n\ntion and his degree, tho it may take him six years or more.\n\nSimilarly, a\n\nwho desires to secure, as quickly as possible, training for the\nleadership that our country needs may easily, by making use of the summer\nquarter, complete his college course in three years. The four-quarter plan,\nstudent\n\nbecause of its flexibility, seems exceedingly well suited to meet the present\nneeds of our country.\n\nIt is, after all, a relatively small sacrifice for our\n\ninstitutions of learning to make this adjustment at least during the war, to\n\ngive the largest service to our young people, and thru them to our country in\n\na day of need.\nOther reasons make the four-quarter plan of university administration\n\nseem desirable at all times, whether of peace or war, and help to quiet the\nmisgivings which some have had regarding the adoptiqn of the recommendation of the Washington convention.\n\nThe plan implies that the majority of the subjects of instruction offered\nby a university or college begin and end in one quarter. Should a class\ncontinue thru two or three quarters, a definite division of the subject would\nbe concluded at each quarter, and every student would receive proper\ncredit for the work so far done.\nThe beginning and ending of a subject in a\nterm of approximately twelve weeks requires, practically, the daily recitation and study period for a small number of subjects.\n\nThe recess periods\n\nbetween the applications of the student to one subject will be short and unilorm except for the week-end break over Saturday and Sunday. Students\nof the subject insist that this method of study secures the greatest concentra-\n\ntion of attention\n\nand the largest grasp\n\nof the subject-matter studied.\n\nIndeed, learning experiments have shown that the greatest possible appropriation of material occurs when the periods of application are separated by a\nrecess of twenty-four hours.\n\nThis principle, which bears out the practical\n\nexperience of many of us, might of itself be a justification of the adoption\nof the quarter plan of operation.\n\nFurther, when a student carries a small number of subjects at once\n\nsay three, as in the Chicago quarter plan\n\namong the subjects.\n\n—there\n\nis very small\n\ninterference\n\nUnquestionably, several subjects carried at the same\n\ntime will always interfere with one another, but the interference becomes\nless with the decrease in the number of habits which are being perfected at\n\nthe same time.\nexperience;\n\nThis principle seems also to be borne out by practical\n\nand, in view of it, it is difficult to defend the semester plan,\n\nwhich too often permits a student to carry as many as sixteen hours of work\nin two-hour subjects; that is, to study eight different subjects simultaneously.\n\nSeveral investigators, notably Professor\n\nGeorge\n\nS.\n\nSnoddy\n\nof\n\nthe\n\nUniversity of Utah, have shown that the largest possible understanding of a\nsubject is secured by continued application over a period of time which is\n\n"} {"page": 318, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n302\n\n[Higher\n\nfollowed by a recess as long as the total time of application, as in a three\n\nmonths' application and a three months' rest.\n\nThe quarter plan secures this\n\npossibility, as a student at the end of one quarter may drop even a continued\n\nsubject, which may be resumed at a later quarter.\n\nThe maturity of thought\n\nwhich comes from this practice has been observed by all who have dealt with\nstudents after vacations or with graduate students who have returned to\nthe university after a period of time spent in teaching or in vacation from\nschool work.\n\nStudents of psychology and education insist, therefore, that the quarter\nplan is better than the semester plan if we wish to secure the best returns\n\nfrom our educational efforts. This makes it likely that, if the quarter plan\nbe adopted, it will be continued after the war, when the period of reconstruction will require from all public institutions quite as great a flexibility\nCertainly, whether in peace or at\nas the present great struggle demands.\nwar, we desire to secure the largest returns from our educational efforts.\nIt must also be\n\nremembered that as our attempts to educate all the\n\nchildren of all the people become more and more successful, larger classes\nof people will demand from our educational institutions greater and greater\nflexibility.\n\nThe demand for help on the farms, whether the time be one of\n\npeace or of war, is largest at the time of planting and harvesting.\n\nThere is\nno good reason why universities and colleges should refuse to heed the\nneeds of this large group of our people.\nIn other branches of business\nthere are likewise periods of activity which require the use of many men and\n\nwomen who later may spend a large part of the year in study.\n\nIn this\n\nday there should be no hesitation in adapting the college curriculum as far as\n\nmay be possible to state needs.\nNormal schools and university schools of education demand, as part\nof the regular preparation of teachers, that the students do a certain amount\nof practice teaching.\n\nWhen the student is engaged in practice teaching,\n\nhe cannot well carry on any other university work.\n\nFor that reason many\n\ntraining-school institutions have been forst to divide the regular academic\n\nyear into three parts, one or one-half of which is devoted wholly to practice\nteaching.\n\nThe quarter plan would, therefore, be very acceptable at all\n\ntimes to normal schools and schools of education.\n\nThere\n\nis\n\nalso a very great, growing,\n\nand praiseworthy tendency to\n\nmake education more effective by making use of existing commercial and\nindustrial plants as laboratories which may bring home to students the\npractical meaning of the doctrines laid down in the classroom.\nIn some\ninstitutions a group of students is placed in actual industrial service, while\n\na corresponding group is securing instruction in the classroom, and after a\ngiven length of time the groups are interchanged. This method of instruction, which is proving most acceptable in its results, really presupposes\nthat the school year, by shortened terms, shall become more flexible than it\n\nhas been.\n\nBy this method, also, new opportunities for self-help are afforded\n\n"} {"page": 319, "printed_page": null, "text": "FOUR-QUARTER PLAN OF UNIVERSITY OPERATION\n\nDepartment]\n\n303\n\nthose who must work their way through college. The quarter plan always\nmakes the college struggle less precarious for the poor student, as he may\ndrop out any quarter for increast money-making efforts, without loss of\ncollege credits.\nIt has\n\nalways been a matter of very great regret to all of us that a\n\nstudent who enters college late in the fall does not have a fair opportunity to\n\ntake up satisfactory work, or\n\nif\n\nhe leaves before the end of the spring\n\nsemester he finds it difficult to secure credit toward graduation for the work\n\nThis class of young people, which will always be large, would\n\nhe has done.\n\nbe greatly benefited by the adoption of the quarter plan.\n\nIt is evident,\n\nalso, that as the summer quarter develops, the college plant is better used\n\nThere is a very general feeling, based on sound\n\nthan at the present time.\n\nthinking, that our public service plants should be used as continuously as\npossible.\n\nThere are, therefore, multiplying reasons for the adoption of the quarter\nplan of university administration, derived from our present needs, from our\nlarger knowledge of the learning process, and from our better understanding\nof the need of the schools to dovetail their work into the existing pursuits\n\nand conditions of mankind.\n\nIt is very certain that if a fairly large number\n\nof the institutions adopt this plan during\n\nwar time it will be continued\n\nafter the war.\n\nThe first objection that is raised against the quarter plan is that it is\nexpensive.\n\nWhether a nine or a twelve months' session is more expensive\n\ndepends entirely upon the work done during the year.\n\nThe question is not\n\nas to the quantity of the work of an institution, but concerning its availability to all classes of people.\n\nUnder the new, as under the old, plan the\n\ncollege authorities must be the masters of the financial situation.\n\nThe objection has been raised, also, especially by the registrars, that it\nis difficult to convert the credit\n\nmarks of the quarter plan into those of the\n\nsemester plan and that, consequently, students are handicapt when they\n\nmove from one institution to another.\n\nThis objection is largely based on the\n\nfact that at the University of Chicago the courses of instruction are denomi-\n\nnated major and minor.\n\nThree major subjects constitute full work for a\nThere is no need in the adoption\n\nquarter; a minor is one-half of a major.\n\nof the quarter plan to accept also the credit terminology of the University\nof Chicago.\n\nThe present system of giving credits on the semester basis may\nThe fractions which might result\n\nbe retained under the quarter plan.\n\nwould look threatening to the bookkeeper, but it might not be an unwholesome practice for university registrars to review their fractions until all\ninstitutions come to a unity of practice.\n\nAnother objection to the quarter plan comes from the technical schools\nwhere the courses of instruction are nearly all prescribed. These schedules\nof studies, carefully arranged, are often the result of many years of develop-\n\nment on the part of the school.\n\nThey represent, in nearly all cases, the\n\n"} {"page": 320, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n304\n\nIHigher\n\nbest judgment of those who have in charge the training of the students.\n\nIn fact, so convinst are many of the technical faculties that the schedule of\nstudies just fills the bill that they are inclined to look upon their work as\n\nsomething superior to ordinary man-made products, and that it would\nbe akin to sacrilege to tamper with the arrangements and sequence of the\ncourses of instruction outlined.\n\nWe all sympathize with the zeal and\n\nsincerity of the deans and professors who so look upon the fruits of their\n\nlabor; yet we know that the conversion from the quarter to the semester\n\nplan can be done with no violent jar to existing prescribed outlines, and\nthat no evil will result from the change.\n\nThe essence of converting a semester plan (each semester of i8 weeks)\ninto a quarter plan (each quarter of 12 weeks) is condensation.\n\nA three-\n\nhour semester course having 54 recitation hours becomes a five-hour\nquarter course having 60 hours, or a four-hour quarter course having 48\nhours. A two-hour semester course having 36 hours becomes a three-hour\nquarter course having 36 hours.\n\nSummarizing the matter:\n\nFirst, nearly\n\ncolleges in convention assembled last\n\ntwo hundred universities and\n\nMay advocated the adoption of the\n\nquarter plan, at least during the time of the war.\n\nSecondly, students of\n\npsychology and of education are insistent in their statements that the\nquarter plan furnishes the learner a better opportunity than the semester\nplan.\n\nThirdly, the present trend of education, which leads to a greater\n\nassociation of the work of the school and the work of the people, requires\n\nthe greater flexibility of the college year that comes from the quarter plan.\n\nFourthly, students who are obliged to work their way thru college are\nlikely to find the quarter plan to their advantage.\n\nplant is utilized more fully thruout the year.\n\nFifthly, the college\n\nSixthly, there is no serious\n\ndifficulty in transforming prescribed courses of study from the semester to\n\nthe quarter plan, since the whole matter is one of condensing the material\n\ngiven infrequently in\n\nmany weeks into classes given frequently over a\n\nshorter number of weeks.\n\nAbove all things, however, we need to remember that the schools are\nmade for man, and not man for the schools. Our schools should meet\nquickly and fearlessly the new needs of the people that may arise from time\nWhat man has made is not too good to be unmade, if out of the\nto time.\nchange something better comes.\n\nWe all recognize the conservatism of\n\nour educational body, but just now conservatism can well be laid aside in\nfavor of a larger service to be rendered to the people and the country.\n\n"} {"page": 321, "printed_page": null, "text": "PRESENT-DAY tSSUES IN BIGBER EDUCATION\n\nDepartment]\n\n305\n\nCRITICAL PRESENT-DAY ISSUES IN ADMINISTRATION OF\n\nSTATE HIGHER EDUCATION\nB. R.\n\nBUCKINGHAM, EDUCATIONAL STATISTICIAN, STATE BOARD OF\nEDUCATION, MADISON, WIS.\n\nIt cannot be said that the issues of state administration of higher edu-\n\ncation are being squarely met, or even consciously understood.\nto sketch what I conceive to be some of these issues.\n\nI propose\n\nAt the outset I may\n\nsay that a statement of the critical questions and the formulation of answers\nto them cannot be derived from the acts of the state legislatures. The\nbody of laws is one thing and the procedure under them is quite another.\n\nWe are likely to think that because a law exists its administration coincides\nwith its provisions.\n\nThis may be only approximately true, and in many\n\ncases is not true even in a general way.\n\nSchemes for the administration of higher education by state authority\nhave their inception largely in the growing expensiveness of such education.\nAn uneasy feeling that all is not well, that greater sums are being expended\nthan are required by good business management, is more or less common\nin every state.\n\nThe problem then is to constitute an authority which,\n\nafter finding out what the facts are, shall either reveal the suspected mis-\n\nmanagement or allay the suspicion that it exists.\nSuch an authority should represent both the people who furnish the\n\nmoney and the educational officers who spend it.\n\nA board, however con-\n\nstituted and selected, cannot be thus representative unless the experts who\n\nserve it are well chosen.\n\nSuch experts must above all things be sympathetic\n\nto the needs and opportunities of higher educational institutions.\n\nThey\n\nshould not, however, serve the interests of the educational institutions with-\n\nout considering also the rights of the people.\n\nThey will be called upon to\n\ndecide many questions where the issue is sharply drawn between the educational institutions and the representatives of the people.\n\nOftener than not\n\nthese questions will involve some form of economy at an institution.\n\nIf\n\nthe evidence is not conclusive, the experts should decide in favor of the\nstatus quo.\n\nOrdinarily this will be favorable to the claims of the educa-\n\ntional people.\n\nmoney loss;\n\nBut a mistake in this direction involves no more than a\n\nwhile a mistake in the other direction would almost certainly\n\nWhen, however, the evidence\nHe must face the displeasure\nof the educational people without bitterness and without resentment.\nThe one big critical issue in the matter of the state administration of\n\ninvolve losses of a more hurtful character.\nis clear, the expert\n\nmust decide with courage.\n\nhigher education is the issue of proportional treatment of existing institutions.\n\nFor example, in Wisconsin four institutions are entirely supported\n\nby the state, except for student fees and revolving funds, namely, the state\nuniversity, the state\n\nnormal schools\n\n(of\n\nwhich there are nine), the Stout\n\nInstitute, which is essentially a technical normal school, and the Wisconsin\n\n1^\n\n"} {"page": 322, "printed_page": null, "text": "3o6\n\nNATIONAL EDUCATION ASSOCIATION\n\nMining School.\n\nThe state extends aid to numerous other educational instiand the high schools. About\n\niHigher\n\ntutions, including the elementary schools\n\n$2,400,000 are available yearly as the common school fund.\n\nIncluding this,\n\nthe state expended in 1916-17 about $6,500,000 for education, of which the\nuniversity received about $2,000,000, the normal schools about $1,000,000,\n\nthe Stout Institute about $150,000, and the Mining School about $13,000.\n\nIn other words, the university received about 30 per cent of all the educational money, the normal schools about 15 per cent, the Stout Institute 2 J\n\nper cent, and the Mining School ^ oi 1 per cent.\n\nThese figures raise the\n\nquestion whether the system, as it has grown up under the influence of\n\nmore or less energetic and successful educational officials, each pushing for\nappropriations, has workt out so that each type of institution is being given\n\nequal opportunity to realize its mission and to accomplish the work it was\ncreated to do.\n\nIt is against public policy that one institution should\n\nbe\n\ngenerously finanst to the detriment of another.\n\nThe question of whether the state is distributing equitably its educational money requires the\n\nmost delicate handling and is likely to stir up\n\nThe institution which has been receiving large supplies in\ncomparison with other institutions will hold tenaciously to them and offer\nopposition.\n\nmany specious arguments for their continuance.\nIn order that any central authority may equalize opportunities for all\neducational institutions, it must first be able to appraise their work accurately and convincingly.\n\nIt will at once find that there are no acceptable\n\nunits in terms of which such an appraisal may be made.\nof the question is easily stated because\nunit.\n\nThe money side\nwe have a satisfactory monetary\n\nThe amount of service rendered, however, cannot be so satisfactorily\n\nstated, and until, after numerous trials and many errors and with many\n\npeople cooperating, acceptable units are devised the administrative control\nof higher education will be precarious.\n\nIt will oscillate between unneces-\n\nsary liberality for one item and destructive parsimony for another, with the\n\ntendency for both conditions to be self-perpetuating.\n\nThe teaching-hour as a unit of work is obviously unsatisfactory. Clearly\nsame with a class of five as it is with a class of twenty-five. No\n\nit is not the\n\nless clearly an hour of laboratory teaching is unequal to an hour of recita-\n\ntion or lecture work.\n\nMoreover, it is not customary to require the same\n\nnumber of hours of teaching in different subjects.\n\nThere is, for example, a\n\ntendency to require from one-third to one-half more hours per week of\nteaching in mathematics and foreign languages than in English or history.\n\nDoubtless this difference is a rough expression of the fact that an hour of\nteaching in mathematics entails less work than does an hour of teaching in\nhistory.\n\nAgain, the number of students taught is an unsatisfactory expression\nof the amount of a teacher's work, altho it is used as such in some institutions.\n\nA student may be a graduate student or a Freshman. He may be\n\n"} {"page": 323, "printed_page": null, "text": "I\n\nDepartment]\n\nPRESENT-DAY ISSUES IN HIGHER EDUCATION\n\ndoing two hours of work a week or twenty.\n\n307\n\nIn using the number of students\n\nas a measure of teaching, we neglect the fact that a student may recite in a\n\ngiven subject five times or only once a week; in using hours of teaching\nas such a measure\n\nwe neglect the fact that classes may consist of five\n\nstudents or fifty.\n\nThe best unit so far devised is a combination of the hours of teaching\nand the number of students, i.e., the stiident-hour. It may be defined as one\nstudent taught one hour a week for a semester. According to this, a class of\ntwenty students, taught one hour a week for half a year would yield twenty\nstudent-hours, while a class of twenty students taught three hours a week\nfor a semester would yield sixty student-hours.\nThe student-hour, however,\nin its crude form, is itself far from ideal as a unit.\nThe most obvious\ndifficulty is the undoubted difference between laboratory student-hours and\nnon-laboratory student-hours. I have counted two laboratory studenthours as equal to one non-laboratory student-hour.\n\nThe scheme of weighting whereby this seems to be justified is an illuswork which must be done before valid\ndeterminations may be made concerning higher education. The studenthour for German may be equated with the student-hour for philosophy, or\ntration of the type of statistical\n\nanimal husbandry, or torts, or methods of teaching arithmetic in normal\nschools, by obtaining constants to be used as weights for each of the different\n\nsubjects.\n\nMoreover, the work which a faculty member does in lines other\n\nthan teaching must be capable of being exprest in equivalencies of the same\nstandard units.\n\nwork\n\n—\n\nall\n\nResearch, extension, administration, model teaching, field\n\nthese must be brought into line before we can speak with con-\n\nfidence of service received for money spent.\n\nThese refinements have not yet been made by anyone; they are not,\nFor example, in determining the constant to be\n\nhowever, impossible.\n\napplied to non-laboratory teaching in order to equate it with laboratory\nteaching, one first ascertains the average hours of teaching of science and\nof non-science teachers.\n\nI found that at the University of Wisconsin Col-\n\nlege of Letters and Science the average in the science departments was 6\n\nnon-laboratory hours and 9\n\n.\n\ni\n\nlaboratory hours per week.\n\nthe non-science departments was 1 1 4 hours per week.\n.\n\n.\n\nThe average in\nAssuming that a\n\nrough equality of service grows up naturally as departments develop side\n\nby side, and that the hours of teaching as found are a fair index of such\nequahty, we may conclude that the men in the science and non-science\n\ngroups work equally hard.\n\nNow the 11 .4 hours of recitation work of the\n\nnon-science men exceed the 6 6 hours of recitation work of the science men\n.\n\nby 4 8 hours.\n\nIf the\n\n.\n\nmen in the two groups do the same amount of work,\n\nthis 4 8 hours of recitation teaching must be equivalent to the 9 i\n.\n\n.\n\nof laboratory teaching done by the science\n\nhours\n\nmen, i.e., one non-laboratory\n\nhour equals i 9 laboratory hours. I have therefore used 2 as a substantially\naccurate constant and have divided the laboratory student-hours by it.\n.\n\n"} {"page": 324, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3o8\n\n[Higher\n\nThis will serve as an instance of one rather simple determination of a\nstatistical constant for use in higher education.^\n\nThe lack of such work has\n\ncaused higher educational institutions to neglect the lessons which they\n\nmight derive from each other.\n\nThere is no body of data concerning uniand normal schools which commands\nWhenever a comparison is made between one institution and\n\nversities, colleges, technical schools,\n\nconfidence.\n\nanother, those who are interested in controverting the conclusions reacht\nare easily able to show that comparison has been made between things that\n\nare not strictly similar.\n\nThe differences may not be significant, but by\n\ndirecting attention to them rather than to the similarities, confusion may\n\nbe created and the conclusion may be unjustly discredited.\n\nThe derivation of units and the equating of them in different fields of\nwork by methods which are fair and convincing lie at the basis of any interpretation which may be made of educational facts. Such work will require\ntime and cooperation. Various universities and colleges, the Carnegie\nFoundation, and the Bureau of Education, have sought with little success\nto formulate statistical systems.\n\nThe need is felt, but the difficulties appear\n\nto have been insurmountable.\nI have stated that I consider the greatest single issue to be the giving\nof equal opportunity to all state educational institutions without favoritism\nto any.\n\nBy \"equal opportunity \" I do not mean that the salaries of normal-\n\nschool teachers should equal the salaries of university teachers; I do not\n\nmean that the hours of teaching or the sizes of classes should be the same in\nI mean that it should be the duty of a state\n\ndifferent types of institutions.\n\nadministrative authority to see to\n\nit\n\nthat\n\nits\n\nnormal schools as normal\n\nschools have an equal chance with its university as a university;\n\nthat its\n\nagricultural college shall have the same opportunity to be a good agricultural college that its mining school has of being a good mining school.\n\nAnother important issue and one which is involved in that of giving\nequal opportunity to all institutions is the issue of duplication of effort, e.g.,\nthe question of the extent to which different types of institutions should be\n\npermitted to teach the same subjects.\n\nNo one questions that a certain\n\namount of duplication is desirable and necessary. The question, however,\nof the amount of it has not been settled, and from the state's point of view\nThe recent surveys of state\nthere is every reason why it should be settled.\ninstitutions by the United States Bureau of Education have set up the\ndoctrine of \"major and service lines\" of work, and altho this distinction has\nbeen vigorously assailed there is no doubt that it is significant and suggestive.\nA major line of work is one which an institution is expected primarily\nto emphasize and develop.\nService lines of work involve such subordinate\nsubjects as are essential to the development of the major line. Thus engi*I owe to Dean E, A. Birge, of the University of Wisconsin College of Letters\nand Science, the suggestion for the method, altho I alone am responsible for the conclusion.\n\n"} {"page": 325, "printed_page": null, "text": "I\n\nPRESENT-DAY ISSUES IN HIGHER EDUCATION\n\nDepartment)\n\n309\n\nneering subjects are major lines in an engineering college, and service lines\nwould be such subjects as English and modern languages, so far as these are\nnecessary to support the major lines of work. Such a college, however,\nwould not be justified in offering courses in its English department in\nAnglo-Saxon, or in its language department in Provencal lyrics. Such\ncourses would involve a duplication of work properly done in a college of\nliberal arts.\n\nThe question of duplication of effort in the training of teachers is being\nvigorously discust at present, and we may consider it in this connection as\naffording one type of duplication.\n\nOn the one hand, we have the undoubted\n\nfact that in most fields the state is not providing a sufficient number of\n\ntrained teachers.\n\nOn this account the tendency is to encourage or permit\n\nany educational institution which can do so to equip teachers for various\nlines of work.\nOn the other hand,--we have the equally undoubted fact that\neach kind of teaching service requires specific training; that, for example,\nprospective country-school teachers need a specialized course of study differing from that for prospective city-school teachers,\n\nand that training for\n\nhigh-school service should be differentiated from training for elementaryIf it is admitted that such specialization is desirable, then\nbecomes the part of good administration to adopt any means which will\n\nschool service.\nit\n\nsecure it.\n\nIf it is thought that better rural-school teachers, better teachers\n\nfor city grades, and better high-school teachers will be secured by selecting\nspecific institutions whose special concern it shall be to train for these types\n\nof service,\n\nit is\n\nan administrative blunder to allow several different kinds\n\nof training to be done in each institution.\n\nIn many states county training\n\nschools organized to train students to become rural-school teachers are now\naspiring to become normal schools; normal schools are likewise advancing\nto the status of colleges or schools of education.\n\nIt is necessary for a state\n\nadministrative authority to reach a decision on the question of how far such\n\nmovements should go.\n\nIn doing so it must resolutely take the point of\nview of the educational needs of the state irrespective of personal or institutional ambitions.\nIt must balance the needs of the state for trained teachers\nand the need of utilizing every existing agency to meet the demand against\nthe fact that when an institution pursues a major line, with service lines\nsubordinate to it, it gains greatly in definiteness of aim and precision of\n\nmethod.\n\nThe question of expense is also involved.\n\nThe training of rural-\n\nschool teachers, for example, will no doubt be more expensive in the long\n\nrun if scattered among several types of institutions than it will be if confined to one type of institution especially selected for this kind of work.\n\nam suggesting, let it be understood, that this is an issue. I am not\nattempting a solution, but a state educational authority which fails to\nattempt a solution is either blind or timid.\nI\n\nIt should be the duty of the state to interpret the educational institu-\n\ntions to the people and to their representatives in the legislature.\n\nA central\n\n"} {"page": 326, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3IO\n\n[Higher\n\nauthority is in a peculiarly favorable position to do this, since it may act\n\nwith knowledge of all the institutions and from a detacht point of view\n\nwith respect to each of them.\n\nWhen a single institution seeks to interpret\n\nits work and to express its needs to the people, it does so from a partial and\n\ninterested point of view.\n\nThe function of a state central authority in\n\nrendering, in readable form, reports on the work, the needs, and the opportunities of the educational institutions under its control is important and\n\nshould be definitely provided for.\n\nThe state administrative authority must take into account the relation\nof the educational institutions to the needs of the state.\n\nIt is significant\n\nthat recent surveys of city school systems have laid considerable emphasis\n\nupon the industries of the cities in question. Similarly, there should be a\nkeen realization of the relation between the occupations of the citizens of\nthe state and the schools which the citizens maintain.\nI do not, however, advocate a narrow provincialism in the. administra-\n\ntion of state institutions.\n\nIt\n\nseems foolish from every point of view to\n\nWhile it is the first duty of\n\ndiscriminate against non-resident students.\n\nthe state to give its citizens the best training for the work they will have to\ndo, it ought also to be the pride of the state to maintain institutions so\n\nattractive that students beyond its borders will attend them.\n\ndents should be made welcome.\n\nSuch stu-\n\nMany of them will become residents of\n\nthe state and will contribute to its welfare.\n\nOthers will carry the prestige\n\nof the institutions abroad, and this will react favorably upon the institu-\n\ntions themselves.\n\nCertain tendencies are observable in state educational administration\n\nand these should be given consideration in making any administrative\nprogram.\n\nThirty-eight of the forty-eight states have state boards of educa-\n\ntion, and it may therefore be said that the trend is strongly toward placing\n\nauthority in the hands of boards rather than of individuals.\n\nThe tend-\n\nency likewise is to give to these boards greater powers as the years go by.\nExamples in support of this statement may be taken from the legislation of\nNew York in 1914, of Massachusetts in 1909, of New Jersey, Pennsylvania,\nArkansas, and Oklahoma in 191 1, of California and Idaho in 1913, and of\n\nKansas, Louisiana, Maryland, and Vermont in 19 15.\n\n\"There can be no\n\ndoubt,\" says President Butler, \"about the general tendency being toward\ngreater centralization.\n\nNot only are its advantages quite apparent, but the\n\noverwhelming current of legislation and the decision off the courts is making\nWith this added responsibility and power must of necessity\nit imperative.\"\ngo a permanency and a continuity of policy.\n\nIn many states there is con-\n\ntinually manifested a restless desire for a fresh start.\n\nEach successive\n\nlegislature modifies the educational administration as different interests\n\nsecure control of it.\n\nIf the chief purpose of\n\nadministration with respect\n\n—the purpose, namely,\n\nto higher educational institutions is to be carried out\n\nof securing for each institution an equal opportunity to realize itself and\n\n"} {"page": 327, "printed_page": null, "text": "Department]\n\nPRESENT-DAY ISSUES IN HIGHER EDUCATION\n\n311\n\n—\n\nthen those who are charged with this work\nmust feel that they will not be discredited and their motives impugned at\nevery turn. Each time a new set of officers is installed, these officers must\nlearn, and they will make mistakes as did their predecessors.\nNor is it in\nhuman nature that they should be impartial when they know that by deciding against powerful interests they themselves will be sacrificed. There\nto meet the needs of the state\n\nought to be a chance for a board of education, or other state authority, to\nbenefit by its own experience.\n\nThere ought to be a realization that under\n\nalmost any circumstances a continuous authority is better than a succession\nof authorities.\n\nThere ought also to be recognition of the fact that those\n\nwho do anything will arouse opposition. If you want to find officers who\nhave no opposition, look for those who are doing nothing.\nThere is another question which a state authority in charge of higher\neducation must inevitably encounter.\n\nIt is the question of standardization.\n\nI know that among educational people there is a feeling that standardiza-\n\ntion is something hostile, something which represents ''factory methods.\"\n\nThis is an unfortunate error.\n\nThese institutions are handling millions of\n\ndollars annually, and there is therefore every reason why business methods\n\nshould apply to them.\n\nIf\n\nsome form of standardizing has workt to ad-\n\nvantage in other lines of business, it may be expected to do so in education.\n\nThose who decry this sort of thing think much about academic freedom and\nspiritual values.\n\nBut there is a material as well as a human factor in every\n\nsuccessful concern, and in the rapid growth of educational institutions the\n\nmere mechanism has failed to meet the requirements. Recognizing\nscholarly and spiritual leadership as the highest manifestation of efficiency,\none may, without being a Philistine, take the attitude that where scholarly\nand spiritual leadership is genuine it will not be injured by free and fair\ntrial of some of the principles of organization and administration which large\nenterprises everywhere are finding so helpful in carrying out their purposes.\nI\n\nam suggesting that it is a vital issue in state administration of higher\n\neducation that there be an open-minded attempt to apply such principles.\n\nIn his report to the Carnegie Foundation on \"Academic and Industrial\nEfficiency,\" Mr. Morris Llewellyn Cooke concludes:\n\n\"As a result of this\n\ninquiry, the writer is convinst that there are very few, if any, of the broader\nprinciples of management which obtain generally in the industrial and com-\n\nmercial world which are not more or less applicable in the college field, and,\nas far as was discovered, no one of them is now generally observed.\"\nIt is impossible to speak of all the ways in which standardization, or\nwhat Cooke calls in another connection \"business practice,\" may be applied.\nJust as I used the method of equating laboratory to non-laboratory work as\na type of the way in which different lines of work may be brought together\n\ninto a single statement, so in the application of standards I may use the\n\nmatter of class size as an example of what I mean. Several investigators\nhave emphasized the fact that no factor entering into the cost of instruction\n\n"} {"page": 328, "printed_page": null, "text": "NATlOlVAL EDUCATION ASSOCIATION\n\n312\nis\n\n[Higher\n\nmore significant than that of the number of students who are taught\n\ntogether.\n\nA substantial increase in salaries or a decrease in the hours of\n\nteaching may be more than offset by a moderate increase in the average\nsize of classes.\n\nFor example, in the University of Wisconsin Law School\n\nthe average hours of teaching are low and the average salaries are nearly\n\ntwice as high as in any other faculty of the University.\nlarge classes, the cost per student-hour\n\nis less\n\nYet, because of\n\nthan it is in three of the\n\nother six schools and colleges of the University.\n\nAnother of the colleges\n\nwith hours of teaching the same as the general average for the University,\nwith salaries lower by more than three hundred dollars than the average\nfor the University, but with classes unusually small, has a unit cost about\n\n70 per cent higher than that of the University as a whole.\n\nA president of a university recently told me that in his judgment the\nsmall class was \"the wickedest waste in education.\"\n\nIf this is true,\n\nhave no excuse, except our timidity, for failure to regulate it.\n\nwe\n\nIt is true\n\nthat a greater number of small classes should be expected in university work\n\nthan in collegiate work or in normal schools.\n\nMuch of the work which differ-\n\nentiates a university from a college must necessarily be done in small classes.\n\nIn our state universities, however, more than half of the teaching is of\ncollegiate grade.\n\nSuch teaching should be done as colleges do it and not as\n\nuniversities do graduate work.\n\nA professor who directs the research work\n\nof graduate students and who is expected to contribute by his own investiga-\n\ntions to the sum of knowledge in his field should do relatively little teaching;\n\nbut the organization which permits the teacher of undergraduates to do the\nsame amount of teaching because he is in an institution called collectively a\nuniversity is\n\nmaking an extravagant mistake.\n\nUniversity teaching does\n\nnot become such because it is done in a university; and it requires something more than a name to justify the application of university standards.\n\nThere are two kinds of small classes:\n\n(a) those in courses elected by but\n\nfew students, and (b) those made by sectioning in courses taken by many\nstudents. As to the first kind, the tendency in universities to offer a multitude of courses ought to be checkt unless there is enough demand for the\ncourses to furnish classes of, say, eight or ten students.\n\nI do not mean that\n\nwhat I mean is that\nthe number of these classes should be small and the reason for them should\nbe definitely known and approved. In many cases, especially in graduate\nclasses as low as four or five ought not to be permitted;\n\nwork, a course may be offered in alternate years, or even every third year,\ninstead of annually;\n\nor a semester course which is being offered twice a\n\nyear may be offered once.\n\nIn other words, courses which do not attract\n\nmany students may be given less frequently than are courses in which large\nnumbers of students enrol; while it may sometimes be good policy to\ndiscontinue courses for which the demand is small.\n\nIn courses enrolling large numbers of students the decision as to class\nsize rests\n\nupon quite different ground.\n\nSince the students are available,\n\n"} {"page": 329, "printed_page": null, "text": "Department]\n\nPRESENT-DAY ISSUES IN HIGHER EDUCATION\n\n313\n\nthe classes will be small only because their smallness seems desirable.\nquestion, however, is one of policy.\n\nThe\n\nIts answer is the answer to the question\n\nof how large a class should be in order to be economically and effectively\n\ntaught.\n\nAgain no general answer is forthcoming; but a number of answers\n\nmay ultimately be given, each applying to a type of institution, or a subject,\nor a kind of teaching.\nIt is significant in this connection that every study of the efficiency of\n\nteaching in relation to size of class, except one, has shown that there is no\n\nadvantage in small classes.\n\nIt\n\nis\n\ntrue that these studies have related to\n\nOn a priori grounds, however, it does not appear that\nthere is any reason why children in elementary schools may be well taught\nin large classes while students in higher educational institutions may not.\nIn my own judgment a judgment which is frankly tentative for most\nelementary schools.\n\n—\n\n—\n\nkinds of recitation work in courses elected by large numbers of students a\nbasis of sectioning involving less than twenty-five students to a class does\n\nnot justify its cost.\nI have not entered into the\n\nwork of the so-called business manager.\nI assume that\n\nHis work is being standardized and he is getting results.\n\neveryone is sympathetic to the idea of buying in large quantities, to obtaining cash discounts, to good accounting systems, labor-saving devices, and\n\nthe employment of sufficient clerical help to relieve higher-paid officials\nfrom routine work. These are not critical issues. It is rather when we\nenter the field of hours of teaching and research that we raise critical issues.\nThe information is not at hand, however, for making final determinations concerning these issues.\nIt is necessary to proceed slowly and, above\n\nnot to be destructive thru the application of crudely made standards.\nThe immediately necessary thing to do is to make an intensive and extensive study of university, college, and school economics with a view to furnish-\n\nall,\n\ning a just basis of control.\n\nState boards of education should, in my judg-\n\nment, for the next few years be largely investigating boards; they should\n\ndo what the presidents and trustees of educational institutions have conspicuously failed to do\n\n—they should base educational\n\npolicies upon ascer-\n\ntained facts and principles as these are found to exist in successful practice.\n\nThe state authority should see that no institution monopolizes an undue\nIt should make plain to the people the signifi-\n\nshare of the public money.\n\ncance and the value of their institutions.\n\nIn order to do this, it should be\n\ncontinuous and reasonably unaffected by the veering winds that blow about\nIts employees should be carefully selected and well\nenough paid to insure their competence. Their tenure should be such that\n\nthe state capitol.\n\nthey\n\nmay have the courage of their convictions without the necessity of\nThey should be men of broad and Uberal\n\nprotecting themselves personally.\n\ntraining, capable of appreciating to the full the educator's point of view,\n\nwhile, at the same time, they should not forget that they exist in order that\n\nthe people's point of view may likewise be taken.\n\nI\n\n"} {"page": 330, "printed_page": null, "text": ""} {"page": 331, "printed_page": null, "text": "DEPARTMENT OF BUSINESS EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—A. H. Sproul, principal, High School of Commerce\nVice-President—\nR. Hatfield, University of California\nSecretary—Mrs. G. Holmes Lawrence\nPresident\n\n^H.\n\nPortland, Ore.\nBerkeley, Cal.\n\nPortland, Ore.\n\nFIRST SESSION—Tuesday Forenoon, July io, 191\nThe meeting was called to order in Room C of the City Auditorium at 10 a.m. by\nPresident A. H. Sproul.\n\nThe following program was presented:\n\n—U. G. Dubach, Oregon Agricultural College, Corval\"Adjusting Ourselves to a New Era in Business\" —Harry C. Spilbnan, New York,\nN. Y.\n\"The Teaching of Salesmanship to High-School Girls\" —Cassie L. Paine, Woman's\n\"Pan-American Relations\"\n\nlis.\n\nOre.\n\nEducational and Industrial Union, Boston, Mass.\n\"Modification in Commercial Training Suggested by Present World-Conditions\"\nE. F. Dahm, assistant director. Extension Division, University of Washington, Seattle,\n\nWash.\n\nSECOND SESSION—Thursday Forenoon, July 12, 1917\nThe following program was presented:\n\n—\n\n\"Vocations for High-School Girls\" Mary Schenck Woolman, manager. National\nAssociation for Promotion of Industrial Education, Boston, Mass.\n\" How to Teach Salesmanship in the High School \" F. H. Young, head of commercial\ndepartment, high school, Pendleton, Ore.\n\"Expert Training Methods, Their Necessity and Application in Your Typewriting\nDepartment\" H. F. Smith, State College of Washington, PuUman, Wash.\n\"How Can the High Schools of Commerce Best Serve the High Schools?\" Dean\nJ. A. Bexell, School of Commerce, Oregon Agricultural College, Corvallis, Ore.\n\n—\n\n—\n\n—\n\nDuring the business meeting which succeeded the program the following motions\nwere adopted:\n\nOn motion of Dean J. A. Bexell the committee appointed at the last meeting to investigate and report on courses of study was urged to complete its work during the coming\n\nyear and to enter a report at the next annual meeting.\n\nOn motion of Mrs. Francis Effinger-Raymond the new oflficers of the Business Section\nwere urged to see to it that the Business Section be recognized on the general program of\nthe Association, and that ample time be provided on the regular program for general discussion of practical problems.\n\nOn motion of Dean J. A. Bexell, associate members were urged to become active members so that the Business Section may acquire greater influence thru its voting members in\n\nthe Association.\n\nOn motion of E. F. Dahm the Department of Business Education of the National\nEducation Association appointed a War Emergency Committee to determine how the\n31S\n\n"} {"page": 332, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3i6\n\n[Business\n\ncommercial-teaching brain forces of this country can help business in its larger emergency\ntask.\n\nThe Committee on Nominations recommended the following officers and they were\nunanimously elected:\n\n—\n—\n\nPresident G. P. Eckels, department of commercial education, University of Pittsburgh, and Westinghouse High School, Pittsburgh, Pa.\nSecretary L. G. Hartley, conmiercial department, Schenley High School, Pittsburgh, Pa.\n\nPAPERS AND DISCUSSIONS\nVOCATIONS FOR HIGH-SCHOOL GIRLS\nMRS.\n\nMARY SCHENCK WOOLMAN, MANAGER, NATIONAL ASSOCIATION FOR\nPROMOTION OF INDUSTRIAL EDUCATION, BOSTON, MASS.\n{Outline)\n\nI.\n\nThe ideals of vocational education are permeating the high schools.\n1.\n\nThe young people are remaining, for they feel that something worth\nmuch to them in their future life is being offered.\na) Secretarial, commercial, and library training have been begun.\n\nDressmaking and millinery of a more or less tradelike character\nare being tried in many schools and business shops.\nc) The advantages of working for customers or sale are greater than\nthose of the laboratory method.\nLess\nd) Trade judgments show what a garment is really worth.\nh)\n\ndanger of swelled heads.\ne)\n\nOpportunity of knowing what trade wants.\n\n/)\n\nTime element.\n\ng)\n\nFamilies do not have to buy expensive materials and the standard\nof living is not injured.\n\n2.\n\n\"Accommodators\" (girls who must support themselves).\nare trained to work correctly.\na)\n\nHousekeeping.\n\nh)\n\nSpecial cooking.\n\nc)\n\nCare of children.\n\nd) Shirtwaist-making.\ne)\n\nLaundry.\n\n/)\n\nWaiting on table.\n\ng)\n\nSeamstress work.\n\nh) Getting a meal.\n\nThe girls\n\n"} {"page": 333, "printed_page": null, "text": "VOCATIONS FOR HIGH-SCHOOL GIRLS\n\nDepartment]\n\ni)\n\n317\n\nPlacing the girls and seeing that they are of service.\n\nPower coming from it. Girls doing work in institution and gaining from it.\nk) Other girls who have not had to work asking for the training.\n/) A method of guidance.\n\nj)\n\n3.\n\nRural high schools.\na)\n\nThe farm home with ideas of management, sanitation, economy,\nand accounting,\n(i)\n\nGardening.\n\n(2)\n\nDairy work.\n\n(3) Poultry-raising.\n(4) First aid.\n(s)\n\nSimple nursing.\n\n(6)\n\nCare of children.\n\n(7)\n\nCooking.\n\n(8) Preserving.\n(9)\n\nCanning.\n\n(10). Cleaning.\n\n(11)\n\nGarment-making.\n\n(12) Assistants to county agents.\n4.\n\nSalesmanship courses.\na)\n\nIn one high school the third and fourth years utilized for two kinds\nof salesmanship.\n\nb)\n\nTraining regular salesgirls and the milliner for selling goods in\n\nc)\n\nThe future of the well-educated girl in this field looks bright, as\n\nslack seasons.\n\nthere is considerable chance of advancing to buyer or other well-\n\npaid positions.\n\nPAN-AMERICAN RELATIONS\nU. G.\n\nDUBACH, OREGON AGRICULTURAL COLLEGE, CORVALLIS, ORE.\n\nToday we are forst to see that our splendid isolation as a nation is gone.\nThe world, once tremendously large, has become small; as it were, a great\nneighborhood in which each neighbor is vitally concerned with the doings\n\nAs a nation our opportunities and responsibilities\ndemand an aggressive participation in the direction of affairs in every\n\nof every other neighbor.\n\nNo relationship is of greater importance\nUnited States than that of Pan-America. Nothing could be\nof greater value to the United States in her leadership in the present\n\npart of this world-neighborhood.\nto\n\nthe\n\n"} {"page": 334, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3i8\n\n(Business\n\nworld-crisis than a solid backing of all America, and this can be secured\n\nonly by an intelligent cooperation in the solution of problems of mutual\ninterest.\n\nIn population, Pan- America numbers something over 175 millions,\nover 100 millions living in the United States, and over 75 millions in Latin\n\nAmerica, 25 millions being in the North American group, and the remaining\n50 millions in the South American group.\n\nAll America with its wealth of\n\nnatural resources has a population density about the same as Africa, one-\n\ntenth that of Europe, one-fifth to one-fourth that of Asia, and five or six\ntimes that of Australia and Oceanica.\n\nThe population of Latin America\n\nalone is seven-tenths as dense as the rest of America, including Canada,\none-half that of the United States, four-fifths that of Africa, one-sixth that\nof Asia, one-twelfth that of Europe, and five times as dense as Australia\n\nand Oceanica.\n\nThe Latin American states are as a whole producers of raw materials.\nThey manufacture but little. Experts tell us that in the natural course of\nevents this status will continue for some generations.\n\nAnd yet these states\n\ncould, by certain readjustments, become self-sustaining, as proved by the\n\nperiod at the beginning of the present war when the regular channels of\n\nimport were blockt.\n\nOn the other hand, we and other nations need the output of Latin\nAmong their leading products are coffee, rubber, minerals and\n\nAmerica.\n\nmetals, fruits, extracts, hard woods, grains, and animal products.\n\ndevelopt, the output of several of these can be multiplied.\n\nProperly\n\nThe United\n\nStates is rapidly becoming a manufacturing nation, and our exports will\n\nmore and more consist of manufactured goods.\n\nWhat could be more sane\n\nthan to develop this great field for our manufactured goods from which we\n\nmust draw imports of raw goods ?\nThus far we have successfully competed in the sale of certain goods in\nall fields.\nIn metal goods, certain machinery and tools, wooden manufacOur greatest\ntures, leather and rubber goods, we have been strongest.\nweakness is shown in textiles, \"particularly in cotton, linen, and wool;\nin porcelain, china, earthenware, and glassware; in toilet preparations and\nThe big question is,\naccessories; or in wines, liquors, or other beverages.\"\nHow can we strengthen our grip on this commerce ?\nFirst and among the leading questions frequently raised is that of proWhat will the peoples\nduction, particularly for the Latin American market.\nabout the people\nknow\nmost\nof Latin America buy ? Those in a position to\nTo be sure, in\nof Latin America tell us that they want what others want.\nevery case this statement is qualified by the fact that they want the same\ncommodities, but adapted to theu: needs industrially and climatically. A\nsane study of Latin American markets by our producers or their agents\nwould open a vast field of opportunity.\n\n"} {"page": 335, "printed_page": null, "text": "PAN-AMERICAN RELATIONS\n\nDepartment]\n\n319\n\nA second point of attack on foreign trade in any country is the credit\nwhich exporters are able to extend to purchasers. In this particular the\nexporters of the United States have workt to a very decided disadvantage,\nowing to lack of banking facilities. To illustrate, German banks exist in\n\nmany of these states.\n\nThey know the financial status of importers.\n\nWhen\n\nthe exporter sells to the importer he gives the terms desired, 30, 60, 90, or\n\n180 days. Then the exporter discounts the paper at the local bank and has\nmoney for further investment, and the importer is happy over the terms\n\nOn the other hand, the exporters of the United States\nhave been forst in most cases to do whatever business is done in these\nmarkets either thru foreign banks or their own resources. If credit is given\non the resources of the exporter, that credit, for its term, ties up the capital\nextended to him.\n\nof the concern by just that much.\n\nto the exporter of\n\nIf credit is refused the advantage goes\n\nsome European state who is able to arrange the credit.\n\nThis disadvantage will be obviated now because of the fact that our banks\nare enabled to establish branch banks to advantage under the Federal\n\nReserve Act.\n\nA third obstacle to the development of our trade in Latin America has\nbeen shipping facilities.\n\nbeen overworkt.\n\nUndoubtedly this feature of disadvantage has\n\nI quote John Barrett:\n\nIt is fiction that a considerable portion of the United States mails to Brazil, Argentina,\n\nand Uruguay are sent via Europe. It is another fiction that there are no good passenger\nvessels sailing from New York to Rio de Janeiro, Montevideo, and Buenos Aires.\nIn\nfact, there are now several large passenger boats on that regular route which provide as\ngood accommodations as can be found on most of the European vessels. The steamship\nservice on the Gulf of Mexico and Caribbean Sea is as fine as that on the Mediterranean,\nand here many American flags are seen ... Of freight vessels and lines flying foreign\nflags, there were abundant offerings for charter and cargo, up to the outbreak of war,\nthruout the Pan-American seas {Saturday Evening Post, October, 19 14).\n\n.\n\nIt is manifestly impossible to secure regular routes until there is ready\n\nand regular freight\n\nto carry.\n\nBoth must be developt\n\ntogether.\n\nOtto\n\nWilson, of the Latin American division of the Bureau of Foreign and\n\nDomestic Commerce, in a recent personal letter says:\nI should say that while shipping and banking facilities are, of course, essential in\n\nbuilding up our trade with South America after the war, the emphasis should perhaps be\n\nAs matters stand\nnow, we either have, or are in a way to obtain, American banking facilities in South\n\nlaid on the educating of our manufacturers in foreign-trade processes.\n\nAmerican markets which will be adequate to handle a large part of our trade. While\nthere has undoubtedly been a need for better shipping facilities, it is nevertheless true\nthat until the outbreak of the war our shipments to South America did not suffer as much\nfrom lack of cargo space as was generally supposed. It is always to be remembered that\nshipping facilities can not be establisht until ship owners are assured of immediate cargoes\nwith which to fill their space. In one or two instances shipping lines have started up and\nhave been obliged to discontinue because full cargoes were not immediately available and\n\n"} {"page": 336, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n320\n\nit was out of the question for them to run ships in ballast.\n\n[Business\n\n\"We shall, of course, need full\n\ntransportation facilities, but it seems probable that these will be provided by agencies\n\nnow at work. The emphasis, as stated, should therefore be laid on instructing our manufacturers how best to use shipping and banking facilities and lead them to orient themselves on the subject of foreign trade in general.\n\nNo attempt to secure the cooperation of Latin America in trade and\ngovernment can be entirely successful without a more thoro understanding\nIt is helpful to remember the conditions of\nof the peoples of these states.\ntheir settlement and development: that Latin America was in possession\nof peoples under organized government when our country was first settled;\nthat the European settlers of Latin America were adventurers seeking\nwealth, possest by a destructive spirit, with no permanent interest in the\nnew country. Many of the leading settlers were men who had failed at\nhome, or the sons of leaders at home desirous of securing wealth and power\nThese overran the existing government and establisht bureaueasily.\nThe natives were crusht. A mixt population resulted.\ncratic rule.\nRevolts against the ruling classes were common. Suddenly the opportunity for freedom from the European powers came. Without proper\ngroundwork, unstable governments were the logical result. The leaders\nwere idealists instead of practical men. It is no wonder that frequent\nrevolutions developt under these conditions. And yet, when compared with\nthe rest of the world, the situation is not so bad as it seems.\n\nTwo- thirds\n\nof the area and population has known no revolution in the last thirty years.\n\nMexican troubles and those of some Central American states overshadow\nthe long period of peace in most of the Latin American states.\nAn honest attempt to understand these peoples and to show them in our\ndealings that the United States has no desire to direct and control their\nThe growing number of\naffairs will go far toward creating right relations.\nLatin American students attending colleges and universities in the United\nStates is a most encouraging fact.\n\nBased on figures of the Bureau of Edu-\n\ncation, Bigelow estimates the number of Latin American students in the\nUnited States at 1042, which is more than in all Europe. An exchange of\n\nprofessors with Latin American institutions is being practist in a very few\ninstances.\n\nAn increase in this practice would be most helpful.\n\nWith\n\nEuropean travel eliminated for a time there will be increast travel in the\nAmericas.\n\nThis should react favorably.\n\nThe greatest agency tending to\n\na mutual understanding between these nations is the Pan-American Union,\nan organization with headquarters in Washington, in which the states are\nrepresented\n\nby\n\ntheir\n\ndiplomatic representatives at Washington.\n\nSecretary of State of the United States\n\nis\n\nchairman.\n\nThe\n\nThis organization\n\nhas held regular monthly meetings except during the summers for nine\nyears.\n\nThe representatives sit about a table, the ambassador of Brazil at\n\nthe right of the Secretary of State, anH the ambassador of Chile at the left,\n\n"} {"page": 337, "printed_page": null, "text": "Department!\n\nTEACHING SALESMANSHIP TO HIGH-SCHOOL GIRLS\n\nand the others in the order of their rank.\ndiscussion of all questions of\n\n321\n\nThey carry on a full and free\n\ncommon interest.\n\nThese meetings are a\n\ngreat force in removing any element of distrust existing in the minds of the\nrepresentatives of any state.\n\nWorking together, all these factors should\n\nbring the peoples of Pan-America to such a mutual understanding of their\n\ncommon interests that the Monroe Doctrine may develop in reality into a\nPan-American doctrine.\n\nTHE TEACHING OF SALESMANSHIP TO HIGH-SCHOOL GIRLS\nCASSIE L. PAINE, WOMAN's EDUCATIONAL AND INDUSTRIAL UNION,\nBOSTON, MASS.\n\nThe introduction of every new movement into our educational system\nNot so many years ago it was\ndiscovered by our active business men that the young people who were\n\nis\n\nalways in answer to a recognized need.\n\nfreed from our public schools with the intention of entering the business or\nindustrial world were in no way fitted to do so.\n\nThey were in many cases\n\ninaccurate, irresponsible, unreliable, and totally ignorant of business conditions or methods.\n\nWhen they entered a position they were unable to\n\nupon what it was built, to what it would\nThey usually had a fair amount of book\nknowledge and facility in manipulation of school materials, but they had\nno power to transfer the principles of this training to the everyday business\nIt was known, also, that the parents who had sufficient means and\nof life.\nauthority over their children to keep them in school did so, and exposed\nthem to large doses of book learning. By so doing they felt satisfied that\nthey had performed their highest duty to their children. The parents who\nhad neither the money nor the power to keep their children in school often\nsaw them leaving the grades or high school as soon as allowed by law to do\nso, and accepting any of the poorly paid positions in industry.\nWe have had two types of young people entering our social community.\nOne type was totally ignorant of life's activities, often with fixt habits of\nidleness and occasionally with an attitude of disdain toward all kinds of\ninterpret the job, to discover\n\nlead, or how it could be developt.\n\nproductive labor.\n\nThe other great class consisted of the workers who left\nwho were\n\nour public schools before completing the regular course, and\n\nusually so limited in their educational background that they were handi-\n\ncapt for rapid advancement or high promotion.\n\nIf these\n\nyoung people\n\nrecognized their lack and again attempted to learn from books, it was generally because of their individual initiative and not because of any strong\n\ninfluence of our public schools.\n\nk\n\nIt was evident that the products of our public schools too often developt\n\ninto inefficient and unstable members of society.\n\nEducators lookt to other\n\n"} {"page": 338, "printed_page": null, "text": "NA TWNAL EDUCA TION ASSOCIA TION\n\n322\n\n[Business\n\ncountries for means to correct this serious condition, and slowly the different\n\nmanual arts began to make their way into our public schools.\n\nManual\n\ntraining in different forms, domestic science in its various phases, and busi-\n\nness subjects of selected kinds entered the curricula.\n\nInvestigators began\n\nto follow the lives of the young people who left our public schools, and to\n\nstudy the character of the positions they entered. This study revealed\nmany hitherto unnotist truths, among which is the fact that many kinds\nof occupations into which our young people just out of school entered were\n\npositions that in themselves had no definite line of progress either in wages\n\nor in opportunities.\n\nThey could be undertaken by anyone, they could be\n\nquickly learned, they carried only a small maximum wage, and they really\n\nended near their beginning.\n\nThe average young person falling into one\n\nof these positions without training, without direction, without advice, had\n\nonly one of two alternatives: either to stay in the position because he was\nsure of steady work and a regular wage, or to leave his present occupation\nand seek another. If he followed the first course, his ambition flagged, his\nhopes and ideals died, his initiative had no chance for exercise, and he\nbecame a dull, routine wage-earner, whose development was limited by the\nvery situation which should have taxt at every turn his highest ability. If\nhe left his first position for another, his second one was usually similar in\ncharacter and also led nowhere. It was a change, however, and a little\nsatisfaction came to the worker because there was something new to undertake and to achieve, both in his work and in his environment. It was\n\nnatural that he should quickly desire that satisfaction again, so he either\n\ndecided to or was willing to seek a new place in a short time. Therefore we\nhad (and still have) a large body of young people who drifted about from\nplace to place wasting time, losing opportunities, becoming unhappy and\ndissatisfied\n\n—a condition resulting in unstable characters, decreast produc-\n\ntion, and an economic loss to society.\n\nIn our eastern cities many of our boys and girls get their first positions\nin mercantile houses either before they enter high school, during their\n\nThe large stores in our country have grown\nThey are the immense distributing centers for\n\ncourse, or upon graduation.\n\nup overnight, as it were.\n\nthe rapidly increasing population of our country, and the proprietors have\n\nbeen taxt to their utmost to select, transport, and store the vast variety\nand amount of merchandise required to meet the growing needs of the\npeople.\n\nThese merchants have studied ways and means to make this mer-\n\nchandise fill every need of every individual within reach, and so they have\nlookt after the factory, the buying, the transportation,\n\ndepartments of the business with infinite concern.\n\nand the storing\n\nIn order to\n\nlet\n\nthe\n\ncommunity know the resources of their store these men have carefully organIt is only\nized the advertising, the system, and the delivery departments.\nrecently that they have begun to realize that there is another important\n\n"} {"page": 339, "printed_page": null, "text": "Department!\n\nTEACHING SALESMANSHIP TO HIGH-SCHOOL GIRLS\n\nfactor in the make-up of their stores\n\n—the personnel\n\nof the employes.\n\n323\n\nThese\n\nmerchants had hitcht their wagon to a star, but, as someone has said, they\nlookt after the wagon and they lookt after the star, but they failed to look\nafter the hitchy\n\nand the hitch in the store business is the connecting link\n\nbetween the merchandise and the public\n\n—the personnel\n\nof the salespeople.\n\nIt is easy to understand how this condition came about.\n\nIn the small\n\nstore where the merchant was the proprietor, he not only waited upon his\n\ncustomers, who were also his neighbors, but he did all the other work con-\n\nnected with the store.\n\nWhen his business increast, he had assistants who\n\nwere members of his family or young people of the neighborhood, and they\nfollowed his methods.\n\nAs he needed more help he hired strangers, but he\n\nstayed among his employees and gave them individual instruction.\n\nIf one\n\nhad suggested to this man a school of salesmanship for his people, or a\ncourse in salesmanship for boys and girls in the high school, he would have\nbeen amazed at the idea. What was there to selling merchandise that could\nmake a course of study in the high school ? One must have the goods, one\nmust know the price, and one must be accommodating. What else was\nthere to selling ? Therefore, as society grew in size and demands, and as\nour social, industrial, and business systems grew in complexity, the importance of the work connected with selling did not grow accordingly. Until\nsuddenly the merchant found that he had a big group of people in his store\nwho handled his merchandise and represented him to his customers, but\nwhom he did not know and in whom he had no special interest. These\npeople were frequently unbusinessUke in dress, uncouth in speech, ignorant\nconcerning the use, value, and suitability of their merchandise, careless in\ntheir use of the store system, indifferent to the store's policies, and loyal,\nin the highest sense of the word, neither to the merchant nor to his business.\nI am not selecting store employees as being in any way different from\nother kinds of people. These characteristics are to be found in any group\nin any community who have a small background of education and little\nknowledge of their specific employment. Perhaps these conditions do not\nobtain to any great extent in your western stores, but they are sufficiently\nconspicuous in the eastern stores to cause our merchants there to give serious\n\nthoughts to the problem of the improvement of their personnel.\n\nWith the\n\nincrease of population and prosperity in our country have come an increase\n\ndemands on the part of\nThe courses in domestic science and the practical arts\nnow given in all our good public schools, and the lectures on home economics\n\nin knowledge of merchandise and an increase in\n\nour buying public.\n\nand other practical subjects offered in our women's clubs and our college\nextension courses are educating women in the general uses and values of\nwhat the stores carry. Customers therefore have a right to expect the\nsalesperson to be a specialist in her particular line of merchandise, and have\nexpert advice to give, Our great interest at the present time in the study\n\n"} {"page": 340, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n324\n\n[Business\n\nof efficiency is educating our public to look for rapid and convenient methods\nof transacting business.\n\nThe stores have deliberately educated the public\n\nto expect and demand service at every turn.\n\nexpectations fulfilled\n\ncountry?\n\namong\n\nDo the customers find these\n\nthe salespeople in the stores thruout the\n\nDo the employers as they investigate the conditions in their\n\nstores find that they have a loyal, stable, ambitious, intelligent force of\n\npeople by whom they are represented to their customers ?\n\nIn a store where\n\nthe labor turnover is 400 or 500 per cent during the year, this is not likely\nto be the case.\n\nIn a store where a woman has been selling for six years and\n\nnever has received more than seven dollars per week, there must be little\nexercise of initiative.\n\nIn a store where a woman is kept as a bundler year\n\nafter year simply because she\n\nfor ambition.\n\ncan do that well, there is little incentive\n\nIn a store that looks outside first for people to fill all the\n\nhigher and better positions, there is little encouragement to loyal service.\nIt has been found in Boston, where the movement is now five years old,\n\nthat the introduction of salesmanship as a course of study in the high schools\n\nhas helpt to correct some of these undesirable conditions found in business.\n\nThere has been a commercial course in our Boston high schools for a much\nlonger time than that, but it was found\n\nupon investigation that, while\n\n13 per cent of our young people went into commercial positions, 60 per cent\n\nwent into industrial and mercantile positions.\n\nIf our public-school educa-\n\ntion is to be of the greatest service to the individual, to industry, and to\nsociety, this large number of workers should not be neglected by the courses\nIt was also found that a large percentage of our\noffered in our schools.\nyoung people left school and went to work because they were not interested\n\nin the study of abstract subjects.\nis\n\nThe content of the course in salesmanship\n\nsufficiently concrete to hold the interest of these\n\ndents.\n\nconcrete-minded stu-\n\nIt was found that many pupils left school to add their wages to the\n\nfamily income.\n\nThe earnings from their store practice, which is part of\n\nthe course in salesmanship and which is paid for by the stores at a rate of a\ndollar to a dollar and a half a day, is frequently sufficient to allow these\n\npupils to complete their high-school course.\n\nIn 191 6 the high-school\n\npupils in Boston who were taking salesmanship earned over eight thousand\ndollars during their school year.\n\nThe practice work of these high-school\n\npupils in the stores is all done under supervision, both by the proper people\nin the store and by their regular high-school teacher.\n\nhigh standard of store work to be maintained.\n\nThis necessitates a\n\nIn this way these students\n\nare brought to the attention of the employment manager and their names\nare added to his list of resources for employment.\n\nA number of our high-\n\nschool graduates are always permanently hired by the stores before or at\n\nthe end of their high-school course.\nIt\n\nmay be interesting to know something of the history of the movement\n\nto train salespeople and other department store-workers as it has developt\n\n"} {"page": 341, "printed_page": null, "text": "Department]\n\nTEACHING SALESMANSHIP TO HIGH-SCHOOL GIRLS\n\nin Boston.\n\nInstruction of various types has been given to store employes\n\nin different ways for a long time.\n\n325\n\nPerhaps John Wanamaker stands as a\n\npioneer for recognizing the value of a larger education to store employes.\n\nThere have been and still are many kinds of business schools that give\ncourses in salesmanship either by correspondence or by classroom lectures.\n\nBut too often the emphasis in all this instruction has fallen either on the\nbook-learning side as an end in itself or on the commercial side as an end\nin itself.\n\nIt remained for a unique institution in Boston,\n\n''The Woman's\n\nEducational and Industrial Union,\" to develop the subject of salesmanship\n\nand department-store study in such a way that it would prove at the same\ntime of both educational and commercial value. The movement began in\n1905 with a small group of saleswomen in one or two Boston stores, and was\nat once put into the hands of an unusually able w^oman, Mrs. Lucinda Wyman\nPrince, who has developt it along pedagogical lines. At the present time this\nschool of salesmanship, taken over by Simmons CoUege, and constituting\none of its regular departments, is for the purpose of training teachers of\nsalesmanship.\n\nThe laboratory or salesgirls' class is still continued at the\n\nUnion.\n\nIn 191 2 the school board of Boston and the community had become so\nconvinst of the value of this new phase of practical education that salesmanship was introduced into the Girls' High School, our largest general high\nschool, under the leadership of one of these trained teachers.\n\nThe experi-\n\nment was watcht with interest by the educators, business men, and general\npublic, and it was seen that all claims of this new work were substantiated.\nThe pupils were enthusiastic, the business men were delighted, and greater\ncooperation between the stores and the schools took place to their mutual\nadvantage. Other Boston high schools wisht to enter into the scheme, and\nwere allowed to do so rather slowly, a few being added each year. At the\npresent time salesmanship is taught in ten high schools of Boston, or in all\nof the general high schools of the city, the teacher always having had the\n\nspecial training for the work in the Woman's Educational and Industrial\n\nUnion.\n\nThe course consists of textiles, merchandise, hygiene, color and\n\ndesign, salesmanship, and general store subjects, such as store organization,\nstore system,\n\netc.\n\nArithmetic, English, civics, commercial geography,\n\nand industrial history are closely related to store work. The course is made\nup of two kinds of work, that done in the classroom and that done in the store.\nThe pupils work in the stores in their vacations, on Saturdays, and on other\ndays of the week if their classroom rank will permit of their absence. Much\nof their classroom work is based upon their store experience.\nThe course\nis offered as an elective to Juniors and Seniors, and successful work is\nawarded by a special certificate in addition to the regular diploma. The\nawarding of the certificate is determined fully as much by the quality of\n\nwork in store practice as by the grade in classroom exercises.\n\n"} {"page": 342, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n326\n\n[Business\n\nIt was early found that the best results of such a movement could only\n\nbe attained by having a general director of the work who could unify the\nsystem and be the official connecting link between the business houses and\nthe schools.\n\nMrs. Prince was the first director of salesmanship in the Boston\nAs her duties in connection with the spread of the move-\n\npublic schools.\n\nment thruout the country increast, she was obliged to give up the active\nwork with the schools and has kept only an advisory connection with them.\nMiss Isabelle Craig Bacon, a graduate of the School of Salesmanship, is\nTo her ofiice go all the requests of the stores for the\nyounger employes, and from her office go demands to the schools for suitable\npeople to fill these positions. In every case the employment managers are\n\nnow the director.\n\nexpected to describe their needs definitely, and Miss Bacon, with the assistance of the classroom teacher, attempts to find just the right gurl for the\ndescribed position.\n\nThe closest kind of vocational guidance is thus con-\n\nnected with this course in salesmanship.\n\nLast June there were graduated from the salesmanship department of\nEach one of these girls had received\n\nthe Boston high schools 475 pupils.\n\nspecialized training in department-store work and business principles for\n\none or two years.\n\nEach one had practist in various stores, under the closest\n\nsupervision from the educational as well as from the business standpoint.\n\nEach one had to attain a rank of B in all her salesmanship work in order to\nEach one earned considerable money during\nthe year, as a previous statement has shown you. Each one is familiar\nwith retail stores, with the particular kind of work into which she will\nprobably enter, and with the demands met in business. Each one either\nhas already obtained her position with a store or has her name on the list\n\nreceive a special certificate.\n\nof available resources for employment.\n\nSome of the results of the teaching of salesmanship to high-school girls\nFor society it means a larger group of intelligent, efficient,\nFor the stores it means a greater interest in their\nFor the girl it means that work in a department store is no\n\ncan thus be seen.\n\nwell-paid workers.\npersonnel.\n\nlonger routine and drudgery, but a wonderful opportunity to a larger life\nIn other words, when a graduate of our high-school course\nin all directions.\nin salesmanship begins her store work, she realizes that she has not simply\n\ntaken a position but has entered a profession.\n\nMODIFICATIONS IN COMMERCIAL TRAINING SUGGESTED BY\nPRESENT WORLD-CONDITIONS\nE. F.\n\nDAHM, ASSISTANT DIRECTOR, EXTENSION DIVISION, UNIVERSITY\nOF WASHINGTON, SEATTLE, WASH.\n\nWar cannot be left out of account from either our associations or our\nWar service of an\n\nindividual daily affairs, or else we fail in our citizenship.\n\nindirect and direct sort must be accounted for in our daily time schedules.\n\n"} {"page": 343, "printed_page": null, "text": "Department]\n\nMODIFICATIONS IN COMMERCIAL TRAINING\n\nAmerica's business\nincreast taxes.\n\n327\n\nmen are shouldering many war duties other than\n\nThe commercial teachers of the country, in their individual\n\ncapacity at least, are carrying some of the war's burdens.\n\nAre their efforts\n\nin this respect linkt up with the carrying on of those duties for which their\n\ntraining and ability fit\n\nthem?\n\nmercial teachers will find\n\nit\n\nIn the consideration of our subject comadvisable to change not only schoolroom\n\nconditions but also their relationship with the world of business.\n\nThis subject, to be treated thoroly, must be taken up in several divisions:\n\n(i)\n\nWhat is the status of our commercial training ? (2) What are the\n\ngeneral changes to be desired irrespective of any emergency situation?\n(3)\n\nWhat special concessions or shifting or changes must be made because\n\nof war ?\n1.\n\nOur present high-school commercial training too often trains for\n\nthe drudgery of business\n\n— actually aims to produce\nit\n\nclerks!\n\nCollegiate\n\ncommerce training, on the other hand, trains for the poetry of business.\nThe methods and the contents of the curricula of both is much too local.\nTwenty years ago a retail merchant who could honestly say that he\nknew his customers and their habits from morning to morning was rightly\naccorded to be a success.\n\nToday such knowledge is insufficient.\n\nNational\n\nadvertising is standardizing qualities, prices, values, and channels of distri-\n\nbution; and tastes of buyers have been led to a higher level.\n\nYour modern\n\nmerchant must therefore watch national tendencies, for today no local\ncommunity is untoucht by either national or world influences, and so it\nis with courses of study outlined\n\nby boards of education.\n\nof study cannot be laid down by local conceptions.\n\nThe general lines\n\nA general plan suitable\n\nfor general needs and obtainable only thru wider cooperation should be in\nforce.\n\nRecently President Wilson said to Congress:\nso\n\n\"We should desire nothing\n\nmuch as the early establishment of intimate relationships of mutual\n\nadvantage between us.\"\n\nHe was speaking of international relationships\n\nnow and after the war. Business must be organized to distribute the wants\ncalled for by this enlarged scale of living.\nBusiness training in the schools\nmust produce a human product that can eventually take a place in international markets to both the country's and the individual's profit.\n2.\n\nSubjects found in high-school commercial work are bookkeeping,\n\ncommercial arithmetic, penmanship, shorthand, typewriting,\n\netc.;\n\nthe\n\nhistory of commercial economics, commercial geography, commercial law,\n\nEnglish, letter- writing, and secretarial work.\n\nThe preponderance of enrol-\n\nment and emphasis is placed upon the first group. These two groups of\nstudies are given in one-, two-, three-, and four-year courses.\nIt seems\nthat the aim for the first year's work is to graduate an office boy, for the\nsecond year a shipping clerk, for the third year a private stenographer, and\nfor the fourth and final year a potpourri.\nThe majority of our commercial\nteachers are not graduates of commercial schools; few of them have had\n\n"} {"page": 344, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n328\n\nbusiness experience.\n\n[Business\n\nWomen commercial teachers are in the majority.\n\nIt\n\nwomen with the same amount of study or the same amount\nor kind of business experience to make as good commercial teachers as men.\nSince the age of barter, when business had its inception, men have been\nthe traders. There are generations of men backing up the present-day man\n\nis not possible for\n\nand giving to him thru heredity and instinct a commercial ability. It\nwe haye more men teachers, but it is even more desir-\n\nis very desirable that\n\nable that women be especially well trained to teach business thru special\ncourses given more in detail and covering a longer period of time.\n\nParents and business men consider high-school commercial training\nmore or less as a measure of last resort. Their conception of this training\nis gained thru both an inspection of the courses offered and a knowledge\nof the accomplishments of commercial students.\nOur commercial courses\nseemed to accomplish very little until within the last two or three years.\nBusiness men preferred the generally trained high-school students to the\n\ncommercially trained, as a census of their employes shows.\n\nWe have trained\n\na majority of commercial students for clerical work, yet there is no more than\none-sixth of all business activities which are clerical, and the people required\nto fill this one-sixth are not drawn in large numbers from the ranks of our\n\ncommercial graduates.\n\nAs a result, our commercial courses have attracted\n\na rather poor grade of student and have had a high mortality as to completion.\n\nThose commerce courses, which should be most attractive, espe-\n\ncially the best, show approximately a 25 per cent loss during the\n\nsecond\n\nand third years.\n3. It is\n\nappreciated that changes to be effective should be made thru\n\nand by a large committee of both business men and teachers of various parts\nBusiness has been considered by communities as a thing\nof the country.\nMerchants in the Middle\nof distaste, but one which must be tolerated.\nAges were not accorded high rank socially or otherwise, but business today\nis a different thing.\nBusiness is the satisfaction of man's wants. It is\naccomplisht thru organized production and distribution of commodities.\nAn efficient business organization has two major parts: internal machinery\nand external equipment. Internal business may be divided into three\nfunctions: administering, producing, and distributing. External business\nmust study and know society thru sociology, must comprehend law and be\nin conformity with it, must participate in government and absorb the results\nof such government.\nThen there are certain phases of business which\noutside institutions are organized to care for. There are the bank, the railroad company, the public accounting firm. There is such a bulk of this type\nof work in the carrying on of business and so much of it is semipublic that\nbusiness houses do not find it profitable to care for it all themselves.\nCourses of study must be arranged with this so-called double conception of\nbusiness.\nA scientific course in commerce consists of fundamental studies,\nsuch as economics, commercial history, commercial law, selling and\n\n"} {"page": 345, "printed_page": null, "text": "Department]\n\nMODIFICATIONS IN COMMERCIAL TRAINING\n\nadvertising, factory efficiency, factory business,\nsociology, law,\n\nand civics.\n\n329\n\ncombined with courses in\n\nStenography, bookkeeping, penmanship, and\n\ncommercial arithmetic are the practical tools to the carrying on of business\nand should be placed in the hands of commerce students, but only as a\nmeans to an end.\nWe need these one-, two-, three-, four-, and five-year courses more\nclearly self-dependent, for economic conditions take from high-school ranks\nmany students who have completed sometimes only one year of study and\nin other cases only the second or third year.\nThere should be one practical\ncourse begun from the very first year of instruction, so that students can\nhelp themselves while they are going to school.\n\nIt seems desirable that\n\nboys and girls, for instruction purposes, be segregated, and that boys be\ngiven more of the executive-training subjects, while their interest is held\n\nwith practical instruction in one or two courses.\n\nTeachers should have held\n\nbusiness positions.\nIt is not possible in a one-year course to give anything but clerical subjects.\n\nA two-year course can contain some secretarial instruction with the\n\nintroduction of an elementary course in economics.\n\nwomen stenographers and secretaries.\n\nBusiness men prefer\n\nA three-year course provides enough\n\ntime for training of a specific business activity, which must be considered\n\ntwo angles. There have grown up in this country institutions\nand professions which handle certain parts of general business, such as banking, transportation, public accounting, advertising, agency work.\nThis\nrequires a more concentrated training perhaps than is called for by business\nalso from\n\npositions in private business houses.\n\nTraining for banking is training for\n\nbusiness activity of the professional sort.\n\nFinance and accounting for the\n\nman in business requires different preparation and instruction.\n\nA four-year\n\ncourse in business gives an opportunity for stildy of some of the external\n\nproblems in business, insurance, shipping, or merchandising.\n\nWith a five-\n\nyear course young people may be trained for executive ranks.\n\nA five-year\n\ncourse prepares most economically perhaps for higher commercial training.\n\nThe contents of business courses must be changed.\n\nSalesmanship too\n\noften fits for spiritualistic seance work rather than for the intelligent market-\n\nGrammar-grade physiology has been given many bruises\nby shouldering upon it explanations of physiognomy, phrenology,\nand corrupted psychology. A course in salesmanship would better include\na few lessons on personal analysis and training, a few lessons on business\norganizations and merchandizing, and a considerable number of lessons on\nthe laws of selling.\nBookkeeping students go thru several months' work\nseeing nothing but one detail after another, when they should be given from\n\ning of goods.\nof late\n\nthe first instance the expected results accomplisht thru the handling of the\nfollowing details.\n\nthan the ''How. \"\n\nMore courses should start out with the \"Why,\" rather\nCourses in advertising have enjoyed mushroom growth.\n\nSome courses have aimed at Ethridge artistic accomplishments, expert\n\n"} {"page": 346, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n330\n\nengraving results, and Jamesonian psychological copy.\n\n[Business\n\nenough in\n\nIt is\n\nhigh-school advertising courses to teach the careful writing of simple copy;\n\ngive some attention to the value of art work, with a study of the laws of\n\npsychology governing copy.\n\nStudents can also be instructed in the proper\n\nselection of advertising media.\n\nText-matter must be supplemented with talks by business men and\n\nand trade publications, with\nThe technical equipment\nfor commercial instruction is limited and ancient.\nOn the other hand some\ncourses depend entirely for routine equipment on office machinery. Books\ncollateral\n\nreading-matter from business\n\nlaboratory work both in school and in the field.\n\nof business forms for different activities should\n\nbe acquired.\n\nStudents\n\nshould be assigned to help business managers for civic and commercial\nCredit must be given for out-of-classroom work.\nPlacement services that place months and years in advance must be\norganized. A central clearing committee should handle this in large cities.\norganization affairs.\n\nSchedules of study must be arranged to permit students to work afternoons,\nevenings, Saturdays, holidays, and vacations.\n\nThe following additional subjects now being taught in some schools in\nthe country should be included:\n\ncommercial\n\nmathematics,\n\nselling, business\n\ntransportation,\n\nmethods, advertising,\n\nmerchandising,\n\ncommercial\n\nteaching, elementary principles of finance, preliminary study of psychology\n\nand logic, public speaking, commercial languages, and organizing of business.\n\nIndustrial subjects should be coordinated with commercial training.\n\nThe student in chemistry should be given something of the economic\nresources of the country, of finance,\n\nand of the organization of business.\n\nPractically one-half of commercial instruction should be acquired and\n\ngiven credit for outside of the classroom thru study, reading, and\n\nfield\n\nwork.\n\nFour \"M's\" make War: men, money, munitions, morale.\n\nTwo types\n\nof men must be trained: the military man and the war man at home.\n\nThe\n\nmust be assisted in this training by commercial educators. Highschool commercial training has little directly to do with the other two\n\"M's\" of war money and munitions. Rather must high-school commercial teachers train their students quickly and capably to take the place of\nabsent business men and train them for executive positions. There are\nfive new groups of courses that must receive increast emphasis, in all cases\nlatter\n\n—\n\nbeginning in the high school.\n\nThey are:\n\nadministration, statistics, secretarial,\n\nforeign trade, public business\n\ncommercial industrial work, and\n\ncommercial teaching. The statistically trained man is in demand now for\ngovernment and commercial organizations. Business executives have their\ntime taken up by increast duties in their own institutions and by public\nservice.\nNew markets abroad are being establisht for American goods.\nThe government must be more than usually efficiently managed after the\nwar because of the financial drain of the war.\n\n"} {"page": 347, "printed_page": null, "text": "MODIFICATIONS IN COMMERCIAL TRAINING\n\nDepartment]\n\n33\n\nA particular emphasis should be given some courses as to subjectmatter.\n\nIn typewriting, copy of United States history and of present war\n\nconditions should be included.\n\nIn economics, taxation, insurance, price,\n\nand markets must receive a different and a stronger emphasis;\nthe subject-matter of business organization and management, seldom pre-\n\nvaluation,\n\npared as a separate course, should be one of the chief subjects given for\nthose\n\nwho contemplate three years or more of study in a commercial\nThe physical and social factors which modify management of\n\ncourse.\n\nbusiness must be given consideration.\n\nThis, the\n\nfirst\n\nlarge presentation\n\nof the subject, should then be followed with subject-matter along the\n\nfollowing\n\nlines:\n\nstatistical\n\nand\n\ncommunicating\n\norganization\n\nadministrative help, the manager's relation to production as\n\nit\n\npolicies,\n\nrelates to\n\nboth capital and labor, and his relation to the market, both as to direct\nagencies and as to social modifications of other agencies.\n\ncourse to present for it must be distinctly elementary.\n\nI\n\nThis is a hard\n\nDirective personal\n\nmanagement needs consideration.\nThe chapter in commercial law on principal and agent should be ampliThe principal, because of the extra demands of his time, will be further\nfied.\nremoved from the agent and his activities. We should clearly show in the\nstudy of commercial law that the chapter on contracts must not be divorst\nin the student's mind from the chapter on partnership, which is also a\nchapter on contracts; students ought to have it clearly presented to them\nthat all commercial law is a study of types of contracts.\nrather uncontrolled teachings of people,\n\nit\n\nBecause of the\n\nseems wise to offer a simple\n\ncourse in psychology during war times with special application on\n\nhow\n\npeople's minds are influenst by activities and actions of which they have\n\nno apparent knowledge. A course of industrial history should include that\nof child labor and its cost.\nThe strength of womanhood and manhood for\nthe next twenty years will rise to several hundred per cent premium. All\ncourses of the mathematical trend should daily present means of economies,\nwhether it be the carrying home of goods, prompt payment of bills, intelligent payment of bills in advance, or refusing to sign too many instalment\ncontracts.\n\nSchedules must be rearranged so that a better balance will obtain.\n\nWe\n\nshould not give, even to those students going on to college, exclusively\nfirst two years.\nHuman beings are not\nComplete morning schedules, partial morning\nschedules with evening programs, straight evening schedules, and afternoon schedules must be supplied.\nIn the schoolroom there is scholastic economy that can be practist.\nAlong with this there are part-time teachers' combination schedules as men-\n\nfoundational work during the\nconstituted\n\nthat way.\n\ntioned before, students' help, other school cooperation, junior high-school-\n\nand college-plan, reserve list for applicants in advance, personal placing of\nstudents by teachers who know or are in conjunction with business men.\n\n"} {"page": 348, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n332\n\niBusmess\n\nAction on these expressions can be obtained by the formation of:\n1.\n\nA committee represented geographically to study out a course of\n\nstudy that will put the subject in the professional class and will result in\na cohesive, broader course. The business man's help in this war today\ngives the opportunity for this as well as furnishing a reason for so doing.\n2.\n\nA committee to prepare short bulletins which can be used by cities\n\nof more than ten thousand population, which bulletins shall aim to tell the\n\nbusiness man how he can use the schools' work and how he must help to\n\nconduct the schools' work as it relates to him.\n\nCommercial teachers are\n\nsecuring only a scattered cooperation in this respect, yet commercial\nteachers are practically powerless to make most effective their own specialty,\nsince they are not taking the initiative in carrying their message to the\n\nbusiness parent and owner as well as to the one studying business.\n3.\n\nA committee of a war-emergency nature to work out ways in which\n\nthe commercial teacher can help in schoolroom instruction and in personal\nfield\n\nhelp in the working at business problems and conditions today;\n\nteachers for the time being should turn their attention from the working\n\non of business itself.\ncommittee could render a service if it would attempt to\nitemize the ways in which a commercial teacher can be of service to the\n\nof sociological problems of business to the carrying\n\nFinally, this\n\nbusiness man.\n\nWe cannot get far either in the war-emergency plan or in the plan\nof general rehabilitation in the commercial curricula unless commercial\n\nteachers as a body see what their training and experience have given them\n\nthat will help the man in business as well as the student in school.\n\nHOW TO TEACH SALESMANSHIP IN THE HIGH SCHOOL\nF. H.\n\nYOUNG, HEAD OF COMMERCIAL DEPARTMENT, HIGH SCHOOL,\nPENDLETON, ORE.\n\nSalesmanship as a course of study in a secondary school we understand\nto be that of retail selling as found in our shops and department stores,\n\nand not specialty salesmanship. Life insurance and the selling of one or\ntwo articles by a traveling salesman are illustrations of specialty selling,\nwhich we will agree should be the subject for advanst study. Let me\nemphasize too the difference between salesmanship and mere order- taking\nthe former, according to Charles M. Schwab, master- salesman of the steel\ntrust, is \"making the buyer understand the true merit of the article you are\nseeking to sell\"; the latter is filling orders from customers whose minds\nare already made up, and as such requires little if any attention in a course\nA good salesman needs no training in order- taking.\nin salesmanship.\nHaving defined the subject, and before discussing directly the method,\nI think it is proper to recognize the possible doubt in the minds of many\nas to why salesmanship should be taught at all in our high schools.\n\nHas\n\n"} {"page": 349, "printed_page": null, "text": "Department]\n\nit\n\nHOW TO TEACH SALESMANSHIP IN THE HIGH SCHOOL\n\na place in the average high-school business course ?\n\njustified, considering that\n\n333\n\nThe doubt may be\n\nonly three Oregon high schools offered such a\n\ncourse last year, and while I have not had time to obtain the exact figures,\nI am informed that the subject is not found in all of the larger high schools\nin Washington and California.\nIt is evident then that salesmanship is perhaps the newest vocational\n\nsubject in our schools.\n\nI would explain its rather slow introduction in this\n\nstate, first, by a lack of appreciation of its need and value, and, secondly,\n\nby the scarcity of prepared instructors. Let me emphasize also, to those\nwho are contemplating introducing this subject, that selling ability can\n\n—but experience behind the counter\n\nnever be acquired from a book\n\nelsewhere) is, in truth, the only teacher.\n\n(or\n\nFor how many of us have tried\n\nin vain to sell our first life insurance prospect a policy, or the neighboring\n\nhousewife a piece of kitchen ware, by repeating the selling talk from the\ninstruction book ?\n\nThe reasons I advance for offering retail selling in a high-school course\nSalesmanship is in the air what we eat, wear, drink, and see\ndepends in a measure on salesmanship of some kind. The press is full of\n\n—\n\nare these:\n\nabout successful salesmen, and of the high-salaried corporation\nmanagers who were once salesmen. Salesmanship is the life-blood of business, the power that turns the wheels of industry.\nOlder students have\ncaught this spirit and readily enter salesmanship classes.\narticles\n\nThe profession, as well as that of the stenographer or accountant, must\nbe recognizee! by the schools.\n\nIn Oregon, according to the last census,\n\nthere were 12,861 people engaged in selling occupations,\n\ncompared with\n\n2,992 stenographers, and the same ratio is true in Washington and Cali-\n\nIn the three department stores in this city, 940 boys and girls\nIn a town of 7,000 population in Oregon\n\nfornia.\n\nof high-school age are employed.\n\nthere are 40 young people engaged in some form of selling.\n\nLook around\n\nin your own city and notice the number of young people engaged in this\n\nwork.\n\nA vocation that claims this large number of young people should\n\nnot be overlookt when the school seeks to adjust itself to local needs.\nAgain, salesmanship, next to debate, offers the best training in extem-\n\nporaneous speaking, quick thinking, and the development of a good spoken\nEnglish.\nlife of\n\nThis subject brings the school into closer touch with the business\n\nthe city and offers the best means of interesting the business men in\n\nthe school's work.\n\nSalesmanship has a distinct moral value which should\n\nappeal to those who weigh the value of a course by something other than\nthe mere content.\n\nThere is no better place to drive home the modern\n\nbusiness doctrines of truthful advertising, honest representation of merchandise, and the fact that merchandising now is not done on the old basis\nof ''let the buyer beware.\"\n\nAlso, when salesmanship includes the careful detailed study of articles\nof merchandise, their origin,\n\nmanufacture, or growth, and their use, the\n\n"} {"page": 350, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n334\n\n[Business\n\nsubject can be linkt up with, practically every other course in the school.\n\nChemistry, home economics and domestic art, history, English, and physics\nall have some relation that will serve to\n\nmake separate facts in each of these\nAnd, finally, retail\n\nbranches have a wider application for the student.\nselling\n\n—that of\n\nshould aid the student in solving his greatest problem\n\nselling his\n\nown services at the best price.\n\nFor in that sense we are all\n\nsalesmen of ourselves.\n\nAs to the method of teaching retail selling\n\n—above\n\nall\n\nthings make it\n\npractical and bring to the class as much of the atmosphere of the store as\n\nconditions will permit.\n\nSelect a good text, of which there are a number,\n\nto serve as a background aAd as something to which you can anchor.\n\nGet\n\na reference book dealing with raw products of commerce and the elementary\nprocesses of manufacture. Then go down to the stores in your city and ask\nthe cooperation of the busmess\n\nmen with your class, at the same time\n\nsecuring permission to borrow articles from their stock.\nStart your class sales talks at the very outset.\n\nAt first select some\n\nsimple, advertised article, and with students as salesman and buyer, your\n\ndesk as a counter supplied with wrapping-paper, twine, change, and sales\n\nNever substitute articles or play selling.\n\nDo not\n\nrepresent a box of candy by a book or an umbrella by a yardstick.\n\nIt takes\n\nbook, start your sale.\n\nthe life and interest out of the sales talk.\n\nAt first the students' efforts\n\nmay be weak and the talk rambling — then act yourself as the salesman,\nbringing out carefully and with constant reiteration the four principal steps\nin a sale, namely, attracting attention, arousing interest, creating desire,\n\nand bringing the sale to a close.\nBring the article to class the day before it is to be sold, and let the students examine it, determine its talking points, and then sell the article the\n\nnext day.\n\nIf some small article is selected, as\n\nIvory soap, bring another\n\nkind of soap, so that the salesman must develop a choice in the buyer's\n\nEvery sale should be carried thru to completion, to the extent of\nmaking change.\nmind.\n\nThis daily retail selling is one phase of the work.\n\nAnother\n\nis\n\nthe\n\ndetailed study of merchandise, taking one article of some size each week,\n\nas an automobile tire or a suit of clothes.\ncareful study of the material, fabrics,\n\nThe students should make a\n\nand manner of construction, and\n\nexamine particularly any special points of excellence which are claimed for\nthe article.\n\nBear down on this work in order to develop in the students\n\nthe habit of examining and investigating every article that they may be\nselling.\n\nBy taking each week one article which represents a distinct class\n\nof merchandise, and following this by a written report, you will establish\nin the students the ability to analyze merchandise\n\n—and knowledge of what\n\none is trying to sell is the cornerstone of salesmanship.\n\nThe third and last phase of classwork is the outside activity.\nbusiness men to speak before the class.\n\nSecure\n\nPut on demonstration sales.\n\nLet\n\n"} {"page": 351, "printed_page": null, "text": "Department]\n\nTRAINING METHODS IN TYPEWRITING DEPARTMENTS\n\nthe students observe sales being\n\nmade by experts in your city.\n\nholiday work for the best students.\n\n335\n\nSecure\n\nSecure prizes from merchants for the\n\nFor the final examination, let the thing to be sold be\nworthy of the student's best effort as an automobile or lady's suit. Be\nbest sales talks.\n\n—\n\nfree to criticize, but only when you yourself can improve.\n\nStrive to develop\n\nin the students the power to think and observe keenly, and, let me repeat,\n\nintroduce into the class sale as far as possible the atmosphere of a store.\nI have given briefly the reasons as I see them for the teaching of salesmanship in high schools, and in a sketchy manner, realizing that each\ninstructor must work out details of class administration for himself, a\n\nsimple method of handling a class in that subject.\n\nEXPERT TRAINING METHODS— THEIR NECESSITY AND\nAPPLICATION IN YOUR TYPEWRITING\nDEPARTMENT\nHAROLD H. SMITH, INSTRUCTOR IN SHORTHAND AND TYPEWRITING, STATE\nCOLLEGE OF WASHINGTON, PULLMAN, WASH.\nFor many years the speed records and demonstrations of the expert\ntypists have stood before us as constant reminders of what is being done\n\nby properly trained specialists.\n\nThe great disparity between their accom-\n\nplishments and the accomplishments of the average stenographer whose\ntraining has extended over an equal period of time has made many of us\n\nwonder what we can do to increase the efficiency of our students.\nThe business public is rapidly awakening to the fact that students from\nour schools are not as capable as they should be in t3rpewriting. Things\nhave come to such a pass that young people, on being graduated from our\ncollege courses, when called upon to teach commercial subjects sneer at\nthe idea, belittle it, and as one of our graduates said this year, \" Oh, highschool commercial courses aren't supposed to amount to anything anyway.\"\nThe only remedy is to make typewriting and other commercial subjects\nreal courses, and get away from the practice of permitting them to be selftaught.\n\nMy experience has been that any speed writer with ordinary common\nsense plus his extraordinary skill can, within a short time, equal and sur-\n\npass the output of the average stenographer, depending only upon the\ntechnicality of the work to be learned.\n\nI have seen speed writers who had\n\nnever workt in an office pick up dictaphone work, form-letter work, or other\nt5^ing within a few days, and surpass the combined efforts of two or three\nexperienst stenographers.\n\nThe moral to be gathered is that, possessing\n\nskill, one can soon adapt himself to any form, but lacking skill, even a wide\n\nknowledge of forms will not enable him to equal the output of the skilled\nworker.\n\n"} {"page": 352, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n336\n\nWe must have competition.\n\n[Business\n\nOne or two operators practicing ever so\nThat was one of the first\n\nfaithfully cannot accomplish what a class can.\n\nApply that to your school, and\nyou will immediately see what comes of the idea of individual instruction,\nlessons learned by all speed departments.\n\nwhich in typewriting is a hoax.\nI\n\nhave made some interesting experiments in this connection.\n\nLast\n\nyear at the State College of Washington sixty pupils, divided into three\n\nworking for one semester of eighteen weeks, accomplisht by the\nmethod of instruction more than another class of but twenty-five\nstudents who put in the same amount of time daily and weekly for thirtysix weeks (twice as long) by the half-class, half-individual instruction\nclasses,\n\nclass\n\nmethod.\n\nNot only were the best students in the one-semester class better\n\nthan the best students in the two-semester class, but the average of the\nentire larger one-semester class was better.\n\nHundreds of pupils in schools and stenographers in offices have told\n\nme that when they went to school typewriting was not taught, and what\nthey learned they had to find out for themselves.\n\nI\n\ndo not blame the\n\nteachers, because I know that they do not have access to any reliable, means\nof information, and I\n\nam aware that many of our speed experts can give no\n\nintelligent explanation of\n\ntechnique.\n\neven such fundamentals as their position and\n\nFew of them possess that scientific turn of mind which makes\n\nintrospection possible.\n\nBut investigation is on foot, and it will not be\n\nlong before teachers may gain this knowledge at first hand.\n\nExperts find that in order to make the fastest progress it is necessary\n\nhave a complete record of every test. Such is man's nature that he\nBut if\neasily forgets his poor work and flatters himself with his good work.\nyou have a record sheet and compare your work today with that of yesterday on the same piece of matter, you will quickly be able to decide whether\nyou are moving backward or forward.\nto\n\nThe proper place to commence the development of skill is at the very\nTime will not permit' me to explain here my particular method of\n\nstart!\n\nstarting a class, but briefly it is this: to give an intelligent basis for the pupil\n\nto work on; then, by means of class drills in mental gymnastics and\nhand gymnastics, and finally by dictation of the exercises themselves\nto the class, to develop concentration, rhythm, and independent finger\ncontrol.\n\nAfter the keyboard has been learned, commence the intensive develop-\n\nment of skill by means of speed tests.\nto be the best skill developers.\n\nThese have been found by the experts\n\nDo not permit students to copy even letter\n\nforms, to say nothing of envelopes, bills, statistical, and legal matter.\nsist\n\nIn-\n\nrather on the development of a certain speed with high accuracy to\n\ninsure a minimum amount of skill.\n\nPut a student on practical work and you force him to form habits of\nunevenness, hesitation, and more or\n\nless inaccuracy.\n\nHe can't help it.\n\n"} {"page": 353, "printed_page": null, "text": "Department]\n\nTRAINING METHODS IN TYPEWRITING DEPARTMENTS\n\n337\n\nbecause his attention is fixt on the arrangement of the work and there is\nnothing to urge him to put forth his effort steadily and continuously.\n\nLet him develop a certain amount of skill first, and when he comes to\nthe practical forms he will save time because he can write faster and with\nless attention to his technique, thus devoting himself entirely to producing\n\nbetter-arranged and more evenly typed work.\nI have been able to get the best results by making the week a unit\ncommencing on Monday with a long test of about thirty minutes on new\n\nor slightly familiar matter, asking the class to write for accuracy.\n\nThis\n\ndevelops endurance.\n\nTuesday the monotony may be varied with a series of minute tests.\nHere we try for speed, accuracy, steadiness, and rhythm.\nWednesday the class writes at least a fifteen-minute test on some\nstraight-away matter, and on Thursday a twenty- or twenty-five-minute\ntest is written with a view to steadying down for the weekly competitive\nThis competitive test is the big event of the week. It is\ntest on Friday.\nonly fifteen minutes in length, but the same matter is repeated every three\nor four weeks, and every pupil is anxious that the results of these competitive tests posted on the bulletin board may show a gain on each successive writing.\n\nStudents enter into this work with renewed enthusiasm and conse-\n\nquently with better results.\nattained\n\nAfter a certain\n\namount of skill has been\n\n—from thirty to forty words a minute net for fifteen-minute tests\n\nadvanst commercial forms\n\nmay be undertaken, but weekly competitive\n\ntests should be continued thruout the course.\n\nRequire students to correct their papers rigidly according to some welldefined standard.\n\nThe International Contest Rules, publisht in pamphlet\n\nform by the Underwood people and distributed upon request, will furnish\na very complete and dependable guide. Strict adherence to these rules\nwill put the accuracy of any typist on the highest possible plane.\nI have never seen a speedist or student who unintentionally or purposely\nallowed himself to overlook errors of any kind who could make satisfactory\nprogress.\nThere is always a time for disillusionment, and the habit of not\nobserving errors closely results in inaccurate work all around. The sloppy\ntypist who is too lazy to correct errors and the careless one who does not\nknow he makes them are on a par so far as business men are concerned. I\n\nam sure you will agree with me that seeing the error is the first step in the\nprocess of eliminating it.\n\nLet us cultivate accurate observation that we\n\nmay reap accurate execution in ourselves and our pupils.\nThe typist's state of mind is another very important factor.\n\nThere are\n\ntimes, such as in learning the keyboard and when writing for accuracy, when\n\nthe teacher should suggest to the student to exercise care, practice constant\nrelaxation,\n\nand control every movement intelligently. There are other\nand competitive tests, when one must\n\ntimes, as in writing minute tests\n\n/\n\n"} {"page": 354, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n338\n\n(Business\n\nput forth every ounce of effort in a strenuous attempt to attain results.\nThen an intensely active state of mind should prevail. If teachers do not\nsuggest these points, pupils will commence writing tests without any definite\n\nmental attitude, and under such conditions, having no aim, they cannot\nsecure results.\n\nThe general policy of the speed writers is always to write intelligently,\nsometimes stressing evenness, sometimes steadiness of writing, sometimes\nintensifying the effort to write with a little faster cadence, and sometimes\nparticularly emphasizing accuracy.\n\nProgress in the whole is always the\n\nresult of intensive development of the several parts.\nin this\n\nTypewriting taught\n\nway would speedily become recognized for its character-building\n\nfeatures.\n\nThere are many other things of vital interest which may be learned from\nthe work of the experts, but I have reserved for the last that phase of typewriting which I consider the most important, namely, the question of proper\nposition and technique.\n\nI cannot think of anything of more importance\n\nIt determines, not only one's efficiency, but his endurance, and\n\nin the art.\n\ntherefore his salary, and in some measure his opportunity for advancement.\n\nThe ideal position is one in which the chair is as far from the floor as\nthe distance from the back of the knee to the heel; the chair being pusht\n\nback far enough from the table to permit the upper arms to hang somewhat\nforward from the shoulders when sitting perfectly erect; the forearms slanting upward toward the keyboard at an angle slightly less than the plane of\nthe keyboard; and the hands slanting upward from the forearm and on a\n\nplane approximately parallel to the plane of the keyboard.\n\nThe fingers\n\nshould be curved naturally over the guide keys and should never be extended\nin writing or cramped up tight as one clenches his fist.\nIf the table cannot be adjusted in height, we must remember that the\n\nimportant part of the position is the holding of the hands on a plane approximately parallel to the plane of the keyboard. Starting at this point, we can\neasily work backward until we find the correct height of the chair.\n\nThis\n\nsometimes necessitate an uncomfortable position of the knees and\nlower leg, but the relative position of the hands and arms at the keyboard\nwill\n\nshould be as described.\n\nIn the correct technique the fingers \"reach\" from the home keys to the\n\nupper and lower rows.\n\nThe hands move up and down.\n\nThe wrists must\n\nalways be loose, but practically stationary in their relation to the keyboard,\nso that the hands may deliver a quick, staccato blow with a sharp get-away.\n\nFrom the wrists back there should be no movement except as the muscles\nand fingers drag into action other units to which they are\nAll parts of the body not engaged in operation should be as nearly\n\nof the hands\n\nattacht.\n\nrelaxt as possible.\n\nWithout this technique accuracy and good presswork are mere matters\nand speed is always an uncertainty. Worst of all, when the\n\nof chance,\n\n"} {"page": 355, "printed_page": null, "text": "Department]\n\nHIGHER SCHOOLS OF COMMERCE AND HIGH SCHOOLS\n\n339\n\ntypist finds that he is not doing his best he has no way of dispelling the\n\nuncertainty, because there is no intelligent basis for his writing.\n\nhas said, \"There is no good substitute for intelligence\"\n\n—\n\nSomeone\n\nin typing as in\n\neverything else, and may I add that it holds true in the teaching as well as\nin the execution of the art.\n\nI hope that these lessons gleaned from a double experience as speedist\nand teacher may prove helpful to some of you, for I am sure that had I\nknown them they would have saved me many a bitter knock since I have\ntaken up the study of typing.\n\nHOW CAN THE HIGHER SCHOOLS OF COMMERCE BEST\nSERVE THE HIGH SCHOOLS?\nJ.\n\nBEXELL, DEAN SCHOOL OF COMMERCE, OREGON AGRICULTURAL\nCOLLEGE, CORVALLIS, ORE.\n\nA.\n\nIn attempting to answer this important question, I shall emphasize\nthe idea of service.\n\nThree parties are interested in the high schools who\n\nmay be served by the higher schools of commerce:\n\nthe administrative\n\nauthorities, the commercial teachers, and the pupils.\n\nThe school authorities are obliged to consider the questions of finance,\nof teaching force, of courses of study, and of equipment and facilities for\n\nthe work. These questions affect the school permanently. The instructors\ncome and go, but these fundamental questions remain the same from year\nto year.\n\nLarge correspondence with school authorities relating to these\n\nquestions convinces me that these are practical and not theoretical problems.\n\nThe high-school authorities are calling for aid, and it is the duty of the higher\ninstitutions to come to their assistance.\nOne of the most effective aids the higher schools of commerce can\nrender the high schools is to assist in the preparation of standard courses\nof study.\nlibraries,\n\nThe colleges and universities are usually equipt with large\nand their faculties usually have had a greater opportunity for\n\nobservation than the average instructor in the small high school, hence\nthe higher institutions should be clearing-houses for information regarding the most advanst thought in every field of education, and they should\n\nbe in a position to extend this knowledge to high-school authorities.\n\nThe college instructor is often found impractical and knowing less of\nBut while\n\nthe needs of the outside world the longer he remains at college.\n\nmay be fair respecting the old-time college man, I do not\nadmit that it is true to the same extent at present, and it should be still less\nthis criticism\n\ntrue in the future.\n\nI wish to emphasize that in the preparation of courses\n\nof study the aim should be vocational guidance rather than preparation for\n\nUnfortunately the percentage of high-school graduates who enter\n\ncollege.\n\ncollege\n\nis\n\nso small that\n\nit\n\nwould be unwise to emphasize the college or\n\nuniversity courses rather than the practical needs of the student.\n\n"} {"page": 356, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n340\n\n[Business\n\nTwo methods have been suggested as finishing courses for practical\nOne is the Oregon course of study, a semester or two of apprentice\nwork for which credit is given, and the other is to insist on at least one year\nintervening at practical work between the high school and college. It is\nclaimed that this would be a great aid for the students in selecting the proper\n\npursuits.\n\ncourse of study.\n\nI\n\ndoubt seriously the advisability of the latter plan.\n\nThe first would doubtless be a greater stimulus to continued studies, while\nthe latter would be a more effective method of elimination from advanst\nstudies altogether.\n\nThe next field of service of the more advanst institutions is in the study\nand dissemination of information regarding room and equipment. One\nof the first questions for consideration in the development of a new depart-\n\nment is the facilities for work. Since a well-equipt commercial department\nmost expensive in the average high school and since an unwise\nselection of equipment and planning of room will retard the progress of the\n\nis one of the\n\nwork, it is of the utmost importance that reliable information be obtained\n\nfrom disinterested sources before costly mistakes are made. This relates\nto desks, chairs, typewriters, copy-holders, office equipment, and material\nof great variety.\n\nToo little attention is paid to standardization of this\n\nequipment, with the result that a lot of hit-and-miss material is accumulated only to find its way to the scrap heap after the costly experiment.\n\nThe higher schools of commerce should cooperate with the department of\npublic instruction in a thoro study of these problems and give the high\nschools the benefit of their research.\nto\n\nAn interesting illustration of this came\n\nmy notice in an eastern city last summer. The city superintendent\n\nstated that one of his greatest problems was the selection of equipment,\nsince every principal had well-nigh complete control of his own school, and\n\nstandardization was next to impossible.\n\nToo great importance is often laid on elegance of equipment rather than\non serviceability.\n\nVery satisfactory desks, filing cabinets, shelves, and so\n\nforth, may be made in the high-school manual-training department, or by\n\nsome of the most enterprising boys, at exceedingly low cost to the school.\nBesides, elegance and extravagance in equipment is likely to lead to wasteful habits which must be overcome before the student has proceeded far\nin his business career.\nAnd everyone knows that there is often a compensating advantage in working against and overcoming difficulties.\n\nAnother most fruitful field of cooperation lies in the selection of textbooks and laboratory material.\n\nThe lack of standardization of textbooks\n\nand laboratory material is conclusively shown in three of the leading high\nschools of the state.\nIn Jefferson High School, this city, Goodyear-Marshall\nbookkeeping texts are used; in Franklin, Miner, and in the High School of\nCommerce, Rowe. This condition is fairly typical of other high schools\nthruout the country. That the preparation of textbooks and laboratory\nmaterial is a fundamental iieed is shown by the efforts of such agencies as\n\n"} {"page": 357, "printed_page": null, "text": "HIGHER SCHOOLS OP COMMERCE AND HIGH SCHOOLS\n\nDepartment)\n\n341\n\nthe Harvard University, Bureau of Business Research, the United States\nBureau of Markets, and the Federal Trade Commission. The name of\nevery teacher should be on the mailing list of these organizations. Every\nhigh-school commercial department should develop a business man's library,\nwhich should be selected with great care. The combined experience of the\nhigher schools of commerce and the collected information and experience\nof the more advanst high schools should be placed at the disposal of the\ninstructor in a small high school.\n\nA circulating library may also be de-\n\nvelopt, which would add to the effectiveness of the work.\n\nThe most important service the higher schools of commerce can render\nthe high-school authorities is in training teachers who shall be not only\n\ncompetent instructors but who shall thoroly understand the conditions of\nthe state and be in hearty sympathy with every movement which makes\nfor industrial\n\ndevelopment and social uplift.\n\nFew people realize that of\n\nthe entire enrolment of over a million high-school pupils, at least one-fourth\nof their teachers must be trained for their profession by the higher school\n\nof commerce.\n\nThe importance of the summer schools at the state institutions is often\nEquipment of great\n\noverlookt by both the authorities and the teacher.\n\nvalue and a large teaching staff are devoted to a comparatively insignifi-\n\nwhen the halls of learning should be crowded to the\nInducements should be offered to the ambitious teacher to avail\n\ncant attendance,\nlimit.\n\nhimself\n\nof\n\nthese\n\nopportunities.\n\nThis\n\nwould probably have to take\n\nthe form of indirect recognition and advancement rather than direct\nfinancial aid.\n\nHow can the higher schools of commerce best serve the teacher ? The\nfirst\n\nassistance the advanst schools can render the teacher is in adequate\n\npreparation.\n\nThe average applicant for a high-school position is deficient\n\nin one or more of three fundamental requisites:\n\n(i) intensive training in a\n\nspecialty, such as accounting, office training, stenography, commercial law,\n\nor economics; (2) insufficient fundamental training in English, mathematics,\n\nand science; (3) insufficient training in student activities and leadership.\nIt is the duty of the higher schools of commerce to watch the progress of\nprospective teachers with a view to correcting these defects.\n\nThe college or university can be of great service in conducting reading\ncourses for the benefit of the commercial teacher.\n\nCorrespondence study lends itself peculiarly to the teacher, because\nin the course of his daily work his shortcomings and difficulties are discovered\n\nand emphasized. And the instructor is obviously better fitted to pursue\nself-study than any other class of students.\nMany correspondence courses\nare offered, but in many cases they are too expensive and ill suited to the\nneeds of the student.\n\nNo institution should be better fitted to furnish\n\nthe assistance to the high-school teacher than the state colleges and universities.\n\n"} {"page": 358, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n342\n\n[Business\n\nVery effective service can be rendered to the instructor by the preparation of bibliographies on\n\nspecial topics.\n\nThis\n\nis\n\nof great assistance\n\nto the high-school instructor in preparing supplementary material in the\n\nvarious courses. It is daily becoming more apparent that the man who\nknows the fountain of knowledge and can draw from it as occasion demands,\nis stronger and more versatile than he who depends largely on memory for\nhis material.\n\nAnother very effective method of service is by extension lectures and\nMany of the defects of our system of business education are\ndue to a lack of knowledge of conditions outside of our own school.\n\nconferences.\n\nThe higher school of commerce can be of very great assistance to the\ncollege graduate and to the commercial teacher by conducting a placement\n\nor reference bureau.\n\nMany teachers, as well as the schools, would profit\n\nby making changes, provided the exact condition of the school and the\nqualifications of the instructor were thoroly\n\nknown.\n\nOften this can be\n\ndone by a disinterested state institution more effectively and reliably than\n\nby a teachers' agency.\nThe service which the higher school of commerce can render the pupil\nAmong the most difficult and vital\ndefinite, but no less important.\nless\nis\nproblems in education, especially beyond the high school, is educational\nand vocational guidance. Who should be encouraged to pursue a college\n\nWho discouraged? Who should pursue law? Who agriculWho commerce? These questions are of tremendous importance\nI am not ready or comto the commonwealth as well as to the individual.\ncourse?\nture?\n\npetent to lay down specific rules to be followed, but I would say that as\ncareful\n\nmethods should be used in determining fitness for position as in\n\nthe selection of proper equipment for our factories, or stock for our dairy\nfarms.\n\nIf the colleges and universities gave more serious attention to the\n\nstudy of the prospective candidate before he leaves the high school rather\nthan during the college course, there would be far less educational and\nvocational misfits.\n\nThis cannot be done without serious, painstaking\n\nany more than important results can be achieved without\nresearch and scientific investigation. This slow and often costly investigation should be performed by the local authorities in cooperation with the\ncolleges and universities.\nThe inauguration of prizes and scholarships by public-spirited citizens\nfor superior work in the high school gives promise of excellent results.\nThis discussion would not be complete if I did not say a word regarding\nthe correlation of the courses of study of the higher schools of commerce\ninvestigation\n\nand the commercial departments of the high schools.\n\nWhat should con-\n\nstitute the end of the high-school course and the beginning of the college\n\nUnder what circumstances may college credit be granted for\nWhat is the distinction between higher and elementary\nwork in commerce ? The quantity of work required for graduation from\n\ncourse?\n\nhigh-school work ?\n\n"} {"page": 359, "printed_page": null, "text": "I\n\nDepartment]\n\ntilGHBR SCHOOLS OP COMMERCE AND HIGH SCHOOLS\n\n343\n\nthe high school is measured by fifteen units and may be readily equated\n\nwith college credits.\n\nIf all high-school graduates knew exactly what course\n\nand all college preparatory courses were standardized in high\nschools of equal facilities, the problem would be easily solved. A highto pursue\n\nschool student pursuing the classical course often decides to enter the\ncollege commerce course, and a high-school graduate from the commercial\n\nUnder either\n\ncourse as often chooses the university course in liberal arts.\n\ncircumstance the college or university generally offers beginners courses\n\nwhich are just as elementary as courses offered in the best high-school\nJunior and Senior years, the only difference being in the measure of the\n\nwork spent on the course.\n\nThis has been recognized by the Oregon Agri-\n\ncultural College, so that two years spent at stenography or accounting in\n\nany of half a dozen Oregon high schools entitles the student to register in\nthe Sophomore office-training or accounting course, provided, of course,\nthat he must make up an equivalent number of credits in electives before\nhe can graduate. The same rule is followed in modern languages and in\nsome of the sciences. In most subjects, however, an examination is required\nbesides the certificate of the high-school authorities.\nI must make the practice of the Oregon Agricultural College perfectly\n\nby two examples. Take, for instance, the department of mechaniThe first semester of the Freshman year in that department requires a two-credit course in mechanical drawing. This means\nsix hours of work per week for eighteen weeks.\nMany of the Portland\nhigh-school graduates come with a year's credit in the subject, and it\nclear\n\ncal engineering.\n\nhas been found ihat this work, usually given in the last two years\nof high school,\n\nis\n\nfully equivalent to the college courses of half a year.\n\nHence, mechanical drawing\n\nis\n\ncredited in the\n\nFreshman year, but the\n\nstudent becomes deficient in an equal number of entrance credits unless\n\nThese may be\n\nhe has finisht more than fifteen units in the high school.\n\nmade up by taking any work for which the student is prepared during\nthe college course, usually in English, modern languages, mathematics,\nscience, or\n\ncommerce.\n\nReferring again to the Oregon Agricultural Col-\n\nlege commercial courses,\n\nit is generally conceded that a very good elementary course can be given in the high school in both stenography and\naccounting, but that the advanst courses in both subjects are out of the\nquestion in high schools, owing largely to the immaturity of the student.\nHence, if a student has finisht two years of either stenography or accounting\nin the high school, he may register in the Sophomore year in either sub-\n\nject,\n\ndeficiencies\n\nbeing noted in entrance requirements\n\nenter\n\nwith more than fifteen units.\n\nother\n\ndepartments.\n\nThis correlation\n\nIn other words, a total of\n\nif\n\nis\n\nfifteen\n\nhe does not\ntypical of all\n\nunits of high-\n\nwork plus 136 credits of college work must be completed before\na student can obtain a degree in any course at the Oregon Agricultural\nschool\n\nCollege.\n\n"} {"page": 360, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n344\n\n(Business\n\nIn my judgment there is no reason why this principle should not be\nestablisht for all high schools reaching a certain standard set by first-class\n\nand universities. Here is an opportunity for real constructive\nwork on the part of the higher schools of commerce.\nThe distinction between higher and elementary commerce lies both in\nthe kind of work and in the intensity and extent of the work. Latin may\nbe begun either in high school or in college, and advanst work may be\npursued both in the college and the university, and yet Latin is Latin.\nThe same is true of accounting, of economics, of commercial law, or of\ncolleges\n\nEnglish.\n\nA splendid example of foolish distinction between subject-matter\n\ncommerce is the contention by some accountants and educators that\nbookkeeping should be taught in the high school and accounting in the\nAs if it were possible to get away from bookcolleges and universities.\nin\n\nkeeping in the study of accounting, or vice versa!\n\nThis does not mean, of course, that there should not be a markt difference between the college and university work and that of the high school.\n\nBut this difference is most markt in the character rather than in the kind\nThis is true mainly because of both the preparation and the\ngreater maturity of the student and the superior facilities of the college and\nof work.\n\nuniversity.\n\n"} {"page": 361, "printed_page": null, "text": "DEPARTMENT OF SCHOOL ADMINISTRATION\nSECRETARY'S MINUTES\nOFFICERS\nPresident—O. M. Plummer, Board of Education\nVice-President Frank D. Wilsey, Board of Education\n\n—\n—Frank M. Bruce, American School Board Journal\n\nPortland, Ore.\n\nNew York City, N.Y.\n\nSecretary\n\nMilwaukee, Wis.\n\nFIRST SESSION—Wednesday Forenoon, July ii, 1917\nThe Department of School Administration met for its first session in Room A,\nMunicipal Auditorium, on Wednesday, July 11, at 10:00 a.m. Mr. O. M. Plummer\npresided. Addresses were made as follows:\n\n—\n—\n—\n\n\"Court Decisions versus Social Progress\" Ella Flagg Young, Chicago, 111.\n\"Some Problems in School Administration\" E. Shorrock, president of the Board of\nEducation, Seattle, Wash.\n\"A Principle in School Administration\" Carroll G. Pearse, president, State Normal\nSchool, Milwaukee, Wis.\n\"Salary Schedules\" Mr. Durand W. Springer, president of the Board of Education,\nAnn Arbor, Mich.\n\"Administration Safe for Democracy\" Mrs. O. Shepard Bamum, vice-president,\nCalifornia State Board of Education, Alhambra, Cal.\n\"The Teacher and the School Board\"— Rt. Rev. W. T. Sumner, bishop of Oregon,\nPortland, Ore.\n\n—\n\n—\n\nAt 12:30 P.M. the annual luncheon of the department in honor of the president of the\nMr. Plummer acted\n\nNational Education Association was served at the Multnomah Hotel.\nas toastmaster.\n\nSECOND SESSION—Wednesday Afternoon, July ii, 191\nThe department reassembled at 2 30 p.m. to receive the report of the Committee on\nthe Standardization of Schoolhouse Planning. Mr. Frank Irving Cooper acted as chair:\n\nman.\n\nPapers were read as follows:\n\n\"Report of the Committee\"\n\n—Frank Irving Cooper, Boston, Mass.\n\n\"Some Essentials m the Planning of School Buildings for Community Use\"\nWilliam C. Bruce, editor American School Board Journal, Milwaukee, Wis.\n\n\"The Relations between Boards of Education, Their Superintendents, and the\nArchitect\"'\n\n—John\n\nJ.\n\nDonovan, school architect, Oakland, Cal.\n\n\"The Necessity of the Adaptation of the Building to the School Organization\"\nS. A. Challman, state commissioner of school buildings for Minnesota, Minneapolis, Minn.\n\n\"Standardization\nSt.\n\nLouis,\n\nof\n\nSchool\n\nBuildings\"\n\n—^WUliam B. Ittner, school architect,\n\nMo.\n\nThe general discussion was opened by Mrs. Susan M. Dorsey, who read a paper\nprepared by Dr. Albert Shiels, superintendent of schools, Los Angeles, Cal.\n\nMr. F. A. Naramore, architect of the Portland Board of Education, discust \"Competitions for the Selection of Schoolhouse Plans.\"\n\n345\n\n"} {"page": 362, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n346\n\n[Administration\n\nPresident O. M. Plummer now took the chair and appointed as members of the nominating committee, Mr. John J. Donovan, Oakland; Mr, Elwell H. Hoyt, Tacoma; and\n\nWilliam C. Bruce, Milwaukee.\n\nThe committee after some deliberation announced as nominees:\nPresident Mr. O. M. Plummer, Portland, Ore.\nVice-President Mr. Albert Wunderlich, school director, St. Paul, Minn.\nSecretary William C. Bruce, Milwaukee, Wis.\n\n—\n—\n—\n\nThese ofl&cers were duly elected.\n\nTHIRD SESSION—Thursday Forenoon, July 12, 191\nThe final session of the department, which was held Thursday, July 12, at 10:00 a.m.,\nwas entirely patriotic in character. Addresses were made as follows:\n\"Why I Love America\" Dr. Robert J. Aley, president of the University of Maine,\nOrono, Me.\n\"The Problem of the Adult Immigrant\" Dr. Caroline Hedger, Chicago, 111.\n\"Problems of the Present\" Hon. Charles Lister, governor of the state of Washing-\n\n—\n\n—\n\n—\n\nton.\n\n\"Conservation of National Ideals in War Times\"\n\n—^William T. Foster, president of\n\nReed College, Portland, Ore.\n\nWilliam C. Bruce, Secretary pro tern.\n\nPAPERS AND DISCUSSIONS\nREPORT OF THE COMMITTEE OF STANDARDIZATION OF SCHOOLHOUSE\nPLANNING AND CONSTRUCTION\nBY THE CHAIRMAN, FRANK IRVING COOPER, ARCHITECT, BOSTON, MASS.\nAt the 1 9 16 convention of the National Education Association held in New York\nCity, the Department of School Administration appointed a Committee on Standardization of Schoolhouse Planning and Construction.\n\nThe committee publisht in its first bulletin a statement of its proposed work.\n1. To select from details of construction pertaining to schoolhouse architecture\nstandards which have already been determined upon by the various states and which are in\ngeneral use by the various trade organizations.\n\nTo select from standard details those usually accepted by educational authorities.\nTo fix standards of schoolhouse planning.\nThe committee had not progrest far in its work before it felt the need of the advice\n2.\n\n3.\n\nand cooperation of other societies working on similar lines, and with the permission of the\nDepartment of Administration we added, and have continued to add from time to time,\nsocieties and individuals, experts in their particular lines, who will serve as associate members aiding our Committee with counsel and advice.\nBulletin No. 2 presented to the committee members tentative tabulations of a group\nof New England schoolhouses and asked each member for his criticism.\nMembers suggested that more points should be included in the tabulations and proposed methods for\ndoing the work.\nBulletin No. 3 was on the line of Bulletin No. 2 and carried out criticisms and sug-\n\ngestions offered by members of the committees.\nBulletin No. 4 suggested ways of meeting the building problem of the rural school and\nwas written as an incomplete answer to requests for assistance which had been sent to the\nCommittee by people from all over the country who were engaged in meeting this problem.\nBulletin No. 5 was a tabulation of certam Massachusetts high schools undertaken at\nthe request of agents of the Massachusetts State Board of Education. They defrayed\n\n"} {"page": 363, "printed_page": null, "text": "Department]\n\nSCHOOLHOUSE PLANNING AND CONSTRUCTION\n\n347\n\nthe expense of tabulators who performed the work under the guidance of the chairman of\nthis committee.\n\nIn January, 191 7, Mr. Baldwin, of the Committee of School Accounting Officers, and\nthe chairman of your committee attended the convention of the American Society of\n\nHeating and Ventilation Engineers.\n\nThe work of your committee was discust and we were\n\nassured of the help and cooperation of the Society.\n\nOn February 12 the chairman of\n\nthe committee of the National Education Association on standardization, the chairman\nof the committee of the\n\nAmerican Association of School Accounting Officers on measur-\n\ning the school plan, the chairman of the committee of the American Society of Heating\n\nand Ventilating Engineers on measurements held a joint meeting in Boston and decided\nto cooperate in the work of formulating rules for the measurement of the school building.\nBulletin No. 6 stated the rules for measurement and tabulation drawn m cooperation\nIt gave a list of departmental divisions of schoolhouses\nwhich were to be measured and tabulated, and covered suggestions made by all members\nof our conmiittee in response to Bulletms 2 and 3.\nThe chairman of your committee\n\nwith the associated societies.\n\nattended the convention of the superintendents at Kansas City and gave to the secretary\n\na report of the work of this committee up to that time.\n\nThe work of your committee was\n\ndiscust and many suggestions were received as to findings that would prove helpful to the\n\nsuperintendent.\n\nIn pursuing the work of tabulation and in the correspondence that was necessary,\nthe chairman of your committee had personally expended about four hundred dollars, as\nthere were no funds from which to draw.\n\nAs a result of meetings arranged by Dr. Ayres,\n\nthe General Education Board appropriated six thousand dollars for the work of this committee for one year, believing in the importance and usefulness of the work, and imprest\nby the fact that it was carried on in the interest of the whole nation.\nThe money from the General Education Board is deposited in the Federal Trust Company in Boston in the name of the committee and it will be spent approximately as follows:\ndraftsman and assistants one year, measuring and tabulating data from plans of buildings,\n$2560; stenographer and file clerk, $1000; computer, $360; rent of comptometer, $60;\ntypewriter, $72; tabulation sheets, stationery, printing, etc., $300; postage, express, etc.,\n\n$300; travel, $1000; incidentals, $348; making a total of $6000 for this work.\nOffice space, light, heat, together with the direction and supervision of the work is\n\nWe have developt an organization containing some\nmost experienst men in the country interested in school problems, and we have\nworkt out practical and satisfactory methods of procedure and are making a comparable\nbasis tabulation of plans of school buildings which have been sent to us from various\narchitects and school authorities.\nThe committee believes that it should get technical\ninformation on such matters as the lighting of schoolrooms, minimum space required for\nphysical education, including organized play and the various industrial activities which\nnow demand space in the modern school plan.\nIn our first bulletin we said that our first work would be to select standards which\nhave been determined upon by the various states and which are in general use. To\naccomplish this work we are making a comparative parallel tabulation of school-building\nregulations in force thruout the various states. This tabulation now consists of nearly one\nthousand cards under one hundred and twenty-five headings. It covers sites, planning,\nconstruction, fire protection, heating and ventilating, illumination, sanitation, equipment, and the authority in whom the control is vested.\nIn the work of planning and construction of school buildings such investigation as\nhas been done shows that here as in other branches of educational work there exists an\nastonishing variety in practice and very little reliable information as to what constitutes\nwise and economical procedure. For example, it is found that some buildings devote\ntwice as large a proportion of the cross-section area to flues, walls, and passageways\nas do other similar buildings planned for a corresponding number of pupils. The same\nto be furnisht gratis by the chairman.\nof the\n\nI\n\n"} {"page": 364, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n348\nsituation\n\nis\n\n'\n\n[Administration\n\nfound in respect to the amount of space devoted to stairways, wardrobes,\n\nstorerooms, administration, etc.\n\nSchoolhouses in great variety have been built, but until recently practically no effort\nhas been made, except in a few of our large cities, to reduce schoolhouse construction to\nscientific principles.\n\nAll great business enterprises which have to do with construction\n\nseek to plan duplicate operations by standard forms, and they thus reduce their under-\n\nThe parts that go into the plans of a schoolhouse can be reduced\nCan we reduce\nthe component parts that go into the making of the building and have them meet definite\nconditions for each class of school ? When we accomplish this we have made a beginning\ntakings to a science.\n\nto a standard by the methods found applicable in other undertakings.\n\ntoward establishing standards for the planning of school buildings.\nA review of publications devoted to school problems shows that many comparisons\nhave been made based on the cost per cubic foot; variations in the unit cost, however, are\nso great that the same rule of measurement could not have been used in the different\nbuildings.\n\nComparisons of parts of school buildings based on cost units, however, do not bring\nNo one would undertake to decide the mini-\n\nabout improvement in the schoolhouse plan.\n\nmum space to be devoted to a toilet-room by considering its cost per square or cubic foot.\nIf the size of a toilet-room could not be determined by its cost per cubic foot, why should\n\nsuch a unit of measurement be applied to the size of a classroom, laboratory, or room for\n\nmanual or industrial training ?\nComparison of parts of school buildings based on cost is not the road by which to\nimprove schoolhouse planning and construction. The planning and construction of a\nschoolhouse is a complex undertaking; it includes the design and arrangement of the\nplan, the art of construction, the sanitation, heating, ventilation, illumination, and varied\nelectrical work; indeed, it includes the work of nearly all the crafts.\nThe architect who\nis to be successful in the execution of schoolhouse commissions must be a man given to\nresearch, looking toward the development of new ideas which are constantly presented by\nthe changes in the curriculum and in the administration of school activities, and he must\ndo constructive thinking and constructive planning.\nIt is seldom that the personnel of the\n\ncommittee appointed to erect a new school\n\nbuilding includes a member well informed as to the problem and details involved in the\n\nplanning and construction of the new building.\nthat have been made for years.\n\nEach committee repeats the mistakes\n\nFurthermore, it frequently happens that committees\n\ninsist on using ideas that have been tried elsewhere and have failed.\n\nCompetent observers\n\nare convinst that the loss to the country by this method of procedure runs annually into\n\nthe millions. Many of our cities have departments with architects at their head, who\nhave developt eflScient methods of schoolhouse planning and have establisht certain\nstandards for guidance, but these standards are unknown to other communities because\n\nno central authority has recorded the facts to make them available to all. Few persons\nrealize how small a percentage of the floor area of the modern school building is used for\nactual instruction purposes.\n\nThe agents of the Massachusetts Board of Education selected five of the best types\nof high-school buildings in the state for tabulation\n\nand comparison.\n\nIn these modem\n\nbuildings the floor area used for actual instruction purposes is only 31 to 37 per cent of\n\nFurther study of schoolhouses may show how this percentage may be\nand how the taxpayer, when he erects a new building, may secure more than\nthirty-seven cents on the dollar for direct educational work. The school architect should\nthe total area.\n\nincreast,\n\nknow standards of safety as well as of installation for the mdustrial units that enter into\nthe planning of school buildings. To illustrate The machine-room in a school building,\n\n—\n\nequipt only a year ago, had the lathes so crowded that there was great danger of injury\nto the pupil operatives.\n\nto the forges.\n\nAnother had the horns of the anvils wrong way to with respect\n\n"} {"page": 365, "printed_page": null, "text": "SCHOOLHOUSE PLANNING AND CONSTRUCTION\n\nDepartment]\n\n349\n\nFurther study will show what minimum floor spaces are considered practical, what is\nthe minimum lighting standard, and what should be the minimum spaces for setting up\n\nmachines of various kinds and the safety devices that should be used.\n\nIf this Association\n\nshould adopt minimum standards of space for classrooms, laboratories, coatrooms, toiletrooms, storerooms, machinery, etc., and should base the standard in each case on the number of pupils to be provided for, it would not cause all new school buildings to be cast in the\n\nsame mold.\n\nEach architect would still attack his problem of school planning in his own\n\nway.\n\nThe adoption of minimum standards would, however, furnish him with that information which he now seeks from scattered and unrelated soxirces.\n\nHe has no comparable\n\ndata, and unless he is already an expert and can analyze and classify his information he\nis likely to use space standards which should not be applied to the problem he has in hand.\n\nFurther, he has no standard of percentage area by which to judge the economy of his plan,\nand some of the tabulations which we have made show a surprising waste of floor space in\nthe buildings considered models. If the architect or superintendent had had available\naccepted minimum standards by which to test his plan, he would have sought out the\ncause for any wide departure from the accepted minimum standards, to the benefit of his\nbuilding and the public.\nHaving presented to you this outline, let us consider how the school superintendent\nor committeeman who has to carry out the erection of a new building will use the standards found thru our research. Having determined the number of pupils to be accommodated by the proposed new building, the next question to be settled will be the size of\nthe building, and then its probable cost. The required number of classrooms will be\nderived from the number of pupils, since the standard classroom should accommodate\n40 pupils. The number of classrooms will then fix the related space. By related space\nis meant the space required successfully to carry on the various activities included by the\ntype of school which is to occupy the proposed new building. For example, a school of\na known number of pupils will include, besides its classrooms, wardrobes for clothing,\ncorridors and staircases for communication, toilet-rooms for the pupils, rooms for the heating apparatus, and others according to the type of school.\nThese are the related spaces, and their area has definite relation to the number of\npupils in the school. The area actually required for each, as found by our investigation,\nwe tabulate as a minimum standard. The superintendent, knowing the type of school\nhe requires and the number of pupils to be accommodated, will turn to the chart for buildings of similar type and requirements and find workt out the percentage areas required for\nthe various departments that go to make up the entire building. Having obtained these\npercentage values he can begin with the total classroom areas as a unit, and calculate the\nprobable total area of the building. For example, number of classrooms times the area\nof standard classroom equals the percentage valut, found by the chart for classrooms of\n\nthe buildmg of the type required.\n\nThe sum of the total square feet in classrooms divided by percentage found for that\ntype will give the square-feet value of i per cent.\n\nI\n\nIt is then only a matter of computation\n\nby the percentage values apportioned to the various departments and the addition of the\namount of square-feet areas to give the total approximate area in square feet required for\nthe building. Reversing the foregoing method will show the investigator whether a\nplan which he is inspecting conforms to standard types in economy of plan. -The percentage area in square feet may be multiplied by probable height of stories to obtain an\napproximate of the number of cubic feet in this proposed building.\nThe superintendent may also use these standards as an aid in the determination of\nareas required for the various departments in a type of school building with which he may\n\nnot be familiar.\n\nFor example, what would be the probable area required for home-making\n\nrooms, auditorium, play space, gymnasium, shops, and laboratories in the new type of\nschool building planned for the duplicate-school\n\nprogram?\n\nThe superintendent will\n\n"} {"page": 366, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3SO\n\n[Administration\n\nturn to the chart for buildings of that type and find the various activities tabulated in the\n\npercentage area that had been found occupied by these activities in buildings already\nerected and used by duplicate or rotational schools in various parts of the country.\n\nThe amount of study that can be put into this task is beyond measure.\n\nWe shall\n\ncarry on the work this coming year with the aid and counsel of leaders in school work\n\nwho have freely placed their services at the disposal of your committee. I take this\nopportunity to urge all members of this Association to write us of any school building\nwhose plan appeals to them as worthy of study.\n\nWe believe that the results of this\n\nresearch will be of great benefit to the school superintendents and architects of these\n\nUnited States and will enable them to plan more efficient buildings, and toward this end\nwe shall bend every energy.\n\nFrank Irving Cooper, Chairman\nArchitect, Boston, Mass.\n\nLeonard P. Ayres\nDirector of education, Russell Sage Foundation, New York, N.Y.\n\nCharles E. Chadsey\nSuperintendent of schools, Detroit, Mich.\nS.\n\nA.\n\nChallman\n\nState conunissioner of school buildings, Minneapolis, Minn.\n\nRowland Haynes\nSecretary, Committee on Recreation, New York, N.Y.\n\nC. B. J. Snyder\nArchitect, Board of Education, New York, N.Y.\n\nLewis M. Terman\nProfessor of education, Leland Stanford Junior University, Stanford\nUniversity, Cal.\n\nCommitlee\n\nCOURT DECISIONS VERSUS SOCIAL PROGRESS\nELLA FLAGG YOUNG, CHICAGO, ILL.\nIn 1857 people living north of the\n\n\"Mason and Dixon Line\" were\n\nstartled upon reading the opinion rendered by the Supreme Court -of the\n\nUnited States in what is known as the \"Dred Scott case.\"\n\nThe opinion,\n\nconcurred in by six associate justices, was rendered by the Chief Justice.\nThe two remaining associate justices presented dissenting opinions. Discussions ran high on the streets, in the homes, in the daily papers, and in\nassemblies.\n\nIn the discussions\n\nit\n\nseemed as\n\nif\n\nonly two persons were\n\ninvolved in the case: the negro, Dred Scott, and the Chief Justice, Roger B.\n\nTaney.\n\nA most interesting phase of the Chief Justice's opinion was his\n\nreview of public opinion in 1775 and 1788.\n\nIt seemed a strong argument\n\nwith the Chief Justice that it would be difficult in 1857 to realize the attitude of the public mind toward the negro when the Declaration of Inde-\n\npendence and the Constitution were adopted.\n\nThe attitude of the public\n\ntoward slavery when the decision in the Dred Scott case was rendered had\n\nno weight apparently with the Chief Justice. The leading line of his argument was that the civil rights of negroes were not mentioned in the ConWilliam H. Seward, the Secretary of State at the time when\nstitution.\n\n"} {"page": 367, "printed_page": null, "text": "I\n\nDepartment]\n\nCOURT DECISIONS VERSUS SOCIAL PROGRESS\n\n351\n\nPresident Lincoln was assassinated, met that argument with his famous\nsaying,\n\n\"There is a higher law of right and morality than that of the\n\nConstitution.\"\n\nThe decision of the Supreme Court settled, however, for the time being\nthe question of the social welfare of a race; but it burned into the memories\nof thousands the\n\nquoted expression which was accepted as Chief Justice\n\nTaney's own attitude of mind: \"They [the negroes] had no rights which\nthe white man was bound to respect.\"\n\nYou are all familiar with events\n\nwhich, beginning three years later, followed the decision: the Civil War,\nthe Emancipation Proclamation, the Thirteenth\n\nAmendment abolishing\n\nslavery, the Fourteenth Amendment guaranteeing civil and political rights\nto all citizens, native-born and naturalized.\nIt was the irony of fate that Chief Justice Taney lived as chief justice\n\nto witness the promulgation of the\n\nEmancipation Proclamation, and also\n\naction by Congress, preliminary to the adoption of the Thirteenth Amend-\n\nment.\n\nHere was a man with an intellectual grasp that enabled him to\n\nhold the highest judicial position under the Constitution until his death\n\nand yet with his intellectuality,\nand his experience, he was unable to break away\nfrom the bondage of race antipathy and race superiority. No vision of the\nrights of another race beside the one to which he belonged had influenst\nhis conception of the meaning of humanity.\nSixty years after the opinion in the Dred Scott case was rendered there\nwas delivered an opinion on the rights of public-school teachers in the state\nTho\nof Illinois, by Chief Justice Cooke, of the Supreme Court of Illinois.\nthe language in the decision presented by Chief Justice Cooke is not identical with that in the Dred Scott case, yet there are resemblances that suggest\nthe subject of this paper in relation to an important question in school\nadministration the reemployment of teachers.\nat the advanst age of eighty-seven years;\nhis training in the law,\n\n—\n\nChief Justice Taney said, \"The right of property in a slave is distinctly\n\nand expressly affirmed in the Constitution.\" Chief Justice Cooke says,\n\"The Board has the absolute right to decline to reemploy any applicant\nIf to dispense, /(tt no reason at all,\nfor any reason or for no reason at all.'^^\nwith the services of a teacher, thus casting that teacher, discredited and\ndishonored professionally, into the open market is not an exercise of property\nrights, then, I ask, what are property rights ?\nBoth chief justices saw organizations superior to the supreme courts; Chief Justice Taney held that\n\" this Court has no jurisdiction to revise the judgment of a state court upon\nits own laws \"\nChief Justice Cooke held that \" questions of policy are solely\nfor the determination of the Board, and when they have once been determined by it, the Courts will not enquire into their propriety.\" As Chief\nJustice Taney failed to recognize the force of the strong undercurrent of\npublic opinion that was to change the legal status of a race, so Chief Justice\n;\n\n'\n\nAll italics are mine.\n\nThe court did not italicize.\n\n"} {"page": 368, "printed_page": null, "text": "^A TIOJSfAL EDUCA TION ASSOCIA TION\n\n35^\n\ntAdtninistration\n\nCooke failed, even by reference, to recognize the current that had caused\nthe Board itself, in Chicago, in the latter part of the nineteenth\ncentury, to adopt a rule guaranteeing a statement of cause, thirty days'\nnotice,\n\nand a\n\ntrial,\n\nbefore a refusal to reelect\n\nwas enforst, thus trans-\n\nferring teachers from the property class to that of human beings with legal\nrights.\n\nIn the Dred Scott decision. Chief Justice Taney wandered from the\npoint at issue and took occasion to express personal opinions on other points.\n\nIn the decision in Illinois, Chief Justice Cooke said, \"This leaves, then,\nas the sole question to be determined, whether the Board of Education has\n\nthe right, in the selection of teachers, to discriminate between those who\nare members of a federation or union and those who are not members of any\n\nsuch federation or union, and whether its action in this regard violates any\nconstitutional or statutory provision.\"\ntion before the court.\n\nHere is stated definitely the ques-\n\nChief Justice Cooke wandered from the point at\n\nissue, to present obiter dicta on other issues.\n\nI am not asking you to con-\n\nsider the question of membership of teachers in a federation or union;\n\nI\n\nam presenting for your consideration the remarkable personal opinions of\nChief Justice Cooke and their out-of-date attitude toward teachers as an\nefficient force in\n\nnation.\n\nhuman welfare and therefore in the social progress of this\n\nIf all boards of\n\neducation should have, as he says the board in\n\nIllinois has, the absolute right to decline to reemploy any teacher for any\n\nreason whatever or for no reason at all, the question arises, In this land of\nincreasing opportunities what kind of men and women will eventually be\n\nfound choosing teaching as a life-work ?\n\nThe Chief Justice borders on the\n\ngarrulous as he adds, *'It is immaterial whether the reason for the refusal\nto employ him is because the applicant is married or unmarried, is of fair\n\nThe Chief Justice does not state which he, if a\nmember of a board of education,- would refuse to reemploy, the blonde\n\ncomplexion or dark.\"\n\nbenedicts or the brunette bachelors.\n\nIn recognizing the power placed in the hands of the board as discretionary, common sense should be used by the court in its interpretation of\n\nthe term discretionary.\n\nThe restriction to the exercise of discretion and\n\njudgment, as set by the plain citizen and the great American and English\ndictionaries, should be recognized.\n\nA lawyer and statesman, John C. Calhoun, said, \"There is no power of\ngovernment without restrictions; not even the so-called discretionary power\nof Congress.\"\n\nAnother lawyer and statesman, Alexander Hamilton,\n\nin\n\nwriting on taxation said, \"The genius of liberty re-reprobates everything\narbitrary or discretionary in taxation.\"\n\nWhat would he have said about\n\ndiscretion in reemploying teachers ?\n\nTwo associate justices dissented from Chief Justice Taney's opinion,\nand two in the\n\nIllinois court from Chief Justice Cooke's opinion; they\n\"did not concur in all the reasoning of the opinion, but they concurred\n\n"} {"page": 369, "printed_page": null, "text": "Department!\n\nCOURT DECISIONS VERSUS SOCIAL PROGRESS\nThey dissented from the ohiter dicta.\n\nin the conclusion! ^^\n\n353\n\nHere is their\n\nlanguage\n\nThe board of education is charged with the maintenance of the public schools and the\nemployment of teachers therein.\n\nIt may enact all reasonable rules for the promotion of\n\nThis power does not, however, include the\npower to adopt any kind of an arbitrary rule for the employment of teachers it may choose\nto adopt, for a rule can easily be imagined the adoption of which would be unreasonable,\ncontrary to public policy, and on the face of it not calculated to promote the best interests\nand welfare of the schools. In our opinion courts would have the power, in the interests\nof the public good, to prohibit the enforcement of such an arbitrary rule.\nthe efficiency of the schools under its control.\n\nThe decision of the Supreme Court of the United States affected a race\n\nmany of whose people nurst and cared for the children of the dominant\nThe decision of the Supreme Court of Illinois affected the men and\nrace.\nwomen who are charged with the education of those future citizens who are\nreceiving their training in the public schools, elementary\n\nand high.\n\nIf\n\nthe law as interpreted by the Illinois court were to apply to all public schools\nin the United States, there would have been at the close of this school year\n\nas many men and women teachers liable to ejection from their positions\nin the public schools, for no reason at all, as there were soldiers who died in\n\nthe Union and Confederate forces in the Civil War\n\n—about 600,000.\n\nAs in the days of slavery a negro might be separated from family and\nhome for no reason due him or her, so under the decision rendered by Chief\nJustice Cooke, men and women public-school teachers might be dropt\nfrom their positions all unexpectedly, and for no reason due to them or for\nno reason at all. The records show that it has been done in cities in Illinois\nhaving 100,000 or more inhabitants.\nTurning to social progress in this country let me ask. What has been the\ntendency, the direction of legislation on questions involving human welfare ?\nIt has been to give a sense of freedom from the terrors that accompany the\n\nfear of unseen malignity.\n\nthe United States.\n\nEngland is a more conservative country than\n\nI will quote from the official report of a debate lasting\n\nthree days in the House of Lords in July, 19 16.\nLord Sheffield: In local activity another element to which I look for securing the\nreal growth of our public education is a great respect for the freedom and the individuality\nof the teachers.\n\nIf you are to get the best out of your teachers, you must encourage them\n\nto think for themselves,\n\nand to have freedom in their methods, and for that you must\n\nsecure that those who have the appointment and promotion of teachers shall be so constituted that they have regard only to the character and efficiency of teachers as teachers\nin appointing and promoting them.\n\nThe Marquis of Crewe:\n\nI wish for no subsidiary aims of another character.\n\nIf the training of the nation is to be advanst, there must be\n\ngreater honor for the teaching profession in the different grades\n\nNor do I forget\n\nthe necessity of maintaining and safeguarding the independence of the teacher in leading\nthe life and expressing the opinions which he or she is entitled to hold.\n\nCompare these opinions with that exprest by the Chief Justice of the\nSupreme, Court of Illinois.\n\n"} {"page": 370, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n354\n\n[Administration\n\nI infer that Chief Justice Cooke and the associate justices do not indorse\nthis statement in the Ritchie case, Supreme Court of lUinois, 1909:\n\n\"What\n\nwe know as men we cannot profess to be ignorant of as judges.\"\n\nI infer\n\nthis because of two events that occurred on two consecutive days in Springfield, 111.:\n\nOn April 19, 1917, Chief Justice Cooke presented the decision\n\ncontaining his obiter dictum that the board has the absolute right to decline\nto reemploy an applicant, /(7r no reason at all;\n\non April 20, 191 7, Governor\n\nLowden of Illinois signed a bill that had been adopted on the third reading\nin the legislature of Illinois and contained this amendment:\n\nNo teacher or principal who has been or shall be appointed by said Board of Education shall (after serving a probationary period of three years) be removed except for\ncause, and then, only by a majority of all members of the Board, upon written charges\n\npresented by the superintendent of schools, to be heard by the Board or a duly authorized\n\ncommittee of the same, after 30 days' notice, with copy of the charges, is served upon the\nperson against whom they are preferred, who shall have the privilege of being present\n\nwith counsel, offering evidence and making defense thereto.\nIt may be objected that the Court does not, as did the Boards possess\n\ndiscretionary power; that it must interpret the law as it is written, not in\n\ncombination with present-day understanding of human welfare.\n\nJustice\n\nBrewer, of the Supreme Court of the United States, stated in the Muller v.\n\nOregon case, 1907, that \"the Court took judicial cognizance of all matters\nof general knowledge\"; he admitted the empirical evidence presented by\n\nMr. Louis D. Brandeis, then attorney, now associate justice of the Supreme\nCourt of the United States, whose argument bound together the welfare\nThe Illinois chief justice\nof the workers and the welfare of the nation.\nwould have done well to recognize conditions that make for the welfare\nand efficiency of teachers and consequently of the state, instead of injecting\ninto his decision his obiter dicta that would terrify and unnerve teachers.\nSpeaking about the decision in the Dred Scott case, Abraham Lincoln\nmade many telling points, a few of which I quote:\nJudicial decisions are of greater or less authority as precedents according to circumstances.\n\n... If this important decision had been made by the unanimous consent of\n\nthe judges [you may recall that in Illinois two did not concur in all the reasoning] and\nwithout any apparent partisan bias .... it might be factious not to acquiesce in it as a\nprecedent.\n\nBut when, as is true, we find it wanting in these claims to public confidence,\n\nit is not factious, it is not even disrespectful, to\n\ntreat it as not having yet quite establisht\n\na settled doctrine for the country, or if, wanting in some of these, it had been before the\n\nCourt more than once, and had there been affirmed and reaffirmed thru a course of years,\nperhaps would be, factious, nay even revolutionary, not to acquiesce\n\nit then might be,\n\nin it as a precedent.\n\nFollowing Abraham Lincoln's line of reasoning, I conclude that it is not\nfactious, it is not even disrespectful to treat the decision and the obiter dicta\n\nof Chief Justice Cooke of Illinois as not having yet quite establisht a settled\n\ndoctrine of school administration in democratic America.\n\n"} {"page": 371, "printed_page": null, "text": "Department]\n\nUNSOLVED PROBLEMS IN SCHOOL ADMINISTRATION\n\n355\n\nSOME UNSOLVED PROBLEMS IN SCHOOL ADMINISTRATION\nE.\n\nSHORROCK, PRESIDENT, BOARD OF EDUCATION, SEATTLE, WASH.\n\nIt is a well-known fact that not only\n\nwith regard to education itself\n\nbut with regard to the administration of the school system generally there\nare not a few unsolved problems.\nis\n\nMuch of the time of this Association\n\ncontinually being given to educational problems, but apparently very\n\nlittle\n\nto the share\n\nwhich school boards must have in their solution.\n\nI\n\npropose to refer briefly to some of these problems.\nPrimarily comes the question of the constitution of a school board,\n\nwhether, for instance, the true basis is elective or appointive.\n\nThe tend-\n\nency thruout the country seems to be decidedly to the elective plan.\n\nThere\nOf all the subjects in\nwhich the public is or should be interested, surely the care and education\nof the children comes first.\nWe are therefore justified in assuming that a\ngreater and more intelligent interest will usually be taken in the election\nof school directors than in many other elections.\nThe main objection to\nthe method seems to come from the large cities, in which it is too often\nassumed that it is impossible for the people at large to be familiar with\nappears to be almost every reason why this is so.\n\nthe qualifications or otherwise of candidates.\n\nThis objection can be well\n\nmet by one or more public bodies aiming to advise the electors of all facts\nin connection with the candidates which will enable them to form an\nintelligent opinion of their fitness or otherwise for the position.\n\ntion to the appointive plan\nin\n\n—and\n\nit is\n\na serious one\n\nAn objec-\n\n— that1:he mayor,\nis\n\nwhose hands appointments are usually placed, is elected without any\n\nreference whatever to his interest in education, and not infrequently his\n\nappointments are likely to be made with quite other considerations in\n\nview than fitness.\n\nWhere candidates are elected, it is very desirable that they be elected\nat large and not by wards or other subdivisions.\nis\n\nTo the objection which\n\nagain urged that the public cannot be well advised of the personality of\n\ncandidates in a large city the same suggestion as I have made above will\napply, and certainly it must be admitted that it is far better to secure men\n\nwho have a broad outlook and who can be intrusted with decisions afifecting\na city as a whole and not merely districts or wards. Manifestly, of course,\nthere is less liability of logrolling than by the ward method. The plan\nhas been in operation in the state of Washington for many years, and in\ngeneral has produced very satisfactory results. This is shown, in part\nat least, by the fact that this state is in the front rank in public approval\nof school policies and of amounts set aside for school purposes.\nThe number of members to constitute the board is another problem,\ntho it is now very generally admitted that a small body makes for efficiency\nin every respect.\nThere is no doubt that the smaller the body the sooner\nare\n\ndecisions arrived at.\n\nNevertheless a school board should be large\n\n"} {"page": 372, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3S6\n\n[Administration\n\nenough to insure a fair representation of public opinion. Practice has\nshown that five, or at most seven, is a suitable number. The very smallness\nof the board renders necessary the selection of capable executives, which is,\nIt also results in most of the work of the board\nof course, most desirable.\nbeing done by the board itself and not by committees. The Seattle board\nhas only two committees, one on buildings and grounds and one on finance\nand auditing. All other matters are dealt with by the board as a whole,\nwith occasional reports or recommendations from committees specially\nappointed as the need, in the opinion of the board, may arise.\n\nThe only\n\nobjection to the plan is that it involves a greater knowledge of the general\n\noperations on the part of individual members, which, in turn, demands a\ngreater sacrifice of time on their part.\n\nNo one, however, who is not fully\n\nprepared to make a substantial sacrifice of time so that he may be substantially familiar with details\n\nought to allow himself to be elected.\n\nIn\n\nmatters affecting their children parents are not disposed to allow members\nto shield themselves behind executives, while, on the other hand, a large\ndiscretion may be given to the latter in investigations and recommendations thereon.\n\nThis brings me to the next problem, that of the board's executives.\nGenerally speaking, these consist of the superintendent, the secretary\n(or business\n\nmanager), and the architect, with the addition occasionally\n\nof a chief engineer (who has charge of heating, plumbing, etc., and also of the\njanitors) and chief of the repair department.\n\nNeedless to say, the superin-\n\ntendent must be vested with virtually the full responsibility for the selection\n\nand employment of\n\nteachers.\n\nAt the same time the members of\n\nthe board must take suitable steps to satisfy themselves that his duties\nin this and other respects are being performed with judgment and discretion.\n\nI doubt whether the method adopted in Seattle in the selection of teachers\n\ncan be improved upon, which, in brief, consists first of the examination and\ngrading of all applicants independently by at least three assistant superintendents, the ranking of applicants in accordance with the examination\n\nthus made, and the election by the board based upon such ranking. As a\nmeans of checking the basis upon which the grading is made, members will\ntake a batch of applications and themselves examine them, comparing\nthose who are recommended with those who are rejected, and in this way\nwill satisfy themselves as to the principles of selection.\n\nIt has been recently suggested in high quarters that the superintendent\n\nshould be the sole executive, responsible directly to the board, all other\nofficers\n\nbeing subordinate to him.\n\nWhile\n\nin theory it\n\nis\n\ngood for one\n\nindividual to bear all the executive responsibility of an organization, the\n\nnature of the operations of a school district is so varied that it is too much\nto expoct one man to be capable of supervising intelligently all of them.\n\nA superintendent who will, with full satisfaction, handle a large corps of\nteachers, keep abreast of educational developments in all parts of the\n\n"} {"page": 373, "printed_page": null, "text": "UNSOLVED PROBLEMS IN SCHOOL ADMINISTRATION\n\nDepartment]\n\n357\n\ncountry, giving time to discuss them with his assistants and to form a\njudgment upon them so as to be able to recommend them to his board of\nHe\ndirectors or otherwise, will have no time to spare for other duties.\nshould, it is true, keep in touch in a general way with the type of schoolhouses, the general financial policy of the district, etc., but nothing beyond\nthis.\n\nOne of the important questions on which there is some difference of\nThe state of Washington makes a\nNo one who is able to give only a\nlimit of three years; Oregon five years.\nopinion is the tenure of board members.\n\npart of his time to the work of the school board can become really effective\n\nby reason of fairly complete knowledge in less than two or three years.\nThe various business,\nIt follows that five years should be the minimum.\nand educational problems with which he should be familiar\n\nfinancial,\n\nleave little doubt on this point.\n\nThe time has doubtless gone by for discussion as to whether women\nshould be members of school boards or not.\n\nEverything depends on the\n\nwomen themselves.\n\nThe fact is, of course, that almost inevitably by far\nthe greater part of the time of the board must be devoted to business and\nfinancial questions.\n\nIt is not necessary, presumably, to deal at all with\n\nthe question of payment of members.\n\nThe evils of payment are so great\n\nthat they seem largely to outweigh the inability of the average member to\ngive more than one or two hours a day to the work.\n\nAssuming a proper method of selecting teachers, two or three other\nFor example, no satisfactory\n\nproblems have proved difficult of solution.\n\nplan has yet been devised for accurately grading teachers as to salary.\n\nThe\n\nuniversal\n\nplan\n\n—^presumably because\n\nit\n\nis\n\nthe\n\nsimplest\n\n—\n\nis\n\nthat\n\nUp to a certain\npoint this is good, but it cannot go very far, or the highest salaries may\nof fixing classes in accordance with length of service.\n\nbe paid to teachers who are by reason of age becoming\n\nineffective.\n\nSuperintendents and teachers themselves are apparently loath to suggest\n\nany change, largely, no doubt, because of a feeling that it would be\nEasy to make a charge of favoritism if grading were to be based upon a\ninerit plan.\n\nI\n\n[\n\nAnother problem is the relation between the salaries of high-school\n\nlieachers\n\nand elementary-school teachers.\n\nbetween different cities is very great.\n\nThe variation in this respect\n\nIt is doubtful if a variation of more\n\nthan three or four hundred dollars a year can be defended.\n\nThe strain\n\nupon an elementary-school teacher is certainly as great as that upon a highschool teacher, for while the latter has only one subject to teach, the former\n\nhas many.\n\nIn general, also, the high-school teacher has fewer pupils than\n\nthe elementary-school teacher.\n\nAnd finally, the preparation required by\n\nmost districts to secure election as an elementary-school teacher is not much\nless than that required in the case of a high-school teacher.\nThe increasing\ndemand for men teachers for high-school boys is a factor which must be\n\n"} {"page": 374, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n358\n\n[Administration\n\ntaken into account, and in my opinion it justifies a higher scale for them\n\nthan for women.\n\nAn examination of the sums spent by different cities upon their schools\nreveals a wide discrepancy, and an investigation here is also much to be\ndesired, with the object of determining what is a fair amount to be spent\n\nupon a city's educational system. According to the last report of the\nBureau of Education the proportion spent by the cities in the state of Massachusetts to other municipal outlays is 23 per cent, in New York state 24\nper cent, in the state of Oregon 21 per cent, and in the state of Washington\n36^ per cent. If the relation is based upon the proportion of expense to\nwealth. New York state expends 23 cents per hundred dollars, while Massachusetts spends 35^ cents, Oregon and Washington 31 and 32 cents respectively, while the city of Seattle spends 50 cents.\nThese figures indicate\na great variety of opinion as to expenditures. If New York state spent as\nmuch on its schools in proportion to other municipal outlays as the state of\nWashington, it would increase its expenditures not less than 50 per cent. On\nthe other hand, the state spends $52.00 per pupil per annum, which is\nsurpast by only one or two other states. I do not presume to interpret such\nfigures as these, but simply give them to indicate the nature of the problem\nand the necessity for close examination of it.\nThese are only a few of the problems with which school boards have\nto deal, and time does not permit of my referring at all to such questions\nas the extent of the installation of manual training, schools for the blind,\ndeaf, or defective (physical or mental), the introduction of medical clinics\n\nor departments of vocational guidance, and, last but not least, the question of separate high schools for boys and for girls, which, in\n\nmy opinion,\n\nhas not had anything like the careful consideration that it deserves.\n\nIt\n\nmay be said that these are matters for the superintendent and his staff,\nbut clearly, unless boards of directors can be convinst of their utility, they\ncan never be installed, and the director who is not willing to give serious\nthought to these subjects as well as to those which are supposed to concern\n\nhim more immediately is not properly filling his high position.\n\nThere is\n\nvirtually no position which a man or woman can hold which has greater\nresponsibilities and greater opportunities for real service to a community.\n\n—\n\nThe school director is the link between the public the parent and the\nand the school and is bound to study the relation between\n\nbusiness man\n\n—\n\nactive life and the educational system for which he is responsible.\n\nIf this\n\nrelation is to become closer, if the demands of life are to be more fully met\n\nby our schools, it must be largely thru his efforts, and he should be able to\nsupplement and correct to no slight extent the educational theories which\nare from time to time promulgated, and also to advance some of his own.\n\n"} {"page": 375, "printed_page": null, "text": "A PRINCIPLE IN SCHOOL ADMINISTRATION\n\nDepartment!\n\n359\n\nA PRINCIPLE IN SCHOOL ADMINISTRATION\nCARROLL G. PEARSE, PRESIDENT, STATE NORMAL SCHOOL, MILWAUKEE, WIS.\nCertain delicate and special processes of manufacture must be carried\non under special conditions. The manufacture of sensitive plates and films\nThe manufor photography must be carried on in the absence of sunlight.\nfacture of certain delicate fabrics, especially fabrics of cotton and linen,\n\nLines of manu-\n\nrequire special conditions of temperature and moisture.\n\nfacture of these fabrics have grown up in localities where these conditions\nof climate exist naturally.\n\nManufacturers in other localities who wisht\n\nmade a study\nwhere the manu-\n\nto produce similar goods, but were not able to do so,\nof the surrounding climatic conditions in the localities\n\nfacture\n\nwas\n\nsuccessful,\n\nand in some cases were able to produce, in an\n\nmanner, the conditions necessary, and so were able in their\nplants to weave successfully the fabrics which before had been beyond\nartificial\n\ntheir skill.\n\nIn the same way the delicate and special processes of education require\n\nThere are many of these neces-\n\nthat certain surrounding conditions exist.\n\nsary conditions which are material.\n\nIn the rural schools these necessary\n\nsurrounding material conditions are simpler and fewer; the numbers in the\n\nschoolroom are smaller\n\n;\n\nthe out-of-school life of the pupils gives much that\n\nchildren in city and town surroundings lack.\n\nIn the town more care must\n\nbe taken to give fresh air and outdoor physical exercise and hard work, if\nthe bodies are to grow to strong and vigorous maturity, fit dwelling-places\nfor the spirits of free and efficient American citizens.\n\nmerely a matter of the bodies.\nsoul.\n\nIt\n\nis\n\nlargely personal,\n\nBut education is not\n\nIt is even more a matter of the mind and\n\nand proceeds in the best manner when the\n\n—the teacher— best prepared\n\nhuman element in our educational system\n\nis\n\nand experienst in the work, and is the kind of person who has the most\npotent and inspiring influence upon the young people who make up the\nschool.\nTo have the best schools, therefore, we must have the best teachers,\nphysically fit, well prepared, and possest of a proper spirit toward life and\ntoward their work.\n\nThe shop or the factory may be supplied with all the necessary material\nIts workrooms\nIt may be warm, or cool and comfortable.\nmay be properly constructed and arranged and lighted. There may be all\nthe necessary equipment of tools and machinery, there may be men, the\nnecessary complement of qualified workmen; but if the power for operating\nconditions.\n\nthe machinery be insufficient, if the steam pressure be low, or the electrical\n\ncurrent weak, the product will be insufiicient and unsatisfactory.\n\nAnd if\n\nthe rooms are cold so that the workmen's fingers are stiff and clumsy, or if\nthere are loose joints in the shafting or leaks in the wires that bring the\n\npower, or if the floors are weak so that the workmen fear the building may\ncollapse, or the situation is such that danger to life in case of fire is great,\n\n"} {"page": 376, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n360\n\n{Administration\n\nand for these reasons the workmen labor in an atmosphere of worry or\napprehension, the output can never be satisfactory.\nIt is true in a far greater degree that the work of public education, a\n\nmore complex and delicate than any material process of manuon aright must not only have in its equipment a\nproper physical plant and equipment and materials and a sufficient quota\nteachers but must also be carried on under\nof well-trained workmen\ncircumstances and in an atmosphere which give substantial physical and\nmental comfort and reasonable peace of mind.\nFor this reason, waiving entirely the interest of the teacher, and waiving\nfurther the fact that worry and anxiety wear out teachers in too short a\ntime, thus giving the state a minimum return on the investment it has made\nin the education of the teachers, and looking at the matter entirely from the\nprocess\n\nfacture, to be carried\n\n—\n\n—\n\n—the best possible instruction of the\n—teachers should enjoy reasonable security of tenure. This tenure\n\nstandpoint of the public interest\nchildren\n\nought not to be such as to affix a teacher for life to a particular position\nregardless of efficiency or suitableness; but after a reasonable trying out,\n\nthe public's employe who teaches its children should be sure that during\ngood service and good behavior the means of livelihood will not be taken\naway. The occasional difficulties which may arise in removing an undesirable will be more than counterbalanst by the greater courage and confidence and cheerfulness and spirit with which freedom from anxiety will\nenable the teachers to do their work.\nFor the same reason, disregarding wholly the teacher's personal interest,\n\nthe public's educational servant should be as well paid as possible.\nsalary stints the teacher in food;\n\nA scant\n\nan undernourished teacher is never the\n\nSuch a salary limits the quality of the teacher's residence\nand the quality of the material comfort of the home. It makes possible\nfew books and periodicals and lectures and means of professional improvement. It is not possible for the teacher to enjoy desirable and improving\nThe best medical attention is not available in\nrecreations and pleasures.\ntime of need. Inability to pay for insurance against illness and accident\nand against loss of income to the family in the event of the teacher's death\nall add to the instructor's load of anxiety and render the best service out of\nthe question. A constant struggle to make ends meet wearies and harasses\nthe teacher, and consumes energy and thought which should be devoted\nbest teacher.\n\nto the instructor's work.\n\nThe teacher's salary is not large the opportunities for acquiring worldly\nwisdom are not numerous; and the employes in the nation's instructional\n;\n\ncompetence necessary for maintenance in\nIt is true that worn-out teachers\ncan be displaced and left to shift for themselves. But, aside from the\ncruelty of this plan and aside from the teacher's interest, it is a poor plan\n\nforce seldom accumulate the\n\ncomfort after teaching days are over.\n\nfor the state.\n\nSympathy often keeps teachers in active service when the\n\n"} {"page": 377, "printed_page": null, "text": "I\n\nA PRINCIPLE IN SCHOOL ADMINISTRATION\n\nDepartment)\n\ninterests of the children require their retirement, which\n\naccomplisht were a retiring annuity available.\n\n361\n\nwould easily be\n\nIt is true also that lack of\n\nsuch an arrangement sends out of the profession constantly great numbers\nof teachers\n\nwhom the state has spent money to train, and whose services\n\nare thus lost to the public because they feel that they must go into\n\nsome\n\naway something for a rainy day or for\nThe effectiveness of numbers who remain in the work is impaired\n\nbusiness in which they can lay\nold age.\n\nby worry over the future, and their cheerfulness and courage and confidence\nare gnawed daily by their fears of the catastrophe in the not distant future.\nAll that has preceded has been written to provide the setting for the\nprinciple of administration which I wish here briefly to discuss.\nsee the dangers\n\nand\n\ndifficulties\n\nwhich\n\nI\n\nTeachers\n\nhave previously sketcht, and\n\nfrequently they are moved to take up these questions with their employers.\n\nSometimes this is done thru regular and permanent organizations of\nteachers; sometimes it is done thru temporary committees appointed for'\nthe purpose; sometimes the movement is thru individuals. It is true that\nsometimes these matters are presented in an unfortunate or tactless or\nbelligerent manner.\nTeachers are not trained diplomats; they often lack\nskill in preparing their cases for presentation and in the selection of their\nrepresentatives.\nBut, regardless of any lack of tact or good judgment on\nthe part of the teachers, it is worth while for the employers to receive these\nappeals (even tho occasionally coucht as demands) in a sympathetic\nspirit.\n\nAnd it is of the first importance that the employers strive to see\n\nthe situation, not only from the standpoint of employers representing the\n\ntaxpayers\n\nwho supply the\n\nfunds, but also from the standpoint of the\n\nteachers, who have no other method of obtaining relief than thru an appeal\n\nto their direct employers, the members of the board of education, and the\npubHc whom those members represent.\nIf the schools are to prosper and the work of education is to go on\nefifectively, there must be good feeling and harmony between the board and\nits employes.\nAnd as the officially superior body, it rests most heavily\nupon the employers to see that these good relations are maintained. There\nshould be no feeling of antagonism because such a request comes from the\nteaching force. Teachers are, in general, reasonable, and may be dealt\nwith frankly and reasonably. There are a number of situations in the\ncountry today where the board and the teachers are at loggerheads and the\nschools are suffering.\nIn most of these cases, I believe, the bad situation\nmight have been avoided if each party, but especially the body officially\nin charge of the situation, had exercised forbearance and tried to see the\nthing from the other's standpoint.\nI am well aware that there are cases\nin which the quarrel has been pickt by the unwise leaders of the teachers;\nif\n\nI were addressing teachers I should discuss this point at greater length.\n\nNot only is it the part of the employers of teachers to meet their\nemployes in this good-tempered way, but it is also and equally their duty\n\n"} {"page": 378, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n362\n\n[Administration\n\nto concern themselves with the situations which from time to time arise, and\nto proceed in these matters of tenure and salary and, so far as can be done,\nof retirement annuity without waiting for demands or requests from their\n\nemployes.\nis\n\nThe best service, even in factories and places where the product\n\nmerely material, comes in those plants where the employed work under\n\ngood conditions and are comfortable and as well paid as may be. It is\nquite as much in the interest of the public and the children, for whom the\nschools are operated, as in the interests of the teachers that the board of\neducation be alert and interested to make working conditions as good as\npossible and to have the school employes well paid. That board of education which has a notion that the first duty of such a body is to cut down\nthe expenses of the schools to the lowest point has a very narrow and\nincomplete conception of its duties. It is the prime duty of such a board\nto get for the public the best service in the education of its children.\n\nAnd\n\ngood\ninvestment, their highest duty is to find how they can wisely spend more\nmoney. Such a study may show, what is true in a good many school\nsystems in the country today, that an increase of 10 or 20 per cent in\nsalaries would make 25 or 50 per cent better teachers.\nAt any rate, a board\nwhose members approach the consideration of these topics in the spirit\nsuggested will much less frequently than is the case at present find the board\nand its teaching force at loggerheads or upon bad terms.\nif conditions are such, as they often are, that a greater expenditure is a\n\nADMINISTRATION \"SAFE FOR DEMOCRACY''\nMRS.\n\nO.\n\nSHEPARD BARNUM, VICE-PRESIDENT, CALIFORNIA STATE BOARD OF\nEDUCATION, ALHAMBRA, CAL.\n\nIt affords a board member rare pleasure and comfort to attend a meeting\n\nof the Department of Administration and be with others of like circumstance\n\nand experience. A democratic or \"lay\" board may be defined as a small\nbody of plain citizens entirely surrounded by experts, and a member thereof\nmust learn to see himself as experts see him and usually feels like a lion in a\nden of Daniels. If there were time, it would be a relief to roar a bit and\nswap growls over our difficulties, such as the difficulty of detecting superexperts among a plethora of candidates. Of course your board and ours\nare infallible in this respect, but others complain of surprises similar to that\nof the small girl's paraphrase.\n\nShe meant, \"And Enoch was not for God\n\ntook him,\" but said, \"And Enoch was not what God took him for.\"\nSince we have reacht this administrative Mecca, I take it that we are\nall perfectly good board members and\n\nknow our catechism; we know that\n\nthe first duty of democratic lay boards is to obey our experts and back them\nforever.\n\n(I feel safe in stating this precept, for it is admitted by the experts\n\nthemselves and is one point on which they always agree.)\n\n"} {"page": 379, "printed_page": null, "text": "ADMINISTRATION \"SAFE FOR DEMOCRACY\"\n\nDepartment)\n\n363\n\nEducational efficiency demands that professional educators determine\nsuch technical matters as choice of studies, selection of textbooks, appoint-\n\nment and promotion of teachers. If we cannot understand recommendations at first, we should serve as a laboratory or testing solution in which\nthey may try their ideas sort of stir us up until said ideas are precipitated\n\n—\n\nThen, to make their\nimprovements effective in our democracies, we must support them manfully,\nin season and out of season, before legislatures, supervisors, councils, and\nin plans clearly crystallized for popular presentation.\n\nthe public generally, until they are establisht in the schools.\n\nogy of this delicate relationship is interesting.\nopposite phases,\n\nof\n\nthe predicaments of\n\nThe psychol-\n\nIt often reminds me, in its\n\ntwo bridegrooms.\n\nOne was\n\ndetained by a railroad accident and telegraphed frantically, \"Don't be\n\nmarried until I come!\"\n\nceremony.\n\nThe board's presence really is necessary to the\n\nOn the other hand, the second bridegroom ventured too far;\n\nhe began telling his dusky bride how the ceremony should proceed and was\npromptly reminded: \"Now, Sambo, Ise wants you to stinctly unerstand\ndat you is entahly incidental to dis emergency, sah; entahly incidental.\"\nSince our country is in a titanic war \" to make the world safe £or democracy,\" we should promote liberal methods of administration in our nation's\n\n—the public schools. Liberal principles\n\ngreatest democratic institution\n\nshould prevail actually, never as a complacent abstraction, in schoolroom\nrelationships\n\nand administrative\n\ncouncils.\n\nFor sound democracy there\n\nshould be in school conferences, large or small, systematic representation\n\n—the children. Manifestly, the direct repre-\n\nof the citizens of the system\n\nsentatives of the children are the teachers, who are in daily contact with\n\nthem and have fresh and vivid impressions of their needs.\nAs constituted at present, have the members of educational conferences,\nin\n\nwhich far-reaching administrative\n\npolicies\n\nare determined, actually\n\nDoes it\nthem are separated from actual teaching\n\ntaught children during the week, or month, or year, or decade ?\nreally happen that nearly all of\n\nby several years of time and several degrees of station in the school hierarchy ? Another poignant question, is there any resemblance between nonrepresentative conferences, school hierarchies, and \"autocracy\" ? In the\n\n—\n\nsecond place, are conclusions scientific which are reacht without the voice\n\n—\n\nwhich is our nearest approach to the voice of the child\nand consequently without first-hand evidence, up-to-date observation, and\nof the teacher\n\nauthentic testing of results ?\n\nThe interesting developments of this depart-\n\nment might well include conferences where board members could counsel\ndirectly with teachers.\n\nLike all boards of strategy, as distinguisht from tacticians, boards of\neducation deal with general policies and plans for occupation, defense, and\n\nA democratic board must be deeply concerned over the dreary\nand dangerous stretches of \"No Man's Land\" as yet unoccupied by educa-\n\nsupport.\n\ntional forces.\n\nThere is the vocational \"No Man's Land\"\n\n—the long and\n\n"} {"page": 380, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n364\n\nsadly observed stretch \"after fourteen,\"\n\nlAdministration\n\nwhen a host of children leave\n\nand relatively few are profitably or educatively employed. At\nlength, in California, as in some other states, with the full strength of the\nfederal Smith-Hughes law augmented by state laws, with plans for vocational teacher training and for continuation day and evening classes, the\neducational forces are ready to \"go over the top,\" to help each child gain\nsome useful trade or occupation, for his own industrial salvation and for\nthe industrial and military efficiency of the nation.\nThere is the \"No Man's Land\" of the adult immigrant in labor camps\nand in the foreign colonies of cities. In California we have a real start\n\"over the top\" toward them, in suitable evening classes and home teachers\nand other results of the superb work of the State Commission of Immigration\nand Housing. There is the \" No Man's Land\" between home and school\na hotly contested region occasionally occupied by both, commonly by\nneither.\nSome of us are conservative (or prophetic ?) enough to wish that\nthe home would reoccupy large sections and resume its age-old responsischool\n\nbility for child- training in\n\nreligious\n\ntraining,\n\nthrift,\n\nseveral essentials:\n\nhome\n\nactivities, and social relationships.\n\ne.g.,\n\ndiscipline,\n\nmanners,\n\nvacation activities, evening\n\nindustries,\n\nAs boards we must realize, in defense\n\nof the schools, that if homes do not conduct these marginal activities they\n\nmust cooperate generously with the agency that does;\nmarginal activities are a social menace;\n\nneglected, these\n\nconducted in mass, they are\n\nextremely expensive.\nStrategists sometimes note a region that educational tacticians overlook\n\nas axiomatic, according to the youngster's definition:\n\nthing so plain that it doesn't need to be seen.\"\n\n\"An axiom is some-\n\nPlainly, in a democracy the\n\nelementary schools and the subjects taught therein are of paramount\n\nimportance\n\n—the subjects being the \"three R's\" and \"then some\" as added\n\nby successive legislatures and waves of reform.\n\nJust where, in the tactics\n\nof teacher training, are elementary subjects taught to prospective ele-\n\nmentary teachers? Not in the university, engrost in advanst subjects,\noriginal research, and high academic standards that are not to be jeopardized; not in the high school, which is engrost in preparation for the\nuniversity; not in the normal school, certainly not, for that is a \"strictly\nprofessional school,\" and reviews of elementary subjects would, we are\ntold, jeopardize its professional standards.\n\nTwo other subjects cause strategic concern, because of apparent need\nfor more vital content and more practical application:\n\ntory and government and English.\n\nUnited States his-\n\nWe must not invade the sacred pro-\n\nfessional precinct of \"subjects taught,\" but we may quote, since quoting\n\nand asking questions are recognized safety valves for board members.\nThere is no one more worth quoting than Professor John Dewey:\n\nWe have now reacht a point where we have to take more conscious and deliberate\nthought\n\nrespecting\n\nthese\n\nmatters;\n\nwhere\n\nwe need a more\n\ncarefully\n\nthought-out\n\n"} {"page": 381, "printed_page": null, "text": "Department]\n\nADMINISTRATION \"SAFE FOR DEMOCRACY\"\n\n365\n\nconstructive policy regarding public education and the duties and responsibilities that fall\nupon it in connection with our national life. It seems to me that the excellence, the virtue,\nwhich we need to develop as the analogue of the trait of intelligent trained obedience of\nwhich I have spoken, is essentially responsibility organized and intelligent responsibility.\nWe cannot give up the policy of depending upon voluntary and private initiative and efifort;\nupon the processes of persuasion and conviction, discussion, publicity, and exchange of\nBut we need a greater recognition of responsibility\nideas so as to form public opinion.\nto the common weal in carrying on these operations.\n\n—\n\nMay school courses in citizenship soon give each pupil a responsible\nlove of country;\n\nand may school courses in EngHsh help him\n.... to find his love a language\nFit and fair and simple and sufficient.\n\nAs regards strategic defense, Bishop Sumner says truly that we should\nSome few critics have practicable\nsuggestions, which teachers welcome; many critics are pure theorists; and\nmost demand near-miracles from the educational forces at the front, while\nremaining preoccupied, indifferent, or overindulgent at home in the word\nWhen we see our system of public education\nof the hour, \"slackers.\"\n\" steadily and see it whole \" we realize that nothing of like extent and oppordefend the schools from unfair criticism.\n\n—\n\ntunity has ever before been attempted in the history of nations.\ntorical information,\n\nHis-\n\nworld perspective, as well as heart loyalty should\n\nalways prompt us to give due meed of praise.\nFinally, as democratic boards we must actively support the schools and\n\nprevent shortage of funds, especially in war time.\n\nDuring this conven-\n\ntion of the National Education Association\n\nwe have applauded eagerly\n\nwhen every possible patriotic duty was urged.\n\nFor the sake of the nation\n\nour teachers will devotedly strive to form character, instil fervent loyalty,\n\nBut these\nand demanded by the\n\ntrain accuracy of judgment, strength of body, and skill of craft.\n\nschool activities, urged^by our patriotic speakers\n\nnational crisis, are very costly, and in all the National Education Association meetings I\n\nhave heard no mention of ways and means for securing\n\nadequate funds, except yesterday in the Department of School Patrons.\nFortunately that department represents some two million organized women\n\nand has\n\ndefinite plans for enlisting\n\nrevenue during the war.\n\npubHc support for\n\nincreast school\n\nWhat more important expenditure of treasure\n\ncan there be, whether for peace or war ?\nIf\n\nwe make the world safe for democracy, as God grant we shall, we\n\nmust keep the future citizens of democracy safe in the inner stronghold,\nthe public schools, and we must loyally and generously strive for their\nsupport. \"Democracy First,\" or \"Safety First,\" or \"America First\"\nall\n\nmean \"The Children First!\"\n\n"} {"page": 382, "printed_page": null, "text": "366\n\nNATIONAL EDUCATION ASSOCIATION\n\nlAdministration\n\nSOME ESSENTIALS IN THE PLANNING OF SCHOOL BUILDINGS\nFOR COMMUNITY USE\nWILLIAM c. BRUCE, American School Board Journal, Milwaukee, wis.\n\nWhen the history of school architecture during the last decade of the\nnineteenth century and the first two decades of the twentieth century is\nwritten, the most important advances that will be noted will be those which\nhave resulted from the changed function of the school in providing for the\nindustrial and physical education of children, and from the movement which\nhas been currently spoken of as the \"wider use of school buildings.\" The\nlatter movement, altho it is barely fifteen years old, has brought the schools\nnearer to the adult population of the cities and villages of the United States\nthan any purely educational work among the children, and it has made them\nmore nearly than ever before schools for all the people.\nIt should be said at the outset that the use of school buildings for social\nand civic purposes by adults, while it is of extreme importance, must necessarily be secondary to the primary function of the school, which is the education of growing children of legal age. As a secondary purpose, however,\n\nthe use of buildings for adults is such a vital factor in the development of\n\nconstantly growing numbers of cities and villages that it cannot be trifled\n\nwith or minimized by school boards even in these times of high costs and\nenforst war economy.\n\nPrimarily, the present plans for financing the schools\n\ndid not anticipate the elaborations of schoolhouse plans for adult use, and\nthe moneys which are levied by taxation belong to the children.\n\nThe plan-\n\nning of features in schoolhouses for community use must not interfere with\n\nany educational or hygienic interests of the children, and had better be\nomitted if the children must suffer in the accommodations afforded them.\nLarge obstacles from the financial standpoint are not in the way in\nplanning schoolhouses for community use. The great majority of buildings\nwhich are now open for recreation and civic purposes are serving quite\nsatisfactorily, altho the architects who originally designed them did not have\nin mind the specific uses to which the buildings are now being put.\nThe\nreasonably complete elementary school with a good auditorium, a gymnasium, a kindergarten, playrooms, a manual- training shop, a school\nkitchen, and one or two classrooms fitted with movable desk chairs has met\n\nnearly all present social-center demands.\n\nThe high school, with the rooms\n\njust enumerated and with laboratories, a cafeteria, a society meeting-room,\n\na swimming-pool, and those many additional special rooms which the best\ntype of high school contains will meet every reasonable expectation of even\nthe most advanst community-center leader.\n\nThe completer the modern\n\nschool for the education of children, the more nearly is it satisfactory for\nthe recreational and civic use of their elders.\n\nIn the planning of schools very little additional expense need be involved\nfor making a schoolhouse a community center, if the architect will in a true\n\n"} {"page": 383, "printed_page": null, "text": "SCHOOL BUILDINGS FOR COMMUNITY USE\n\nDepartment]\n\n367\n\nspirit of research familiarize himself with present practice in the community\n\nand with the best practice thruout the country, and will conscientiously\nso plan every detail for school use that it may at some time be used for\nadults.\n\nThe problem is one of refinements in plan and of coordination of\n\neducational opportunities with community needs.\n\nIf this be kept in mind,\n\nthe schoolhouse can be made to meet its new opportunities at an expense\n\nnot exceeding 5 per cent of the original cost of an ordinary building.\nfact, if the work of Mr. C. B. J. Snyder, of\n\nIn\n\nNew York, in planning the new\n\nPubHc School No. 28, Brooklyn, is to be taken as a criterion, the school\non the strictly community plan may be found more economical than the\nusual complete school.\n\nOf the general types of schoolhouse plans, the school of the so-called\nopen type adapts itself best to community use. The open plan makes it\npossible to place more easily assembly rooms and gymnasiums where they\nwill be independent of the building as a whole, to provide separate entrances\nfor libraries, gamerooms, etc., and to make independent provisions in the\n\nheating and ventilating plant.\n\nThe one-story schools have similarly proved\n\nthemselves adaptable, as is evidenst by the recent examples in California\n^and in the North Central states.\n\nThe group-plan high-school building is\n\nperhaps the ideal solution of the community school for the small or mediumsized city, where the cost of ground does not make this arrangement prohibitive.\n\nIn the large city the school planned for duplicate or platoon\n\norganization is well adapted for community use.\n\nA cardinal principle in the adaptation of schools to wider use is that of\naccessibility.\n\nThe closer the rooms to be used are to the entrances and the\n\nfewer the stairs and corridors to be traveled, the more valuable they will be.\n\nmake themselves felt here. Men and\nwomen, particularly of foreign birth, are likely to be sensitive and timid in\nDirectness and simplicity of plan\n\nentering schools, at least for the\n\nfirst\n\ntime.\n\nIncidentally, the grouping\n\naids economy in the use of the plant, in that it permits the shutting off of all\n\nparts not directly in use.\n\nThe expedient of separate entrances to audi-\n\ntoriums and gymnasiums has proved its value.\n\nMuch friction between the community director and the day-school\nprincipal can be avoided if the architect gives due attention in his plan to the\npossible common use of rooms and to the introduction of means which will\nfacilitate the routine of both departments.\n\nLockers in special rooms or in\n\nthe corridors obviate any misuse of children's books and supplies by adults.\n\nThey will also serve to store the books and materials of the evening teachers,\nplay directors, shop instructors, etc.\n\nOf the three or four well-defined lines of community use of schools, the\nevening school is the oldest and most widespread.\n\nIn recent years it has\n\ntaken the form, not only of a continuation school for adults in the academic\nsubjects and of a beginners' school for foreigners, but also of a vocational\n\nschool for men and women in the trades, and as a home-making school for\n\n"} {"page": 384, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n368\n\nwomen who are preparing for the duties of housewives.\n\ntAdministration\n\nThe strictly\n\nacademic work of the evening school makes little demand for architectural\nadaptation.\nis\n\nThe average classroom, which measures 24 by 32 by 12 feet,\n\nentirely satisfactory for the typical evening class of 20 to 25\n\nif it is\n\nmembers,\n\nseated with chair desks and is provided with adequate illumination.\n\nManual-training shops will be similarly valuable for evening use if they\nare equipt only with benches of proper height and with standard mechanics'\n\nThe domestic-science room is perhaps more useful if it is arranged\ntools.\non the household-unit plan, that is, if each group of three or four students\nhas a small standard cooking-range for cooking and a small table.\nPrimarily, an assembly hall, to be useful for evening use, must be located\non the first floor and must be as directly accessible from the front of the\n\nThe experience of Chicago and of many other cities\nshows that an assembly hall in the front of the building can be made an\nbuilding as is possible.\n\ninteresting architectural feature\n\nthat will in no\n\nway interfere with the\n\ngeneral uses of the school and will at the same time be doubly useful for\noutside activities.\n\nUnder general conditions, in small buildings, the plan\n\nof placing the assembly room on the first floor directly back of the front\n\nentrance is quite satisfactory.\n\nThe stage must be enlarged over the ordi-\n\nnary platform and must be accessible from adjoining classrooms or corridors\nfor those who take part in pageants or theatricals.\nTwo or more dressingrooms are desirable. If extreme economy is desired, the scheme developed\n\nby Mr. D. H. Perkins of making the stage serve as the kindergarten room\nor as an auxiliary recitation room is exceedingly valuable. Except in large\nbuildings, where special rooms can be provided, the assembly room should\nhave a flat floor that may be cleared for dances and similar activities where\nlarge numbers of people must have broad, open spaces.\nA fireproof booth\nfor projecting motion pictures and for slides in connection with illustrated\n\nlectures greatly adds to the usefulness of the room.\n\nLocal conditions may\n\nsuggest a movable or permanent ticket-seller's booth and two wardrobes\nfor receptions and dances.\n\nThe basement rooms for children's use can be similarly adapted to\n\nmany evening uses if the architect makes them regular in shape, eliminates\nwhich interfere with free movement, and provides seats along the\nSuch basement rooms are more useful if storage space is provided\nThey may be used readily for\nfor movable seating and small apparatus.\nsmall political gatherings and for polling purposes. The latter use requires\nmovable booths for the voters and some simple railings and tables. A\npillars,\n\nwalls.\n\nsmall storeroom in the basement of the school can be arranged to hold all\nthe special paraphernalia of the social-center director and of the election\n\ncommissioners.\n\nA great number of recreational opportunities for small groups with\nsimilar inclinations in the direction of music, games, debating,\n\nand mis-\n\ncellaneous club activities can be provided in classrooms if these are equipt\n\n"} {"page": 385, "printed_page": null, "text": "Department]\n\nBOARDS, SUPERINTENDENTS, AND AkCniTECTS\n\n369\n\nwith movable chair desks or tablet armchairs, and if storage room is provided\nfor the necessary equipment.\n\nA small room but little larger than an ordi-\n\nnary cloakroom can readily be adapted for storing game tables, games, etc.\nIf a folding partition is provided between two classrooms on the first floor\n\nof a building, the increast uses for larger groups will grow out of all propor-\n\ntion to the doubling of the space.\n\nMany of the community uses of a building which cannot be clast as\nstrictly recreational or strictly educational,\n\nsuch as political gatherings,\n\nmeetings of parents' and teachers' associations, can be realized if the school\nis planned for the recreational uses only.\n\nFor larger gatherings the assem-\n\nbly room will serve nicely; for smaller ward gatherings, a basement play-\n\nroom or two classrooms opened into one will suffice.\nThe greatest present need for further developing school architecture in\nthe direction of making schoolhouses more valuable for wider use lies in\ncloser cooperation of school authorities and architects.\nThe men and\nwomen directly in charge of the social and community centers must have\na voice in the councils of the school board and its executive officers. Their\nexperiences and plans must become a part of the architect's working knowledge and must be evaluated in relation to the complete problem of plan\nand construction, sanitation, lighting, etc., of the school building. Both\nthe architect and the school board must hold themselves in a sympathetic\nattitude, so that the community school building of the future will be a school\nfor all the people.\n\nTEE RELATIONS BETWEEN BOARDS OF EDUCATION, THEIR\nSUPERINTENDENTS, AND THE ARCHITECTS\nJOHN J. DONOVAN, SCHOOL ARCHITECT, OAKLAND, CAL.\n\nI\n\nI come before you as an architect with a keen appreciation for his profession coupled with a profound respect for the educators of our country.\n\nFrom my varied experience in the design of school buildings I realize, perhaps more than a great many, how badly you are handicapt in your great\n\nI\n\nwork by improper housing. The school-building problem is most intricate\nand complex, with many conflicting requirements which demand for their\nproper adjustment the fullest possible cooperation between educators and\narchitects.\nIt is with a sincere desire to help in some measure to bring about\nsuch cooperation that I present this paper.\n\nThe United States Bureau of Education has publisht a report of the\nstate school systems for the year ending June 30, 1916, listing the enrolment\nfor several years and the amounts of moneys expended.\n\nFrom this report\n\nwe learn that the emolment for 19 14, the last recorded, between the ages\nof five and eighteen years, was 26,200,153, and the average daily attendance\nwas 14,216,459. Also that expenditure for sites, buildings, and equipment\n\n"} {"page": 386, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n3 70\n\n[Administratlod\n\nfor 1914 was $91,606,460, and that the estimated value of public property\n\nused for school purposes was at that time $1,444,666,859.\n\nMy object in presenting these data to you is to point to the tremendous\nexpenditure in moneys yearly for school buildings, grounds, and equipment,\n\nand to show the very rapid increase in the. enrolment of our schools, which\nmakes it likely that within ten to fifteen years the number of school buildings\nwill have to be double that of the present time; also to point out in this\npaper the necessity for the practice of wise economy and the elimination of\nwaste and duplication by earnest collaboration between boards of education,\nthe superintendents of schools, and the architects who design the buildings.\nThere has been a markt improvement in the design and planning of\nschool buildings during recent years. As methods of education have\nchanged, the architects have in many instances risen to the occasion, and\nthe new buildings show many improvements in freedom and openness of\ncirculation, provisions for safety, sanitation, heating and ventilation, and\nfor the accommodation of the many rapidly developing departments such\nas those for vocational work, physical training, music, and kindergarten.\n\nModern educators recognize the fact that proper provision for recreation\nto obtain the best results from the student, and architects have\nbeen called upon to devise playrooms, lunchrooms, and gymnasiums as\n\nis essential\n\nwell as rooms for the many student activities, such as clubrooms, newspaper\n\nrooms, wireless and photographic rooms, etc.\n\nTo obtain directness and freedom of circulation and such a correlation\nof departments as to save all unnecessary steps as well as to save all waste\n\nspace and needless expense requires a simple and often a bold handling of\nthe plan.\n\nThis can be accomplisht only thru an intimate knowledge of\n\nthe workings and requirements of the school.\n\nThe greater the architect's\n\nknowledge of these matters, the happier the result will be, but, in any case,\nhe should hold the fullest possible conference with those who are to occupy\nthe building, as well as with experts in the various special branches from\nother parts of the country.\n\nNo matter how wide his personal knowledge\n\nand experience may be, he can always learn something of value from those\n\nwho are actually using the buildings.\nCollecting data for your committees\n\nis\n\nproblem, and is a simple but laborious one.\n\nalmost entirely an architect's\n\nBut the correct deductions\n\nfrom these data and the recommendations to present to the educational\nworld for consideration and adoption must be the joint work of the educators\n\nand the architect. Let us take one or two concrete examples to illustrate\nthis point: Our committee undoubtedly will present drawings showing\nclassrooms workt out economically for both high and elementary schools,\ngiving the right dimensions for various seating capacities.\n\nThey will\n\ntake up the size of science laboratories, giving correct sizes for these rooms\nfor certain fixed enrolment in science work and indicating what increment\n\nin size is required for additional numbers.\n\n"} {"page": 387, "printed_page": null, "text": "BOARDS, SUPERINTENDENTS, AND ARCHITECTS\n\nDepartment]\n\n371\n\nThe dangerous side of this standardization work is worthy of consideration, and all these data are as likely to prove as dangerous as they are\n\nadvantageous unless their use is accompanied by intelligence and understanding;\n\nand herein\n\nlies\n\nthe opportunity for good\n\nteamwork between\n\nthe school superintendent and the architect, for it will require the intelligence\n\nand ability of both to be able to select from the data which are presented\nthat which is applicable to the problems. The day should never come when\nthe committee would attempt to standardize other than parts or units\nof a school;\n\nfor to encourage a standard type of school to be scattered\n\nbroadcast thruout the country would aid and abet some of the wretched\n\nwork so characteristic of the paucity of imagination exemplified in many\nof the late periods of American architecture, particularly in a great deal of\nour present school architecture. Therefore I take it upon myself to sound\nthis word of warning in order that the work of the Committee on Standof Schoolhouses and their parts may be taken and used for the\nIardization\nexact value it possesses and for no more; and that value will mean much\ntoward economy, sensible design in our school buildings, and avoidance\nof a great deal of waste.\n\nAltho the progress in school architecture has been markt, the general\n\nand you have a right to expect far\nOur schools\nshould be examples to the country of efficient and economical planning and\ndesign with a chaste and inexpensive beauty obtained thru pleasing proportions and a pleasing use of materials and color rather than thru the use of\n\nresults are yet far from satisfactory,\n\ngreater progress in the future than has been shown in the past.\n\nornamentation or useless accessories.\n\nThey should do their part in educating\n\nthe parents as well as the children to a proper appreciation of true beauty\n\nd true architecture. Each school should possess an individuality of\nwhich the community and the public may feel proud.\nA board should select an architect because of his work, rather than\necause of some clever picture he may draw. If an architect is fully competent to perform school work, and his work proves pleasing to the board,\nt would be better to select him without competition and to study the\nproblem with him rather than to ask a number of architects to submit\ncompetitive schemes without the opportunity of collaborating with the\n\noard and with the school superintendent.\n\nThere should be nothing known\n\nto the architect which is not known to the board.\n\nbetween them should be that of the family.\n\nThe confidence existing\n\nWithout it miserable results\n\nbound to follow. It behooves the board to stand right\nback of their man in all of his efforts, and it behooves the architect to stand\nin execution are\n\nup for the rights and interests of the board. He should be the first to advise\nthem of an error on his part, and he should always be man enough to admit\nit and not conceal it at the expense of the contractor or by compromise\nwhich may mean a direct loss to his clients either in workmanship or\nmaterials.\nIf this is done, the board is in a position to correct the error,\n\n"} {"page": 388, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n372\n\n[Administration\n\nand the slate is kept clean, with both board and architect free in conscience\nto solve each and every new problem on its own merits.\nIn return for the ethics, the competency, the desire to cooperate, and\nthe devotion to this special work, the architectural profession has a deep\n\nand serious request to make to all boards of education, and they would\nask that they harken to that request for the mutual welfare of both, but\nespecially for the general good and benefit to the schools.\nThat request is\nthat the boards of education adopt and adhere to a code of ethics in\nselecting an architect for their work.\nThe American Institute of Architects frowns upon competitions in\ngeneral, and censures and penalizes its members who may take part in\nunauthorized competitions.\n\nThis has proved to be a wise policy, favorable\n\nto the members of the profession in that it protects them against the cheat,\n\nand favorable to the public in that it protects it from being cheated, and\nprotects the man of ability from flagrant misrepresentations and favoritism.\n\nThe Institute recommends that its members be chosen for work of this\ncharacter just as you would select an attorney or a surgeon to render their\nrespective services.\n\nThe men of standing will not enter into a wild scramble\n\nfor this work, submitting sketches, individual estimates, and logrolling for\n\ncommissions.\n\nNeither will these men compete by cutting rates or by other\n\nunprofessional tactics.\n\nThe Institute recognizes and steadfastly advises that a client is almost\nat the mercy of the architect who unscrupulously solicits work; while the\n\nman of standing has much at stake in performing every piece of work.\n\nEach\n\nproduction of the architect's office is closely followed by his confreres, and,\nunless each building is an improvement over the preceding one, he suffers\nin standing and in the good opinion of members of the profession.\n\nThere-\n\nfore he cannot afford to slight even the smallest of his commissions if he\n\nwishes to be successful and to maintain an establisht success.\n\nWe wish to impress upon you our desire as architects to deal fairly and\nfreely w;ith you, to give you the best of our talent, judgment, and experi-\n\nence.\n\nIn return, we ask your cooperation in lifting this important feature\n\nof your duties out of the quagmire of sharp trading and political logrolling.\n\nYou and your people are the gainers by it, and your finisht work will show\na dignity and charm when done on ethical lines.\nIn conclusion, I beg to say that with the tremendous expenditure of\n\nmoney which necessarily must be made in the succeeding decades, a great\neconomy will be exercised by selecting men to perform your architectural\nwork who have the interest of the school at heart, who desire to make each\nbuilding an asset to its community, and who will go to no end of thought,\nstudy, and labor to avoid and eliminate waste; for, as Dr. MacLaurin has\nwell said, the training of technical men is such as to lead\n\nthem to look\n\nnaturally for means of saving waste, so that waste becomes a hateful thing\nin itself and men will put forth their best energies to avoid it.\n\nI\n\n"} {"page": 389, "printed_page": null, "text": "Department!\n\nADAPTATION OF THE BUILDING TO THE SCHOOL\n\n373\n\nTHE NECESSITY OF THE ADAPTATION OF THE BUILDING TO\nTHE SCHOOL ORGANIZATION\nS. A.\n\nCHALLMAN, STATE COMMISSIONER OF SCHOOL BUILDINGS FOR MINNESOTA,\nMINNEAPOLIS, MINN.\n\nThe conditions of today both as to forms of school organization and\neconomy of construction of school buildings are much more complex than\nthey were less than ten years ago. Even the small elementary-school building, which at one time consisted almost wholly of a number of schoolrooms\nof uniform size opening from a common corridor, is as antiquated today as\n\nthe one-cylinder automobile, tho not so rare.\n\nHigh-school buildings have\n\nundergone such a transformation that comparisons are well-nigh inapt, and\nit is difficult to\n\nmake even a satisfactory classification of the different types\n\nVariations occur constantly, and many buildings\nmerge the features of one type into those of another.\nWe recognize today that all schools, whether elementary or high, must\nprovide, not only for the intellectual needs, but also for the physical development and the industrial training of the children as well as the social activities\nThis implies for elemen<^ary schools, classrooms and\nof the community.\nwardrobes, playrooms or gymnasiums, which may also be used for community purposes, kindergartens, lunchrooms, showers, swimming-pools,\nopen-air rooms in certain centers, and in each case a nurse's room, a prinFor the high schools it means not only studycipal's office, and a library.\nrooms, recitation rooms, laboratories, and administration rooms, but also\nshops, rooms for home economics, cafeterias, commercial departments,\nart departments, music-rooms, auditoriums, gymnasiums, and other rooms\nthat have been evolved.\n\nfor recreation purposes.\n\nTo provide in each case the most convenient interior arrangement with\na proper amount of floor space for the number of pupils who can most\n\nadvantageously occupy the rooms at the same time is a task of no mean\nproportions.\n\nBut when added to this the architect must also adapt the\n\nplans to some particular form of school organization, the special problems\n\nwhich arise complicate the situation. In view of the extensive educational\nprogram to which we are committed and the limited financial appropriation to which we are generally restricted, the adjustment which must\nnecessarily be made taxes the ingenuity of every conscientious architect.\n\nBut these problems have had their beneficial results.\nbetter prepared to eliminate waste in floor space, to agree\n\nI\n\nWe are now\nupon certain\n\nreasonable standards as to rooms, and to insist upon a declaration of educational policies as to the daily use of the various rooms of a school building.\n\nWe have already begun to reduce the width of corridors, to standardize\nthe width of stairs and exits, to limit the number of sittings in rooms used\nfor study and recitation by fixing the capacity of the room as to number of\npupils, to determine the amount of space needed for each pupil in labora-\n\n"} {"page": 390, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n374\n\n[Administration\n\ntories and shops, and to adjust the sizes of industrial rooms to the number\n\nof pupils who can be conveniently instructed at one time.\n\nWe have also\n\ncome to realize the necessity of determining the number and size of accessory\nrooms which would add to the efficiency of each department, and we are\ngradually learning that for schools of various sizes we should incorporate\nonly such features as are vital to the school organization.\n\nIn all elementary schools the classroom is naturally the imit which\ngoverns the general features of the building.\n\nThe number of such rooms\n\nwith adjoining coatrooms will determine the width of corridors, the number\n\nand location of stairways, the size of playrooms, lunchrooms, and other\nrooms for administrative and social purposes. In a building of not more\nthan eight classrooms a general assembly room may be secured by connecting two schoolrooms separated by a movable partition.\n\nIn larger buildings\n\nan auditorium or a combination of an auditorium and a gymnasium is\nvirtually a necessity both for school and for community purposes.\nIn high schools four generally recognized forms of school organization\naffect the planning of the interior arrangement.\n\nThese are all based upon\n\nthe provision for seating pupils for purposes of study and recitation:\n1.\n\nThe familiar plan by means of which pupils are seated in one or more\n\nlarge assembly rooms used primarily as study-rooms, presided over by a\n\nprincipal or teachers in rotation as their recitation periods will permit.\n\nAll\n\nrooms assigned to the various\nteachers of the high-school corps. This form gives to each pupil in attendance the same seat, where he is expected to be studying during school hours\nrecitations are then conducted in special\n\nwhen not otherwise assigned.\n2. The well-known plan of providing small study-rooms to seat from\nfifty to\n\nseventy pupils, and using these rooms for recitation purposes in\n\nconnection with auxiliary recitation rooms.\n\nThese study-rooms are\n\nin\n\ncharge of a room teacher whose recitations are all conducted in the room\nassigned to this teacher.\n\nEach pupil secures by this arrangement a seat\n\nwhich he retains most of the time, when not reciting in another room,\nexcept when classes having recitations in this room make it necessary for\n\nhim to vacate his seat, especially if it is in the front part of the room.\n3. The more economical plan which provides seats in study-rooms for\nabout 40 per cent of the pupils of the school and still has the usual number\nof recitation rooms. The idea underlying this plan takes cognizance of\nthe fact that about two- thirds of the pupils are reciting in their classes during\n\neach period of the day, and only those who are not attending recitations\nare provided for in the study-room. By this plan a pupil selects any vacant\nseat he may find in the study-room and is not expected to reappear on each\n\nsucceeding day in any particular seat.\n4.\n\nThe more recent plan of combined study and recitation rooms,\n\naccording to which pupils pass from room to room during the day and\n\noccupy seats for purposes of study in the rear of any room which affords an\n\n"} {"page": 391, "printed_page": null, "text": "STANDARDIZATION OF SCHOOL BUILDINGS\n\nDepartment)\n\nopportunity for study.\n\n375\n\nIn actual practice the plan gives to each pupil a\n\ndefinite seat during each period of the day and he is expected to arrange his\n\nprogram in such manner that he may be found at his accustomed place\nfrom day to day.\nThe first of these plans requires the largest building and the largest\nannual cost of maintenance. The last requires the smallest building and\nthe most economical outlay for maintenance. As to advantages from a\n\nThe first type has a studyroom which during the regular recitation periods is occupied only to about\npedagogical standpoint these are debatable.\n\none-third of its capacity.\n\nIt is, however, quiet during recitation periods\n\nand affords opportunities for undisturbed study.\n\nThe second and also\n\nthe fourth type make it necessary for pupils to concentrate their attention\n\non their studies while classes in other subjects are reciting in the same room.\nThe third type gives the same opportunities for study as the first, but gives\nseating capacity only to the number who are not actually reciting at each\nperiod.\n\nConsidering only the academic work with which the school organization\nis primarily concerned and making a careful estimate of the\n\namount of floor\n\nspace required per pupil for each type of building, including outside walls,\n\nrooms\nand study-rooms, the amount in square feet per pupil for each type would\napproximate 52 for the first, 47 for the second, 45 for the third, and 42 for\n\npartitions, corridors, coatrooms, libraries, laboratories, recitation\n\nthe fourth.\n\nIn laboratories and departmental rooms the\n\nmaximum size of each\n\ngroup which is to carry on its work at the same time should first of all be\ndetermined.\n\nThe type of equipment should then be considered.\n\nWith\n\nthese two factors in mind, the size and shape of the room best adapted to\n\nthe work that is to be done can be readily ascertained.\n\nThe diflaculty in\n\nost cases is that neither one of these factors is definitely settled in advance\nof the drawing of the plans, and as a result many such rooms are unsatis-\n\nfactory when put to the test of actual use.\n\nIn order, therefore, to work out a satisfactory plan, it is essential that\nthe superintendent of schools prepare a schedule outlining the various rooms\n\nneeded and the specific features to be incorporated.\n\nWith this must go\n\na descriptive outline of the school organization, so that the architect may\n\nbe able to arrange rooms and fix sizes of rooms to advantage.\n\nSTANDARDIZATION OF SCHOOL BUILDINGS\n\nI\n\nWILLIAM B. ITTNER, SCHOOL ARCHITECT, ST. LOUIS, MO.\nIn his report to the last convention of the American Institute of Archi-\n\ntects,\n\nMr. George B. Ford, chairman of the Institute Committee on Town\n\nPlanning, tells us, after an extended study of the situation, that *' the whole\n\n"} {"page": 392, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n376\n\n[Administration\n\nidea of city planning has grown up in France since the war, and, as they\n\nfrankly\n\ntell us,\n\nit\n\na matter of preparedness\n\nis\n\n—^preparedness for peace,\n\nbecause they realize that when the war is over they must be ready to meet\nthe economic competition of the other countries of Europe.\n\nThey are\n\nplanning great port developments, great terminal yards, great arteries of\ntravel, and, in fact,\n\nmaking complete, comprehensive plans for the con-\n\nstruction of their towns and cities, so as to handle traffic in a way that will\n\nmean the least loss of energy and time.\n\nIf\n\nthe French nation in time of\n\nwar can have the vision to carry out such ideas in the big, broad way that\nthey are doing today, is it not all the more reason that we in America, with\nall our prosperity, should work out our own problems in a like scientific and\ncomprehensive manner?\n\"In England, town-planning work is further developt. They have had\na compulsory town-planning law for eight years, and the town-planning\nThe architects are working out wonderinstitute for three and a half years.\nful plans now for London; not only for London proper, but for the whole\nsurrounding area of 1,500 square miles, by bringing the transit facilities,\nboulevards, streets, parks, playgrounds, public buildings, etc., all into one\ngreat comprehensive plan.\"\n\nRecent reports tell us that in southern Albania the Italians have already\norganized public service, built five hundred miles of excellent roads, and\n\nopened one hundred elementary schools, with Italian and Albanian teachers,\nand are giving special instruction in agriculture.\nIn Germany these principles have long been the rule; not only have\ncities been planned along the most scientific lines, but the whole system\nhas been linkt together by a wonderful system of intercommunication.\nThis, coupled with a wonderful system of industrial education,\n\nmaking\n\neveryone a skilled worker in some field, has made the country almost\ninvincible in its fight for the domination of the world.\n\nOur country, tho only upon the threshold of a great struggle, is already\nalive to its\n\neconomic shortcomings.\n\nIf,\n\nafter almost three years of the\n\ngreatest struggle known to history, France\n\nand England find it necessary\nand existence to carry forward extraordinary plans\nfor the improvement of their cities, as a national policy, is it wise on our\npart to abandon or postpone the very things which seem most vital to our\nown success ? Is it going to require bitter loss and untold agonies to bring\nus to a full realization of our responsibilities, or are we to profit by the lessons which have been so dearly bought by others ?\nWhat has been said of city plans and public improvement apphes with\nfor their preservation\n\nequal or greater force to our schools:\n\nif the\n\none is necessary for our economic\n\nwell-being, the other is absolutely indispensable, for upon it rests the very\n\nfoundations of our government.\n\nAnd never before in the history of this\n\ncountry was there greater need or a more serious crisis than at the present\n\nmoment.\n\n"} {"page": 393, "printed_page": null, "text": "I\n\nDepartment]\n\nSTANDARDIZATION OF SCHOOL BUILDINGS\n\nThere must be no halt in the onward movement.\n\n377\n\nNot only must school\n\nbuilding continue unabated and the schools be brought to the highest\nefficiency, but the whole scheme of industrial education must be organized\n\nin a manner to make up for the depletion of the world's skilled workers.\n\nThe apprentice system is gone. Immigration of skilled workers is at an\nWhere, then, can we look for relief except thru the schools? A\ngreat constructive work lies before us, not only in the readjustment of our\neducational system to meet the new conditions, but in the buildings to\nend.\n\nhouse it as well.\n\nWhen President Wilson issued his war proclamation and called upon the\npeople of the United States to conserve their resources for the struggle\n\nahead, he did not mean that they should stop spending money.\n\nThere is\n\nThe markets of the world are opening to\nour fields and industries and the demand is growing with every passing\nevery reason to the contrary.\n\nhour.\n\nThere should be no curtailment of building enterprises, and least\n\nof all of schoolhouses.\n\nThese are both consistent with the maintenance of\n\nour prosperity, and the country is and will remain prosperous.\n\nBuilding\n\ncosts are high, but they will remain so regardless of the period of the contest\nin which the country is involved, and a restoration of former building costs,\nin\n\nmy opinion, cannot be expected. We are face to face with a new,\nWe are upon a new basis of values, which is\n\ndisturbing readjustment.\n\nmaking itself felt in all activities, and in the main this readjustment has\ncome to stay.\nIt is recognized that food, fuel, and government supplies must take\nprecedence over anything else in the trasportation facilities of the country,\n\nand the inadequacy of this agency is one of the principal reasons for the,\nhigh building costs, but surely this cannot be to the extent of paralyzing\npublic\n\nwork and improvements.\n\nIf,\n\nafter\n\nproper investigation, these\n\nagencies are found to be inadequate, steps should be taken at once to bring\n\nthem into harmony with the greater demand.\n\nIf\n\nan industry so funda-\n\nmentally important as the building industry is crippled by unwise transportation regulations, or unsound public sentiment, there is serious danger\nof an early surplus of unemployed labor and a genuine embarrassment to\n\nthe government in obtaining from the business interests of the country the\n\nfunds with which to finance the war.\nSchool-building practice\n\nis\n\nconstantly changing with the course of\n\nstudy and the enlarged uses of the plant.\nplanted.\n\nSchools can no longer be trans-\n\nA successful building in one community may be entirely out of\n\nplace in another.\n\nThey are individual, and a standardization which would\n\ndiscourage the free exercise of individuality, both in plan and exterior\n\ntreatment, would be lamentable in the extreme.\n\nWe have just fairly emerged from the time when all school buildings\nwere the same the country over.\n\nThey were mere buildings, and, while\n\nthey fulfilled their function in providing a place in which to teach, they\n\n"} {"page": 394, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n378\n\n[Administration\n\nwere devoid, in most instances, of good taste, to say nothing of architecture.\n\nWe have come to the realization that a school building is a living, vital\nthing, and have begun to invest it with an architectural dignity befitting\n\nIn so far as is possible, then, our standardization should\nencourage a free handling, enabling school buildings to be fitted into local\n\nits importance.\n\nschool and community life with due regard for those essentials necessary\nfor safety, light, and sanitation.\n\nSafety is an important consideration.\n\nA law which requires all school\n\nbuildings to be of fireproof construction, without regard to their size, location, and general plan, is unwise and places an unnecessary handicap upon\n\nthe development of schools in the smaller communities.\n\nWhile it is splendid\n\npractice to build school buildings of fireproof construction, and while this\n\nshould be encouraged, fireproof buildings are unnecessary in small communities, if proper plans and methods of construction are employed.\n\nOf\n\nthe high-school population of the country, 50 per cent is found in cities of\nless\n\nthan 8000 population.\n\nSuch communities are generally unable\n\nto\n\nprovide the necessary accommodation, along with generous sites, and erect\ntheir buildings in fireproof construction thruout, within the limits of their\n\ntaxing or bonding power.\n\nSuch a provision, then, must needs discourage\n\nthe building of new schools, and means the continued use of old, worn-out,\n\nand otherwise undesirable buildings.\n\nWhere funds will not permit the\n\nerection of a fireproof building, it will require but a small additional outlay\nto fireproof corridor, floors, and stairways, and if the building is properly\nlocated, limited in its height, planned with due regard to circulation, stair-\n\nway, and exit, and proper methods of construction are employed, it can\n•be rendered eminently safe without the further use of fireproofing methods.\n\nEqually important as safety is the general plan scheme to be adopted\nfor the building, and no matter how modest the beginning, a school building\n\nshould be laid out so that its accommodations may be increast without impairing its natural lighting, or without serious alterations.\n\nThis point seems\n\nto have been overlookt generally thruout the country, and much waste has\n\nresulted therefrom.\n\nNot only should a building be planned with a view of\n\nits future extension, but it should be of such character as will permit of the\n\nextension of any of its departments from one to two or more units, and the\nunit should be such as to accommodate a normal class and no more.\n\nIn\n\nother words, the plan should be elastic to the highest degree, and capable\nof easy adjustment to overcrowding or to changes in the curricula.\nis\n\nThere\n\na wide divergence of opinion as to the open or closed plan for a school\n\nbuilding, and where the closed plan has some advantages in first cost, it is\n\nat the expense of perfect natural lighting, ventilation, and maximum safety.\n\nThe safety of a school building depends in a large measure upon the\nand number of its stairways. Many buildings, altho offering\n\nlocation\n\nadequate corridor space for proper circulation, fall short of standard require-\n\nments in their stairway and exit capacity.\n\nThe location and number of\n\n"} {"page": 395, "printed_page": null, "text": "STANDARDIZATION OF SCHOOL BUILDINGS\n\nDepartment!\n\n379\n\nstairways in a building is a matter of calculating accommodations for the\n\nnumber of persons and the number of floors to be served. It is a problem\nfor the individual building, and wise standardization rules here may result\nin\n\nimproved school conditions as well as economy.\n\nFire escapes, tho\n\nrequired by law in many states, should not be found upon school buildings\n\ndesigned for the highest degree of safety unless they are planned as inclosed\nstairways and the pupils are required to use them at least once a day.\n\nMuch has been written on the subject of proper lighting of schoolrooms.\nThere is a fair unanimity of opinion as to from which side light should come,\nbut there is a wide range on the quantity to be admitted. It is obvious\nthat a window surface necessary for a school in the northern and eastern\nlatitudes will be entirely too great for schools in the south.\nState legislation has generally been in the direction of fixing a certain percentage of the\nfloor area for glass area, regardless of other considerations.\n\nThe strict\n\nenforcement of laws requiring an excess of window surface has, in some\ninstances, not only given a harmful quantity of light, but also demanded\n\nthe adoption of excessive story height, or special methods of construction,\nplacing an unnecessary burden upon the cost of buildings without commensurate result.\n\nA law fixing the size of classrooms upon an arbitrary number of square\nfeet per pupil, or number of cubic feet of air space, cannot be depended upon\nfor the proper dimension of rooms, and much waste in floor space has resulted\n\ntherefrom, as such rules generally require a floor space far in excess of the\nactual requirements, in some cases as much as 20 per cent.\n\nSurely a law\nwhich requires floor space to that extent over normal requirements does not\nmake for economy.\nIt will perhaps be impossible for the committee to enter into detail as\n\nto the various\nventilation.\n\nmethods and technical processes involved in heating and\n\nSome general suggestions, however, should be included, to\n\nthe end that the required space is provided to house the system in order to\ninsure its proper working.\n\nThe foregoing are the fundamentals as to plan,\n\nand these, coupled with suggestions as to rational methods of construction,\nshould provide a basis for the satisfactory standardization of schools as\nfar as we may ever hope to carry it.\n\nAnd, finally, the committee should determine some uniform system of\ncomputing cost data determining the items which should go to make up the\ncost of a school building, in order that comparable data, as between various\n\ncommunities, may be compiled.\n\nRealizing the importance and value of\n\nsuch data, this work was initiated by the National Association of School\n\nAccounting Officers, and a preliminary report was made at their meeting\n\nNow that the work is to be taken up by a joint committee\ncomposed of school experts, accounting officers, and architects, conclusive\nand valuable suggestions may be hoped for, for settling this much-abused\nin May, 1916.\n\nquestion.\n\n"} {"page": 396, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n380\n\n[Administration\n\nCONSERVATION OF NATIONAL IDEALS IN WAR TIME\nWILLIAM T. FOSTER, PRESLDENT, REED COLLEGE, PORTLAND, ORE.\nThis national convention of teachers in this, the first year of our entrance\ninto the world- war,\n\nis\n\ndedicated to the general subjects conservation,\n\npatriotism, and nationalism.\n\nIn this connection I ask you to consider with\n\nme the school as the only agency of society able to reach virtually all the\nnext generation, which is fundamentally devoted to the conservation of\nnational ideals.\n\nWe are all aware that the outstanding tendency of our schools for a\nThe so-called man\nHe has been inclined to ridicule\n\ngeneration has been toward the immediately practical.\nof common sense has scorned the idealist.\n\neverything beyond the range of his imagination, an imagination that has\n\nnever been permitted the impractical exercise of climbing snow-capt\nmountains.\n\nHe understands a silver dollar, a bushel of wheat, a stock\n\ncertificate, a load of bricks, a yard of linoleum\n\n—these are\n\nreal.\n\nBut beyond\n\nsuch tangible commodities he sees nothing but delusions, speculations,\ntheories, superstitions\n\n—^mere dreams.\n\nYet in a vital sense there is nothing real but dreams, there is nothing\nsubstantial but ideals. Nothing else ever makes a conquest; there is\n\nThe history of the Greeks, of the\nRomans, of the Jews, and of every other people is the history of the triumph\nof ideals and the futihty of arms apart from the ideals they defend.\nForce\ntransient; the force of ideals is spiritual\neternal.\nof arms is physical\nUniversities should be high towers of vision.\nYet in their plans for\nhousing, our universities have traditionally lackt vision. Even Harvard\nUniversity, when we consider the size, location, and architecture of its\nbuildings, seems to have erected each one as tho it was supposed to be\nthe last. The trustees of Indiana University, having spent the sum of\nnothing else that cannot be conquered.\n\n—\n\n—\n\n$2400 on a building to house the entire university, in their report to the\n''We are\n\nlegislature, in 1820, apologized for their extravagances and said,\n\naware that the plan proposed may be opposed to on account of its magnitude.\"\n\nThe regents of the University of Illinois, in dedicating a central\n\n\"This building will meet all the\nThis year their immediate\nsuccessors have proposed and the state legislature has adopted a program\n\nbuilding, about a generation ago, said,\n\nneeds of the University for a century to come.\"\n\nfor buildings involving an expenditure of a million dollars a year for ten\n\nyears.\n\nWe do not see the future large\nWe have too few descendants and too many ancestors. It is\n\nEven in the Far West we lack vision.\nenough.\n\nall well enough, as Dr. Lindley has said,\n\n\"to take off our hats to the past,\nAlready the history of these\n\nbut we must take off our coats to the future.\"\n\nPacific Coast states shows that those who told the biggest lies a generation\n\nago about the future of this country told the most truth.\n\nThose who dared,\n\ni\n\n"} {"page": 397, "printed_page": null, "text": "Department!\n\nCONSERVATION OF NATIONAL IDEALS IN WAR TIME\n\n381\n\na generation ago, to predict for the University of California a growth half\nas great as it has already attained, were laught at as typical western visionaries.\n\nIn time of war the university, true to its function as the conservator\nof all that is best in the nation, must remain a cool and lofty place of ideals.\n\nFirst\n\namong its cherisht and protected ideals must be that of truth, for\nThe nature of the assault upon truth\n\n\"truth is the first casualty of war.\"\nis\n\nshown in the proposal that this national convention of teachers pass a\nGerman language and\n\nresolution in favor of abolishing the study of the\nliterature.\n\nThis is nothing less than a proposal that the very institutions\n\nwhich are dedicated to the discovery and preservation of truth should now,\nin the blindness of race hatred, endeavor to cut themselves off from all\ntruth that finds utterance in the German language.\n\nHow great the calamity will be if truth is among the casualties of this\nwar we can only realize by trying to understand fully what we mean by\ndeclaring that we have entered the war for freedom and are therefore financing it with Liberty Bonds.\n''Ye shall know the truth and the truth shall\nmake you free\" must be said to nations as well as to individuals. \"A man\nthat is afraid of the truth,\" says President Wilson, *'is afraid of life; a man\n\nwho does not love truth is in the way of decay and of failure.\"\nThe war thrusts upon the nation the need of burnishing ideals as well as\narmaments.\n\nThere is always danger, thru the bitterness and sacrifice of\n\nconflict, of falling to lower planes, of doing violence to the very ideals that\n\nwe started out to exalt and defend.\n\nArmies and navies and aeroplanes\n\nalone cannot make the world safe for truth; and the world cannot be safe\nfor democracy until it is safe for truth.\n\nDemocracy is a body of ideals.\n\nIts last citadel of refuge from the enemy, therefore, must be an institution\n\nSuch an institution is the school.\nThousands of the noblest young men of America are now on their way\nfrom the universities to the front trenches of the fight for ideals. Some of\nthem will never return. That will be a loss beyond the power of imagination; but it will be a greater tragedy if, while they are dying at the front,\nwe who are intrusted with the conservation of national ideals fail to do our\npart in making the world safe for democracy. We shall fail unless we make\nour schools and universities safe places for continuing even under stress of\nwar to inculcate the principles for which we went to war. For what shall\nit profit us if we gain the whole world for democracy and thereby lose the\nsoul of democracy ?\ndedicated to the conservation of ideals.\n\n—\n\n—\n\n"} {"page": 398, "printed_page": null, "text": "I\n\n"} {"page": 399, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS\nSECRETARY'S MINUTES\nPORTLAND MEETING\nOFFICERS\nSalem, Mass.\n— Asbxjry Pitman, principal, State Normal School\nVice-President— Natalie Thornton, dean of women, State Normal School. .Moorhead, Minn.\nSecretary— John F. Sims, president. State Normal School\nStevens Point, Wis.\nPresident\n\nJ.\n\nFIRST SESSION—Wednesday Afternoon, July ii, 191\nIn the absence of the president, J. Asbury Pitman, principal. State Normal School,\nSalem, Mass., the meeting was called to order by the secretary, John F. Sims, president.\nState Normal School, Stevens Point, Wis., and James Bever acted as secretary.\n\nThe\n\nfollowing program was presented in Room B, City Auditorium:\n\n\"How Far Should the Principle of Standardization Be Followed by the Normal\n\n—\n\nC. G. Pearse, president, State Normal School, Milwaukee, Wis.; J. G. Crabbe,\npresident, State Teachers' College, Greeley, Colo.\n\"The Responsibility of the Normal School for Training Teachers for All Lines of\nSchool\nG. W. Nash, president, Normal School, Bellingham, Wash.; J. W. Crabtree, president, State Normal School, River Falls, Wis.\n\nSchool?\"\n\nWork\"—\n\nA spirited discussion followed in which many members participated. The discussion\nbrought to light the extreme displeasure of the members over the treatment of the normal\nschools in the surveys conducted by the educational foundations and by Commissioner\n\nClaxton.\n\nSECOND SESSION— Friday Forenoon, July 13, 191\nThe following program was presented:\n\n—\n—\n—\nAlhambra, Cal.\n\"The Commercial Arts\" —A. H. Sproul, principal, High School of Commerce,\nPortland, Ore.\n\"The Claims of Scholarship upon the Normal School\"—^William T. Foster, president.\nReed College, Portland, Ore.\n\"America an Unstratified Democracy\" —John R. Kirk, president, State Normal\nSchool, Kirksville, Mo.\n\n\"The Normal School and the Demands of Industrial Education\" H. H. Seerley,\npresident of the State Teachers College, Cedar Falls, Iowa.\na) \"The Practical Arts\"\nFrank E. Barr, director, Manual Training Department,\nState Normal School, Cheney, Wash.\nb) \"The Household Arts\"\nMrs. O. Shepard Barnum, State Board of Education,\nc)\n\nThe nominating committee appointed at the first session, consisting of J. G. Crabbe,\nF. A. Cotton, and A. J. Matthews, presented the following nominations:\n\n—\n—\n—\n\nPresident D. W. Hayer, president, State Normal School, Peru, Neb.\nVice-President\nG. W. Nash, president, State Normal School, Bellingham, Wash.\nSecretary H. A. Schofield, president. State Normal School, Eau Claire, Wis.\n\nThese nominees were elected by a unanimous vote.\n383\n\n"} {"page": 400, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n384\n\n[Normal\n\nPAPERS AND DISCUSSIONS\n\nHOW FAR SHOULD THE PRINCIPLE OF STANDARDIZATION\nBE FOLLOWED BY NORMAL SCHOOLS?\nCARROLL G. PEARSE, PRESIDENT, STATE NORMAL SCHOOL,\nMILWAUKEE, WIS.\n\nThe conditions in the different states of the Union are so varied that\nno standardization of courses of instruction in normal schools seems\npossible until conditions in the different states become more nearly\nsimilar.\nA normal school is for the purpose of training the teachers\n\nwho are to work in the public schools of the state.\ntional, and is not to give a general education.\n\nstudents whom it trains for specific work.\n\nIt is strictly voca-\n\nIts purpose is to fit the\n\nTherefore, so long as one\n\nstate is liberally supplied with high schools while another has very few\n\nschools of the secondary class\n\n;\n\nso long as one state is purely agricultural\n\nand another chiefly manufacturing or mining; so long as the educational facilities of the states, as well as the social and industrial conditions\nwithin the states, differ so greatly as they do at present, it does not seem\npracticable to attempt to train teachers in the same way, or even in\ncourses of the same length, in all the states.\nOne kind of standardization, however, seems possible; that is, a\nstandardization of the terms or names which are applied to courses of\ndifferent kind and extent; also the names or terms describing the conditions of entrance into the normal schools.\nIf the normal schools\nwould agree upon a system of descriptive terms showing under what\nconditions normal schools admit pupils, also a set of terms to show the\nlength of course which the normal schools maintain, there might be an\nagreement upon standards, and material help might also be given in the\n\nway of inducements to schools to reach as speedily as possible standard\nconditions of admission and courses of standard length.\n\nPerhaps as good a plan as any would be to adopt a system of terms\nof rating similar to those used in describing the hull, rigging, and equip-\n\nment of ships.\n\nIf,\n\nfor example, a\n\nnormal school which required as a\n\ncondition of admission graduation from a four-year high school and\n\nwhich maintained a four-year course of instruction and training should\nbe described as an A-i school, an agreement upon similar terms of\ndesignation for schools having different requirements would enable\nanyone who saw the name of a school followed by the characters indicating its rating to know exactly the standard to which it had attained.\n\nA school which admitted students after three years of high school\nand maintained a four-year course might be designated as B-i; a school\nadmitting students after two years of high-school work to be followed\nby a four-year course, C-i; a school admitting students after one year\nof high-school work to be followed by four years in the normal school,\n\n"} {"page": 401, "printed_page": null, "text": "Department)\n\nSTANDARDIZATION OF THE NORMAL SCHOOLS\n\n385\n\nD-i; a school admitting after completion of the eighth grade to a fouryear course might be designated E-i.\n\nIn the same way a school admitting after the completion of a fouryear high-school course to be followed by a two-year course of instruction\n\nmight be designated as an A-3 school; one admitting after three years\nof high school to be followed by two years of normal-school training,\na B-3 school.\nA plan of standard terms or characterizations of this sort would\nenable every school to meet the conditions or to adapt its work to the\nconditions under which it must exist. It would be possible for it to\nexact such entrance conditions from its students as the general conditions and progress of education in the state made possible.\nIt could\nfix as high an admission standard as possible without rendering it impracticable to get and train enough students to meet the needs of the\nschools.\nIt would also make it possible for any normal school to adopt\na course of two years, or three years, or four years, based upon such\nadmission requirements as seemed necessary, and to do this without\nsailing under false colors, or under a flag the significance of which was\nnot clearly understood. The plan would also have the advantage of\nindicating the standards which the normal schools consider normal and\ndesirable for such schools to fix, when surrounding conditions permit\nthis to be done.\nIt may be that in the misty future, at a time when the citizens of the\n\nrepublic of Central Africa sit upon the ruins of London Bridge, or upon a\n\nmilestone marking the course of the deserted Unter den Linden, the\nnormal schools of the United States will be working under circumstances\nsufficiently similar so that they can establish uniform conditions of\nadmission and uniform courses of instruction thruout the country. It\nis likely, however, to be at a time when those now engaged in normalschool work have been absolved from their responsibilities.\n\nHOW FAR SHOULD THE PRINCIPLES OF STANDARDIZATION\nBE FOLLOWED BY THE NORMAL SCHOOLS?\nJ.\n\nI\n\nG.\n\nCRABBE, PRESIDENT, COLORADO STATE TEACHERS COLLEGE,\nGREELEY, COLO.\n\nThe state normal schools of this country are not standardized.\nis\n\nThere\n\nreal need for some rational, helpful scheme of standardization that may\n\nbe accepted by all these schools.\n\nAt Kansas City last February, before the National Council of Normal\nSchool Presidents, I said:\n\nThe normal schools of the country are just beginning \"to vision\" the great work of\nNot all the states will have the ideal normal school.\n\nthese teacher-producing institutions.\n\nBut there can be standards, ideals, unity of purpose, and a constructive program that will\n\n"} {"page": 402, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n386\n\n[Nonnal\n\nput to rout the fears of the conservative; that will quiet the reactionary; that will put\nout of business the outside agitator. In order to project forward the work of the ideal\nnormal schools, the nonnal schools must get together.\n\nWhat have the normal schools done in the way of meeting the problems\ninvolved in standardizing state normal schools ?\n\nThe creed of the Department of Normal Schools of the National\nEducation Association promulgated in 1908 declared for: high-school\ngraduation for admission to normal schools; the training of teachers by the\nnormal school\n\nfor\n\nboth elementary and secondary schools, two years'\n\ntraining for the elementary course, four for the secondary course;\n\nestablishment of departments of special research;\neducational leadership;\n\nthe\n\ncourses of training for\n\nopposition to the domination of the colleges in\n\nmaking the secondary courses of study preparatory to college; and a\nbroadening of the normal-school curriculum to meet the needs of the\nbroadening curriculum of the public schools. This was probably the first\ndefinite attempt to standardize normal schools.\n\nNine months before the 19 13 meeting\n\nof\n\nthe National Education\n\nAssociation the Committee on Resolutions was appointed, and in an unusual\n\nway it was instructed to formulate a \"Declaration of Principles\" to be\npresented at Salt Lake City.\n\nFor months the members of this committee\nmet and discust freely \" the scope of American educational activities and the\nagencies thru which we aim to achieve the ends visioned in our educational\nendeavor.\" The real fight in the committee was on the place of normal\nschools in our educational economy.\n\nAfter a series of strenuous sessions\n\nthe normal school won its rightful place by unanimous vote, except that on\n\npage 10 of the report you may find a footnote saying:\nJames H. Baker, a member of the Committee on Resolutions, called attention to the\nopposite view of the universities, colleges, and high schools, and to the fact that this\n\nstatement raises the question of the place for the preparation of high-school teachers,\n\n—whether\n— the function of university depart-\n\ninvolving costly duplication by normal schools of the colleges of liberal arts\nseparate institutions or departments of universities\n\nments of education, economy, scholarship standard of secondary teachers.\n\nIn this publisht \"Declaration of Principles\" are found briefly the\n\nand these were\nunanimously adopted by this department at the Salt Lake City meeting:\n\nfollowing fundamentals of the standard normal school,\n\n1.\n\nThe twentieth-century normal school is dedicated to higher education, with the\n\nspecial function of supplying teachers for the rural schools, the elementary schools, and the\n\nhigh schools.\n2.\n\nIts entrance requirements as to scholarship will be practically the same require-\n\nments that are now demanded by the college\n\n—graduation from a four-year high school.\n\n3. It will extend its course of instruction and practice, as conditions\n\nmay demand, to\n\nfour-year courses, thus giving.it as high a standing in the way of discipline and scholarship\n\nas the college now possesses.\n4. It will widely extend the field of professional experimentation and investigation.\n5.\n\nIt will try out its graduates as to their ability to teach and manage schools by such\n\na period of practice-teaching as will settle the case beyond peradventure.\n\n"} {"page": 403, "printed_page": null, "text": "STANDARDIZATION OF THE NORMAL SCHOOLS\n\nDepartment]\n\n6. It will plan effectively to train\n\n387\n\nteachers for rural schools, to stimulate and foster\n\nevery educative agency toward the development of rural community life, and to elevate\nthe professional position of the rural teacher.\n7,\n\nIt will set up definite ends of education that will relate themselves to the life of\n\nthe people in all departments of human interest and will thus become a great social energy.\n\nAs the public school is going to become, next to the family, the most potent social agent,\nso the normal school is going to fit teachers to perform this educative function.\n\nThese pronouncements of the normal schools of this country accepted\n\nby this widely representative national committee and unanimously adopted\nby the normal schools themselves has put forward the normal-school\nmovement twenty years.\nHere are a few of the resolutions passed by the National Council of\nNormal School Presidents in 191 7:\nWhereas, In making up the committee to conduct the surveys the normal schools\nof the country have been uniformly ignored, and\n\nWhereas, In the report of every survey recommendations have been made, which,\nwould result in limiting the development of normal schools, and\nWetereas, In the two instances in which the states have had time to consider the\nreports the recommendations were so opposed to the accepted policy of the states toward\ntheir normal schools that the states declined to follow the recommendations, and\nif carried out,\n\nWhereas, The general distribution of the reports of said surveys has had a tendency\nto discredit the work and the standing of the normal schools in their respective states;\n\nbe it therefore\nResolved,\n\nBy the National Council of Presidents and Principals of State Normal\n\nSchools that we disapprove of surveys made by committees constituted as have been\nthe committees herein referred to;\n\nthat we find it impossible for us to recommend the\n\nreports of said surveys to the people of our respective states as safe guides in dealing with\n\nthat we question the wisdom of expending public money\nand that we sincerely hope that if the Bureau of Education\n\ntheir educational institutions;\nfor surveys so conducted,\n\nshould conduct surveys in the future that the composition of the survey committees will\n\nbe so representative in character as to command the confidence of all classes of educational interests.\n\nEarly in the school year at Colorado State Teachers College I appointed\n\na committee of faculty men to consider the matter of the advisability of\nseeking admission to the North Central Association of Colleges and Secondary Schools.\n\nThis department may be interested in a part of the report of\n\nthis committee, since its arguments vitally touch the problems of standard-\n\nization of normal schools.\n\nThe committee says in part:\n\nWe find that teachers' colleges now members of the North Central Association are in\ndoubtful standing with the Association.\n\nWe regard the Association as one out of harmony with the purpose of a state college.\nWe believe that it is a passing movement rather than a growing one.\nWe believe that the purpose of this college can be attained thru legislation and the\norganization of the teachers' colleges which we suggest.\n\nI accepted the findings of the committee without hesitation.\n\nColorado\n\nState Teachers College maintains an ungraded school of adults without\n\nworrying much about entrance requirements and caring much more about\n\n"} {"page": 404, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n388\n\n[Normal\n\nthe ''power unit\" of the mature student's growth than about the ''time\nunit.\"\n\nThe genuine service of this school of adults can scarcely be over-\n\nestimated.\n\nI\n\nam of the opinion that the service of one ungraded school of\n\nadults is worth more than all the memberships of the beneficent associations\n\nthat would overstandardize us.\n\nDo you remember what Dr. Winship, our seer and loyal friend and\nfighter, said at the Cincinnati meeting ?\n\nThe chief mission of an educational institution of learning, as of every teacher and\neducational leader, is so to inspire young people with a desire to learn, that they will make\ngreat sacrifices for the opportunity to learn.\n\nStandardization may be a measuring rod or\n\nweight, it may be a rallying point, but it is never a barbed- wire fence for the keeping of\n\nanybody away from any good thing.\n\nTHE RESPONSIBILITY OF THE NORMAL SCHOOL FOR TRAINING TEACHERS FOR ALL LINES OF SCHOOL WORK\nG.\n\nW. NASH, PRESIDENT, NORMAL SCHOOL, BELLINGHAM, WASH.\n{Abstract)\n\nWhat is the proper function of the state normal school ?\n\nGranted that\n\nwork is the preparation of teachers for the elementary schools,\nmust its labors end there ? Is there any good reason why an institution\nmaintained by the state for the sole purpose of preparing teachers should\n\nits chief\n\nregard itself subordinate to the colleges, that count teacher-training as\n\nmerely incidental to their larger work, or to the departments of education\n\n—but tolerated—by the general\n\nthat are usually despised\n\nfaculties of the\n\nuniversities ?\n\nI believe that the state normal school is peculiarly commissioned by the\nCommonwealth to prepare teachers for its schools. It is alleged that\nuniversities and colleges have lookt upon the state normal school with\n\nchanging sensations\n\nwith alarm.\nis\n\n—\n\nfirst\n\nwith contempt, next with interest, and finally\n\n\"The normal school is becoming too popular, too important,\n\nassuming rights and privileges sacred to the institutions higher up,\"\n\nspokesman for college and university. In the face of dust\nthrown up to blind the public, the state normal school must boldly take its\ndeclares the\n\nstand for educational leadership and maintain its right to train all kinds of\nteachers for the common schools.\n\nBy making normal-school work severely\n\npractical and suited to the needs of the public, we may eventually bring\n\nto the institution the complete recognition to which it is entitled.\n\n"} {"page": 405, "printed_page": null, "text": "THE NORMAL SCHOOL AND INDUSTRIAL EDUCATION\n\nDepartment]\n\n389\n\nTHE NORMAL SCHOOL AND THE DEMANDS OF INDUSTRIAL\nEDUCATION\nHOMER H. SEERLEY, PRESIDENT, IOWA STATE TEACHERS' COLLEGE,\nCEDAR FALLS, IOWA\nThe present trend.\n\n—Modern education finds\n\nitself\n\ncompelled to recog-\n\nnize the demands of industrial education and training as a major question\n\nthat has past the point of discussion\nlegislation to\n\nand is now by state and national\n\nbe introduced as an effective part of public-school work.\n\nIt has been decided that educational organization and\n\nmanagement must\n\nprovide such instruction as the masses need to enable them to lead a productive and an efficient industrial life.\n\nIt\n\nis\n\nstated that this condition\n\nmust be met without delay, and that the schools now in existence must be\nso reorganized that the work of education shall be industrialized and vocationalized in all respects that are possible to be accomplisht.\n\nThe passage\n\nof the Smith-Lever bill by the United States Congress was a first step to\n\nsuggest that a reform in education must be undertaken as soon as adjust-\n\nments could be made, and the passage of the Smith-Hughes bill has so\ncompleted the movement for industrial education that there is no\n\nfully\n\nproblem left to the educator but to seek the ways and means by which this\nremarkable accomplishment is to be realized.\n\nThe normal\n\nschools.\n\n—These recent developments leave no possible\n\nreply to the normal schools but that of acceptance on their part of the work\n\nThey are institutions founded by acts of legislature to perform\nThey\nare expected to respond to public demand and thereby cooperate in helping\nin every way they can to make progress possible and the competency of\nto be done.\n\nspecial services to the several states in the preparation of teachers.\n\nthe masses more a certainty.\n\nTheir function is that of getting into inunedi-\n\nate action and so developing their plans and their facilities that the legislation that has been made will reach immediate results and attain the objects\n\ndeemed essential to civilization. For more than twenty years\nphenomena of coming new developments have been .constantly\nappearing in recommendations and propositions that could not be ignored.\nThe normal schools have recognized the importance of most of these\ndepartures from the old-time standards of the public-school curriculum, and\nwere the first to accept them in good faith. Their administrators have\nrealized that the education of the people implied more than the programs\nof studies that had been adopted, and hence they have accepted as their\nfirst duty the preparation of suitable teachers to meet the demands as soon\nas they appear in public requirements.\nA study of the announcements and\nthat are\nthese\n\ncirculars of information as to the opportunities offered at the normal schools\nfor the past quarter of a century shows a constant njodification and expan-\n\nsion that\n\nis\n\nalways some years in advance of the privileges and training\n\ni^^ranl\nanted by the standard liberal-arts colleges to those who wish to prepare\n\n"} {"page": 406, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n390\n\nfor the enlarging service of the teacher.\n\n[Normal\n\nThis is so true that the province\n\nof the normal schools has been under discussion in educational associations\n\nand in educational literature because it has been hard fully to appreciate\nthe fact that the normal schools were so much influenst by public sentiment\nregarding progress that they can never be charged with conservatism or\n\nwith inability to meet the public needs.\n\nEvery meeting of a general\n\nassembly of every state gives the normal schools an opportunity for readjustment, it determines for them some modifications of standards and equipment, and it decides for them the problems that are to be next solved in\nthe commonwealth.\n\nThe\n\nTightness\n\nof this\n\nattittide.\n\n—Civilization properly demands that\n\nthere should be some institution that must make the experimental and the\ntheoretical practical\n\nand valuable.\n\nThe\n\neducational proving-ground in\n\nthe United States is the state normal school.\n\nWithout this, legislation on\n\npublic education would not be able to make any creditable progress, since\nthere are no institutions in American civilization that are harder to reach,\nto reorganize, and to reform than the common schools of this democratic\n\nSuch a political organization demands demonstration, exemplificaand illustration in all changes for improvement and enlightenment\nthat are undertaken. The normal schools were founded for this very\npurpose. They were created by the people and not founded by the aristocracy of talent; they were legislated into existence for a purpose and not\nestablisht by decrees of conventions, faculties, and organizations to carry\nout any preconceived ideas. They were commissioned to study the immediate needs of society and to endeavor to meet those needs by discretion\nand application. They were so constituted that they had no preconceived ideals to urge and no positive standards to enforce, and hence they\nenjoyed a freedom from the decrees of the centuries and from the philosophies of the past that has given them abundant opportunities to serve\npeople.\ntion,\n\nsociety.\n\nThis has not always been realized or appreciated.\n\nIf this\n\nview\n\nof the province and status of the normal school is reasonable and just, then\nit is\n\nthe only present-day educational institution that is so closely in touch\n\nwith our democracy, that is so free in initiative and motive that it can save\nindustrial education in the public schools from failure and extravagance,\n\nbecause all others are hampered by tradition or else are hindered by lack of\nequilibrium and experience in education as a general problem rather than\nas a special problem.\n\n—\n\nThe limitations of endeavor. There is more need for sanity and for disjudgment in conducting wisely this modern movement than has\never before been necessary. This is naturally true, because it will be easy\nto destroy what has already been attained in public-school development\nand also be unable to .provide a satisfactory substitute for that which is\ndestroyed. In attempting to take care of vocational instruction and\n\ncreet\n\ntraining, it\n\nis\n\nnot necessary to rob the pupils of the absolute essentials\n\n"} {"page": 407, "printed_page": null, "text": "Department]\n\nTHE NORMAL SCHOOL AND INDUSTRIAL EDUCATION\n\nof intellectual\n\nand practical education.\n\n391\n\nThe time will never come when\n\nthe fundamentals of scholarship, elementary and secondary, will not be\nessential to success in industry, to intelligence in personality, and to true\n\ninterest in right living and thinking.\n\nThere are limitations that must be\nconceded a place in all progressive education and civilization, limitations\nthat accept as a definite conclusion that human life demands for its welfare\nmany varieties and kinds of capability and activity. Material prosperity\nis\n\nimportant to happiness and efficiency, but material prosperity is not\nis\n\nnot plenty of place left yet for the other\n\nrealms of thinking and living.\n\nIt is here that the normal schools find a\n\nso all-important that there\n\ngreat opportunity to conserve and preserve the legacies of the past without\n\ndestroying or minimizing the practicahties and the necessities of the\npresent.\n\nThe key to the situation.\n\n—In attempting\n\nto determine a solution to the\n\nproblems and avoid the chaos that could easily obtain, it is safe to recognize the fact that the preparation\n\nand developing of the qualified, wellIf the normal schools realize\n\nbalanst teacher is the key to the situation.\n\nthe greatness of this opportunity they will at once accept the challenge\nof society and find the happy medium geniunely possible of accomplishment\nin the work of industrial education.\n\nIn no other way can they exalt their\n\nThe prepara-\n\nservice or reach their place of large and effective usefulness.\n\ntion of teachers will decide the outcome, as without intelligence and capability in the classroom, the laboratory, and the lecture-hall all schemes for the\n\nbetterment of training and the securing of efficiency will not be half materialized.\n\nThe normal schools serve their day and generation when they rise\n\nto the\n\nmagnitude of the demands, comprehend the forces that are to be\n\nemployed, and assert their capability and practicality in helping a longsuft'ering public reach a sensible and an effective destination in its struggle\n\nfor\n\npermanency\n\nof\n\nprogress and freedom from handicaps.\n\nIndustrial\n\neducation has become a great reality when its obligations are assumed by\nwell-poised, self-sacrificing, thoroly trained teachers\n\nwho are ready and\n\nwilling to give a lifetime to such accomplishment.\n\nThe modern demand.\n\n—With the present conditions\n\nof\n\ncivilization,\n\nwith the instrumentalities in modern education, it is certainly impossible for\nthe true normal school to remain a silent organization overlooking oppor-\n\ntunity and not recognizing its province for vigorous and projective action.\nThe normal school should be true to its history, it should be scientific in its\naims, it should be positive in its leadership, and it should be master of its\ncapabilities in every sense of the word.\n\n"} {"page": 408, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n392\n\n[Normal\n\nTHE PRACTICAL ARTS\nFRANK E. BARR, DIRECTOR, MANUAL TRAINING DEPARTMENT, STATE NORMAL\nSCHOOL, CHENEY, WASH.\n\nThat the training of those engaged in industrial work in this country\nis evidenst by the report of the Committee of the National\nAssociation of Manufacturers on Industrial Education. In this report,\nmade in 191 2, the statement is made that we are, on industrial training,\ntwenty-five years behind most of the nations which we recognize as our\ncompetitors. Among the great educational movements of the present is\nis\n\ndefective\n\nthe tendency toward the development of a great national system of education in the practical arts.\n\nThis system must in all probability be developt as a part of our present\npublic-school system, bringing with\n\nit\n\nsuch changes of curricula and of\n\nadministration as seem necessary in order to give to the practical arts the\n\nemphasis which is needed if our country is to maintain a position of importance and power in the field of commercial activity among the great industrial\n\nnations of the earth.\n\nIt\n\nmay possibly be developt, however, partly\n\nas an element of our present school system, or perhaps independently of that\n\nsystem.\n\nBefore we can determine upon the best plan for establishing a\n\ngreat system of practical education we\n\nsurvey of the\ndone.\n\nfield to\n\nmust make a thoro and careful\n\ndiscover what has been done and what is being\n\nWhat are the needs of the field ?\n\nAs a basis for a glimpse of the needs of the field I shall make use of a\npart of the data found in United States Bureau of Education Bulletin, 1916,\nNo. 32, entitled Some Facts Concerning Manual Art and Home-making Subjects.\nThese data were gathered by means of questionnaires extending\nover 39 states and embracing 156 cities.\nThe purposes of the investigation which are of interest in this discussion are: the nature and character of the work now given in the schools as\nwork in the practical arts or as training which pertains to the work in the\npractical arts; the distribution of that work in the grades and in the high\nschool; the nature and amount of correlation with other subjects; dominant\naims in the teaching of this work in the practical arts or work pertaining to\nthe practical arts;\n\nthe cost per pupil; percentage of pupils entering the\n\nwhich the practical-arts work is supposed to have prepared them; time given to the work, as an indication of the importance\nattacht to that work as compared with the importance of the other school\n\nlines of work for\n\nwork.\n\nTables have been prepared showing principal aims and relative importance, which may be summarized as follows:\nImportance\n\nSecondary\nImportance\n\nLeast\nImportance\n\n49%\n\nGreatest\n\nVocational\nPrevocational\nCultural\n\n11%\n\n40%\n\n50\n\n38\n\n13\n\n39\n\n22\n\n38\n\na\n\n"} {"page": 409, "printed_page": null, "text": "THE PRACTICAL ARTS\n\nDepartment!\n\n393\n\nThe methods of approach are systematic graded exercises, individual\nprojects, cooperative projects, correlated projects, or combinations of two\n\nor more of these methods.\n\nWhere a single method is used it is most frequently that of systematic\nCombinations of two or more methods are more frequently used than any single method. Each method is made use of to\nsome extent in every grade, but systematic graded exercises are used most\nfrequently in Grades 6, 7, and 8, and individual projects in Grade 8 and\nthe first two years in high school, cooperative projects in Grades 7 and 8\nand thru the high school, and correlation work in Grades i to 4. The subjects with which the practical arts are most frequently correlated are\ngraded exercises.\n\nhistory, geography, reading, language, arithmetic, etc.\n\n(It is doubtful,\n\nhowever, whether any great amount of real correlation work is done.)\nNevertheless I believe that when the system of practical training is finally\nperfected the key to its effectiveness will be proper correlation with the\nsubjects which are necessary to the building of good citizenship.\n\nThe\n\ntime given to the practical-arts work varies greatly in the various grades\n\nand in different schools.\n\nThe average is about 5 per cent in the first six grades, 6 per cent in the\nseventh and eighth grades, and 25 per cent in the Senior year of the high\nschool.\n\nThe kinds of work offered are not very extensive.\n\nMost of the work is\n\nnot distributed over many grades, and it is insufficient to produce anything\nlike industrial efficiency in any line even tho the work should be given to all.\n\nThe time allowed for the work is not sufficient to cause even such work as\nany great extent as practical or industrial training.\nThere is another great movement in education which will ultimately\nhave for one of its chief functions the work of determining a sound basis\nis given to function to\n\nfor vocational-guidance work.\n\nI refer to the system of mental tests just\n\nnow coming to the attention of the public.\n\nAnd I am firmly convinst that\n\nthe impetus and stimulus which this system of mental tests will give to\n\nvocational guidance will be lasting and great, and that vocational guidance\nis\n\nessential as the basis of any system of practical education can readily\n\nbe demonstrated.\n\nThe effect of the mental-intelligence tests is more far-\n\nreaching and fundamental than wfe might suspect at first glance, because\nit\n\nultimately will not only affect our schools and school system, but reach\n\nout into our great system of organized industries and work for the economy\nof material resources and of human effort.\n\nreformatories,\n\nIt will go into our prisons and\nand with accurate and scientific certainty will point out\n\nbetter methods of administering the affairs of these institutions.\n\nBut, best\n\nof all, it will reach out into our social life and will enable us to lay a restrain-\n\ning hand upon the propagation of our deficients, of our criminal class, and\nwill thus enable society to guard and protect itself against the criminal and\n\nthe potential criminal\n\nt\n\n1\n\n—the mentally deficient—and\n\ncriminal from himself.\n\nwill protect the poten-\n\n"} {"page": 410, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n394\n\n(Normal\n\nI need tell you nothing further about the existing conditions with regard\nto the lack of preparation of the workers of this nation for the work which\n\nthey are doing, of the resulting inefficiency and loss of time to the indi-\n\nand to society at large. We all know that\nemployed in the various industries less than i per\ncent have had or do have at the present time any opportunity for specific\ntraining for the work which they do, prior to their entrance upon that\nvidual, to his employer,\nof our i4i millions\n\nwork.\n\nWe are just now beginning to realize fully that we need trained workmen on the farm, in stock raising, in shops, in factories and stores, in transEven\nnow the idea is not entirely definite in the minds of the public that it is\nnot enough that the individual who is to teach be trained in books and in\nsubject.\nThe public does not realize as do you, the leaders in education\n\nportation, in our homes, and as heads and teachers in our schools.\n\nand the training of teachers, that the teacher must be educated, not alone\nin the subjects of which the schoolbooks treat, but also in the nature and\nworkings of the mind of the child, that he must know the elements which go\nto make up character, that he must be taught to realize the need of the\ncommunity and to minister to it; that he must be taught to teach, in the\nhighest sense.\n\nThese and other occupations are the practical arts.\n\nNow if science can\n\ngo into a great industry in the shape of a trained psychologist and save that\nindustry many times his salary; can save thousands of dollars spent each\n\nyear by the industry thru the employment of inefficient workers, or of\nefficient\n\nworkers who are not qualified for the work for which they are\n\nemployed, but who are valuable in some other department\nnot worth looking into?\nconcerns are doing.\n\n— that science\nis\n\nThis is exactly what some increasingly great\n\nTests for many types of mentality have been devised,\n\nand tests which will determine with a fair degree of accuracy the general\nmental level of any individual have been workt out.\nIf the psychologist by careful study and observation can determine\nwhat qualities of mind are necessary in order to enable an individual to\nperform in a satisfactory manner a reasonable amount of the work of any\ndepartment, he can then, by the application of the tests for the qualities\nIf this can be\nof mind necessary, determine the fitness of all applicants.\ndone in the industrial concern it can be done in the school, and it can be\ndone in the school early enough to enable the individual during his ordinary\nschool career to go far toward preparing himself for the work for which his\nnatural abilities and inclinations best fit him for the work in which he will\nbe happiest, in which he will serve himself and society best.\nBefore we can establish a great system for the training of the 90,000,000\nof people\nour great working population before we can prepare the million\n\n—\n\n—\n\n—\n\nrecruits per year needed in our various industries to take their places in\n\nthose industries and to do their work efficiently without the great economic\n\n1\n\n"} {"page": 411, "printed_page": null, "text": "Departmentl\n\nNORMAL SCHOOLS AND THE DEMAND FOR EDUCATION\n\n395\n\nwaste made necessary thru unavoidable adjustments and readjustments\nof the individual until he finally finds the place he can fill or shifts about\n\nfrom this job to that until he one day finds himself without a job and\nbecomes a member of that great class of undesirable individuals, the hobos\nand the tramps, a burden to himself and to society because society has\nfailed to do her duty in finding out where he belonged in her great system\nof industries and in fitting him to fill that place\nbefore we can do these\nthings we must find out what type of work the mental, moral, and physical\nmake-up of the individual will best fit him to undertake; we must examine\nthe mental and moral fiber of the individual; we must know what can best\nbe done to develop his natural powers to their fullest usefulness; we must\n\n—\n\nguide him vocationally.\nI\n\nmaintain that great as was the victory scored when we secured the\n\npassage of the Smith-Hughes bill, and great as are the advantages of securing a practical education for the youth of our country made possible by the\n\npassing of that bill, we shall find ourselves handicapt, uncertain, ineffective,\nin much of the training which we shall provide, unless we first establish as\n\na point of departure a thoro and complete system of vocational guidance.\nIf\n\nwe attempt a system of vocational training not based upon, and\n\nworking in harmony with, such a system of vocational guidance we shall\nwaste millions of dollars, years of time, and priceless human effort before\n,we shall finally\n\nmake that system what we hope it shall become\n\n—the\n\n[source of fitting every normal individual to become a conscious factor in\n\"society thru the preparation of that individual for the place of highest usefulness which he is capable of filling.\n\n\\THE NORMAL SCHOOLS AND THE DEMAND FOR EDUCATION\n\nIN THE HOUSEHOLD ARTS\nMRS.\n\nMARY G. BARNUM, VICE-PRESIDENT, STATE BOARD OF EDUCATION,\nALHAMBRA, CAL.\n\nThe demand for training in the household arts has changed since the\nwar from a theory to an acute condition. The roar of guns that has\nawakened mankind from dreams of a civilization quite above mere physical\nforce and necessity has\n\ndemonstrated the grim truth that \"the world is\nIn particular, it has shattered the\n\nalways within a year of starvation.\"\n1\" feminist\" fancy that modern\n\nwomen are or can be\n\nToo free and smart\nFor human nature's daily art.\nGeneral conviction that training in household arts is imperative has\n\n:ome from many public arraignments such as the following:\nive estimates\n\n\"Conserva-\n\n.... indicate that we now throw away $700,000,000 worth\n\n[of food each year\n\nthru stupidity or ignorance in the home.\"^\n\n'From \"Literary Digest\" of Chicago Daily News, April 21, 1917.\n\n"} {"page": 412, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n396\n\n[Normal\n\n\"If America will only eliminate waste and extravagance in food it will\ngo far to help the whole problem\" (Hoover).\n\"The waste in even our thrifty country homes is enormous. It is the\ngreat American crime. If our women learn to check it and I believe they\nwill learn\nthe war will have taught them a wonderful lesson and done\nthem and the country an inestimable service.\"^\n\n—\n\n—\n\nIn short, as Mary S. Woolman said here in Portland this week: \"Conditions arising from the present\n\nwar call for economy, but the principal\n\nconsumers of the country, the women, are not in general trained to meet\nthe emergency.\"\nIt hurts to hear these truths, but the shock should not destroy our\n\nwomen or as normal-school workers; altho\nwomen as home-makers and as normal-school teachers can undoubtedly do\n\nbalance, either as American\n\nmost to effect a rescue, they should not meekly assume an undue share of\nthe blame. In the first place, extravagance is a general American fault,\naffecting both men and women.\nIn the second place, the aberration is only\ntemporary two or three generations back most of us have the sober sense\nof thrifty stock, either New England or Old World.\nIn the third place, the\nnormal schools of America have been doing more than most other institutions for the last two decades in the matter of proper training in household\narts.\nIn the fourth place, rapid gains have been made in the last four\nyears, notably in certain states, so that normal schools are a great resource\nand element of \"preparedness\" in the present crisis.\nConcerning general extravagance, the observation of Sir Rabindranath\nTagore has a figurative as well as a literal appHcation. He says, \"Of all\nthe lands that I have visited^ the United States of America is the only one\nwhere a person eats the inside of a slice of bread and throws away the\nSide by side with reports of ignorance and waste in homes are\ncrust.\"\nserious accounts of unskilled and spendthrift men, wasted natural resources,\nand of the gambling spirit in business. The lack of skilful thrift on the\npart of American women is often due to the example and mandate of\nthe men of the family. Friend husband wants what he wants on the\ntable when he wants it.\nHe frequently conducts his business and his recreations on a lavish scale. Many a wife gets tired of saving dollars by\nlong-drawn-out and painstaking economy, only to see the results riskt and\n\n—\n\nwith the jovial mascuHne excuse, \"I\n\nlost\n\nam willing to try anything\n\nonce.\"\n\nThe modern American girl does not take up household economy at home\nor at school, because she is marrying the modern American get-rich-quick\n\nyoung man and both are more interested in luck and vocational adventure\nthan in sound toil and training. One interesting, ultra-modern type of young\nwoman does realize (from observation or \"sociology\") that no probable\nmere man can earn enough to set her free from home cares; she is, however,\n*\n\nMiss Gertrude Lane, Editor of Woman's Home Companion.\n\n"} {"page": 413, "printed_page": null, "text": "Department!\n\nNORMAL SCHOOLS AND THE DEMAND FOR EDUCATION\n\n397\n\ncuriously confident of a brilliant financial career for herself that will drive\n\nwhole family. When urged to prepare for homemaking she asserts, \" I shall make enough money to employ real speciaUsts\nin all phases of home-making\"\n^presumably a trained nurse, a kinderdull care away for the\n\n—\n\ngartner, a dietist, a sanitation engineer, a laundress, a seamstress,\n\nSheer mirage and magic!\n\nassorted maids.\n\nactually in business and industry earn\n\nand\n\nIn truth, the milhons of women\n\n—\n\n—\n\non the average so limited a wage\nmust add to their ofiice or shop specialty assorted household\ntasks done \"nights and Sundays\" to make ends meet. Americans have\nreally known better, from family tradition and reflection on frequent\nfailures, and the war has now made them face the facts.\n\"Therefore we\nconclude\" with apologies to Browning \"that the real (war) function is\nto furnish motive and injunction for practicing what we know already.\"\nThe normal schools are doing their best to meet the sudden demands\nFor nearly twenty years they have been doing\nof an awakened nation.\nmore than most other institutions to provide scientific training in household arts. Their graduates have carried the work just as far as communities\nwould support it not perhaps in sentiment and discussion, but in actual\nexpense and equipment. An idea of the rapid growth of home-economics\ntraining in normal schools can be obtained most quickly perhaps by consulting Bulletin, 1914, No. 37, of the United States Bureau of Education.\nInvestigations there reported show that prior to 1900 only twelve normal\nschools had introduced the work, and all but four of those were in the South.\n[-Note the contrast in 19 14.\n\"Home-economics courses are now offered in\n[practically all .... public normal schools\" (p. 127).\nOn page 136 occurs a\n[significant statement.\nOf the schools reporting, \"the median percentage\n[of students electing household arts was 16 per cent.\"\nSuch an unduly\nthat they\n\n—\n\n—\n\n—\n\nsmall percentage is at once the result of the popular attitude noted above,\n\n[and the cause of the limited harvest reapt in this field.\n\nThe normal schools\n\n[offered instruction in the indispensable arts of life, but, as Mark Twain has\n[it,\n\n\"The superciUous girl acted with vicissitude when the perennial time\nle.\"\n\nSince 19 14, developments in the household arts departments of the\nnormal schools of the United States have been too many and varied to\n\nsummarize in the brief time allowed me today.\n\nBtdletin, 19 14,\n\nNo. 37,\n\noutUnes \"a State Program of Education for the Home,\" containing twelve\n\nTo compare that 19 13 cross-section with a 191 7 crosswould be illuminating and iUimitable. Perhaps one illustrative\ninstance may be permitted showing the progress made during that period\nin the one state that I know and love the best\nCalifornia.\nessential features.\n\nsection\n\n—\n\n—\n\nThe first essential indicated is \"a requirement that household arts be\ntaught in every elementary school, city or rural.\" In 19 13 the California\nlaw was permissive only. The new 191 7 law is mandatory \"in school districts employing six or more elementary-school teachers.\"\n\n"} {"page": 414, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n398\n\nRequirement No.\n\n2 stipulates:\n\n[Normal\n\n\"State supervision of household-arts\n\neducation by an expert inspector, preferably an assistant attacht to the\n\nIn California there was no such\n\noffice of state superintendent of schools.\"\n\nofficer\n\nwhen Bulletin,\n\n19 14, No. 37, was compiled;\n\nperson of the commissioner of vocational schools\ninspection in prospect.\n\nRequirement No. 3\n\n:\n\nnow there is, in the\n\n—with further expert\n\nRequirement No. 6 deals also with supervision.\n\" Home economics included as a part of the normal-\n\nschool preparation of every grade teacher\n\n—so that household-arts teaching\n\nmay be included in the grade work of every teacher.\"\nbulletin reports for California as follows:\n\nOn this point the\n\n\"The Joint Board of Normal\n\nSchools is directed to make for the normal schools a uniform course of study\nwhich shall include manual training, domestic science, agriculture, physiology and hygiene, and the methods of distinguishing physical defects.\"\nThis requirement was only partially accomplisht by that board. Courses\nwere not made uniform; the normal schools did not include all the list of\nsubjects specified; and normal-school students were allowed to elect these\nand other subjects. The result was that part specialized, and part graduated without one or more of the prescribed practical branches. In 191 5 the\nlegislature past an amendment intrusting the state board of education with\nthe problem of standardization, after conference with the presidents of the\nnormal schools. One of the resultant regulations adopted in 1916 and now\nin effect is that every graduate of a California normal school must have had,\neither in high school or in normal school, a full year course in household arts\nor manual training.\nNo. 4 advocates \"a certificate for special teachers of household arts\nrequiring not less than two years of professional training beyond the high\nschool, and for supervisory teachers a three-year or, preferably, a full four-\n\nyear course.\" In 1913 there was no state regulation; county boards\ngranted special certificates on examination or \"any credentials.\" In the\nfifty-eight counties there\n\nwere some \"fifty-seven varieties\" of standard.\n\nIn 191 5 a new law placed the regulation of special certificates in the hands\nof the state board of education;\n\nthis board has adopted, and put in effect\n\nthruout the state, standards even higher than those indicated.\n\nThree years'\n\ntraining above the high school is required for an elementary certificate in\n\nhousehold arts\n\n—or any other special subject—and four years for secondary.\n\nRequirements Nos. 5, 7, 8, 9, and 10 refer to state grants and statewide arrangements for vocational education.\n\nsummary reports nothing for California.\nstart under the federal\n\nIn these directions the 19 13\n\nNow all are making a vigorous\n\nSmith-Hughes law and its California counterpart,\n\njust enacted.\n\nNo. II refers to instruction \"on a higher level,\" and the establishment\nof the Santa Barbara Normal School of Home Economics in 1909 is cited.\n\nDepartments in five other normal schools are now accredited for secondary\ncredentials.\n\nI\n\n"} {"page": 415, "printed_page": null, "text": "THE COMMERCIAL ARTS\n\nDepartment]\n\n399\n\nFinally, No. 12, \"The program of extension education to reach homemakers of the present generation to be carried out both in city and country.\"\nThere is nothing reported for 1913. In 1917 the normal schools were all\nrequested by a committee of the State Council of Defense to provide such\nspecial classes and extension courses and home-teacher work.\nNearly all\nhave responded valiantly.\nI will not recapitulate these rapid and important gains; as usual, a\nterse, true statement of California conditions would sound like boasting!\nAssuming equal progress in other states, we certainly have reason to be\nproud, as normal-school workers, and confident that a degree of \"preparedness\" has been reached in household-arts education that will stand\nour country in good stead.\nThe war has crasht thru artificialities and brought the world abruptly to\n\na sense of real values. Isn't it Stevenson who says that man doth not live\nby bread alone, but also by catchwords ? And doesn't Mr. Crothers say\nthat words are known by the adjectives they keep ?\n\nIn this awesome time\n\nlet us get the delusions out of our catchwords and fix right relations in true\n\nLet us move away from \"household\" over to \"ofiice routine\"\n\nphrases.\n\nand \"industrial machinery\"\n\n—where they often inexorably belong—\n\nall such\n\nadjectives as \"dreary,\" \"narrow,\" \"stupid,\" \"meaningless,\"\n\n\"monotonous,\" \"confining,\" \"humdrum,\" \"tiresome,\" \"unwholesome,\" \"neverending,\" \"back-breaking,\" \"deadening,\" \"thankless,\" \"parasitic.\" Let\nus move back from the office and shop where they are frequently \"mirage\"\nand join forever to \"housework\" and \"home-making\" all such adjectives\n\n—\n\n—\nas\n\n\"varied,\"\n\n\"interesting,\"\n\n\"remunerative,\" \"well-ordered,\" \"useful,\"\n\n\"hygienic,\" \"liberating,\" \"dignified,\" \"scientific,\" \"artistic,\" \"honorable,\"\ngracious,\" \"worth-while,\" \"indispensable.\"\n\nOur philosophy of existence\n\n—even by cataclysm—and now reveals, at\ntrue value,\nand the simple things that sustain\nclothing, comfort,\n—food,\n\nhas been clarified\n.life\n\ntheir\n\nlife\n\n(security;\n\nshelter,\n\nnow exalts supremely those spiritual things which bless Hfe\n\n^service, sympathy, sacrifice, companionship, righteousness, worship.\n\nLet us give this clarified life-philosophy to every student in every normal\nschool;\n\nthen tomorrow it will be in every public school, and thereafter in\n\nevery home thruout the nation.\n\nTHE COMMERCIAL ARTS\nH.\n\nSPROUL, PRINCIPAL, HIGH SCHOOL OF COMMERCE, PORTLAND, ORE.\n\nFrom 30 to 60 per cent of the pupils in the high schools are today\nnroUed in the so-called commercial courses. Their teachers are usually\npersons with collegiate training and little else, or they are persons with a\nlimited\n1:\n\namount\n\nof\n\nscholastic training\n\nsupplemented by a modicum of\n\nspecific training and experience in some definite field of business endeavor.\n\nI\n\n"} {"page": 416, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n400\n\n(Normal\n\nIn the first group the teachers may have had a college course or two in\ngeneral education; in the second group it is rare to find any pedagogical\ntraining.\n\nEither group should be materially strengthened\n\nnormal training, while a union of the three forms of training\nnormal, and practical experience\n\nby\n\nspecific\n\n— academic,\n\n—should be combined to give the ideal\n\ncommercial teacher.\nIn an effort to provide for the proper training of high-school commercial\nteachers a number of state normal schools have establisht distinct com-\n\nmercial\n\ndepartments.\n\nMassachusetts,\n\nNew\n\nConnecticut, and Arizona are instances.\n\nYork,\n\nWisconsin,\n\nIllinois,\n\nThe courses of study in these\n\nschools vary in almost every conceivable particular, and the motives underlying their administration\n\nseem equally\n\ndiverse.\n\nThe\n\ncourses vary in\n\nlength from one to four years.\n\nIn these special departments there exist confusing and conflicting ideas\nrespecting commercial education.\nto\n\nwhat\n\nThere is no unanimity of thought as\n\nconstitutes commercial education;\n\ndefinite, settled conviction as to the\n\nthere\n\nis\n\nlittle\n\nevidence of\n\npurpose of commercial education.\n\nSchool officials and commercial teachers have not definitely decided whether\ntheir commercial courses are intended to be vocational or cultural.\n\nUsually\n\nthey dodge the issue and befog the problems by claiming that they are both,\nyet lacking logical hypothesis or argument as to how they are either.\n\nA National Education Association committee on vocational education\nhas made serious efforts to induce educators and teachers generally to set\n\nup a course of orderly thinking about vocational education as contrasted\nwith other forms of education, and in the course of their work they have\ntried to differentiate between the forms of commercial education.\n\nAccording to the formulation of\n\nthis\n\ncommittee, \"vocational com-\n\nmercial education\" includes those forms of vocational education which\ninstruct for some recognized commercial calling; while \"commercial-arts\"\n\neducation, speaking from analogy with \"practical-arts\" education, \"includes these studies which are designed to give liberal or general education\n\nand to contribute to vocational guidance and vocational ideals in the field\nof\n\ncommercial occupations.\"\n\nThe committee further observes, \"Unfor-\n\ntunately, no clearly defined line is yet drawn\n\n.... between commercial\n\nstudies that are expected to function vocationally\n\nand those which are\n\ndesigned as a part of a general or liberal education.\n\nThis is a source of\n\nmuch misdirected effort, and probably many young people\n\nare perma-\n\nnently handicapt by the failure of schools to distinguish between these two\nobjects.\"\nIf\n\ncommercial subjects are not directed exclusively to acquiring voca-\n\ntional efficiency, they possess value only because they are elements in a\n\ncourse of general or liberal training, and we must not mislead ourselves,\nthe pupil, or the public by claiming for them any direct vocational value.\nIt is right here that much confusion has occurred.\n\nCommercial teachers\n\n"} {"page": 417, "printed_page": null, "text": "fS^ COMMERCIAL ARTS\n\nDepartment)\n\n4oi\n\nspend much time in conventions and elsewhere defending the cultural value\nof such subjects as stenography, typewriting, and bookkeeping, and in an\n\nequally strenuous manner they plead for the teaching of such subjects as\n\ncommercial geography, commercial law, and economic history on the ground\nof their practical vocational value.\n\nCollege-entrance requirements are\n\nresponsible for the cultural cry, and an anxiety to convince the\n\nman of\n\naffairs of the practical nature of the course is responsible for the extension\n\nof the vocational plea.\n\nAn examination of typical commercial courses indicates that most of the\nsubjects therein are taught as \"commercial-arts\" subjects\n\n—\n\nthat they are\nStenography is perhaps the single exception,\n\nnot taught for vocational use.\n\nfor it has no real appeal except in vocational use.\n\nTypewriting may be\n\npursued either with a vocational aim, or as giving the ability to use a com-\n\nmon social instrument, with corresponding differences in methods and\nstandards of instruction.\n\nPenmanship is taught for its reputed general\n\nvalue rather than as leading to a specific vocation.\nof arithmetic.\n\nThis is likewise true\n\nAn extended observation of the teaching of bookkeeping\n\nshows that it is not taught vocationally; instead it is taught as a course in\ngeneral information regarding business matters and methods.\n\nJust as in civics- teaching we are shaking loose from the \"bone-dry\"\ncourses in civil government and taking hold of \"red-meat\" courses dealing\n\nft\n\nwith the community and the citizen, so in our commercial training we must\ndepart from rote and routine, giving instead instruction and training in\n\neconomic thought and\n\nthrift.\n\nSuch training should be\n\nfor all pupils,\n\nwhether they are differentiating into lines of industry, home science, or\n\nThe present \" thrift\" movement is a step, but only a step. The\neconomic phases of all the surroundings of the pupils should be discovered\nbusiness.\n\nand presented to the child.\n\nCourses in community arithmetic, studies of\n\nlocal industries, personal and home record-keeping, school savings, voca-\n\ntional guidance are contributions emphasizing the economic phase.\n\n^^\n\nIn addition to revealing and developing economic aspects existing in\n\n^m the subjects of the present courses of study, someone will presently formulate\n^^ a systematic treatment of the economic field capable of appreciation by\npupils of\n\n»\n\ngrammar and junior high-school age.\n\nDealing as it will with\n\nphases of business and with business problems, such a course, or such\ncourses, will be an element of liberal education, increasing the pupil's imder-\n\nstanding and appreciation of his environment, and serving to create and\ndirect his vocational ideals.\n\n"} {"page": 418, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n402\n\n(Normal\n\nTHE CLAIMS OF SCHOLARSHIP UPON THE\nNORMAL SCHOOL\nDR. WILLIAM T. FOSTER, PRESIDENT OF REED COLLEGE, PORTLAND, ORE.\n\nThe war has brought out in sharp relief the characteristic shortcomings\nOur people, as a whole, are prone to\n\nof the schools of the United States.\n\ncontentment with mediocrity and avoidance of the discipline of prompt,\nIn these respects the schools of the United\nthoro, and exact achievement.\nStates reflect the people. Our schools, as a rule, do not make necessary the\nprompt and complete performance of duty. They do not cultivate the\nhabit of ''being there.\" As challenges to the powers of the majority of\nthe girls and boys of the United States they are absurdly inadequate. The\nhigh-school diploma is no guaranty to the employer or to the college that\n\nthe graduate has ever been required to do his best at anything.\nrespect a college degree is no better.\n\nIn this\n\nIndeed, it may stand for four years\n\nof irresponsible and headlong pursuit of the joys of college life, during which\n\nthe youth has formed the habit of \"getting by\" with a minimum of effort.\n\nThousands of boys in our training camps are experiencing for the first\ntime the necessity of performing assigned tasks promptly and exactly day\n\nThus they are having the benefits, for the first time, of a\nAll of them know it, and most\nThey would be the first to acknowledge that they would\nof them enjoy it.\nbe far better off now had they been obliged thruout their school days to toe\nin and day out.\n\ndiscipline from which there is no escape.\n\nthe mark.\n\nThe teachers of the schools and colleges of the United States, themselves, as a rule, products of easy-going institutions, are not likely to make\n\nthe rigorous demands that are necessary for the cultivation of character.\n\nWhen they do begin to tighten the screws, objections are raised at once by\nparents and politicians.\nculties.\n\nStudents themselves do not offer serious\n\ndiffi-\n\nIn the long run they prefer the hardest taskmasters.\n\nThis school contentment with work half done is reflected in our industrial\nworld.\n\nWhat consternation there was in all our laboratories where accu-\n\nracy is imperative as soon as the supply of instruments from Germany was\ncut off!\n\nIn opposition to the proposed adoption of the metric system by manu-\n\nMr. Halsey said in the American Mechanic:\n\"Those who make things instead of merely measuring them regard the\nargument for the system as without weight.\" This scorn for the man\n\nfacturers in this country,\n\nwho merely measures things is a natural product of slipshod school methods.\nWhat inaccurate measurement may mean in a crisis we are discovering\nby means of bombs that explode a few seconds before their time, shells that\nalmost fit, target-finders that are sometimes dependable, and machine guns\nthat only approximate the specifications.\n\nThe unreliability of AmericanSome grounds\n\nmanufactured products is said to be a by-word in Europe.\n\n"} {"page": 419, "printed_page": null, "text": "Department!\n\nNORMAL SCHOOL FOR TRAINING TEACHERS\n\nfor this suspicion of our products are likely to\n\n403\n\nremain as long as school\n\ndiplomas, college degrees, and teachers' certificates are no guaranty of\nrespect for scientific accuracy or of habits of painstaking\n\nand sustained\n\neffort in the performance of duty.\n\nTHE RESPONSIBILITY OF THE NORMAL SCHOOL FOR TRAINING TEACHERS FOR ALL LINES OF SCHOOL WORK\nW. CRABTREE, PRESIDENT, STATE NORMAL SCHOOL, RIVER FALLS, WIS.\n\nJ.\n\nThe normal school was established for the purpose of training men and\n\nwomen for efficient teaching in the public schools.\n\nIts purpose was not to\n\ntrain only a portion of the teachers, leaving the training of other teachers\n\nto other agencies, but its purpose was to train all the teachers for all teach-\n\ning positions in all the public schools.\n\nI see no reason why that broad pur-\n\nOur public-school system, since the establishment\nof the normal school, has been expanded to cover the work of twelve or\nmore years, and to cover work in many additional subjects and departments.\nBut has not the normal school increast its facilities and has it not had a\ndevelopment corresponding to the development and growth of the publicschool needs and demands?\nDoes anyone question the wisdom of the normal school's training\nteachers of domestic science simply because colleges and imiversities have\nspecial departments of domestic science?\nDoes anyone question the\npose should be changed.\n\nadvisability of the normal school's preparing teachers of agriculture in the\n\npublic schools because we have agricultural colleges thruout the country ?\nIf we were to cease preparing teachers for a subject as soon as that subject\n\nbecomes a special department in a college, there would soon be no place for\nthe normal school, for specialization is taking hold of every line of effort\n\nI\n\nduring this generation.\n\nThen I wish to raise the question as to whether the normal school\nitself do its work chiefly by means of special departments,\nsegregating as far as may be the work of students of such special departments. Of course there will always be some work open to students of all\nspecial departments.\nBut should not the one preparing to teach in the\nshould not\n\nprimary grades be trained for that particular work rather than to receive a\ngeneral training which applies equally well for teaching in the grammar\n\ngrades and in the high school?\n\nIndeed, normal schools thruout the country are now taking this step.\n\nIn many of the leading normal schools we find at the present time the\nspecial kindergarten department, the special primary department, the\nspecial\n\ngrammar department, and\n\nthe special high-school department.\n\nWe often find the special department for training teachers of agriculture,\n\n"} {"page": 420, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n4^4\n\n[Normal\n\nthe special department for training teachers of domestic science, the special\ndepartment for training teachers of commercial courses, and so on. Let\nthe development of the normal school continue. Let its work cover, not\n\nonly the preparation of all the teachers for all the grades, but also the\npreparation for positions in the high school.\n\nAt the same time there should\n\nbe no objection to the college and university sharing in the preparation,\n\nnot only of high-school teachers, but also, when advisable, of teachers for\ngrade positions.\n\nThe normal school should not limit its work to the preparation of\nOne university made\n\nteachers for positions in the grades in city schools.\n\nan effort last year to take over the preparation of the rural teachers of the\nAnother asked the passage of a law requiring that the teachers of\n\nstate.\n\nall special\n\nsubjects be graduates of the state university.\n\nLet the college\n\nand university share in this work, but do not approve of that kind of a\nThe normal school should be ambitious to remain the\ndivision of labor.\nstrictly professional school for teachers of all grades.\n\nUnless the normal\n\nschools appreciate this right and advantage of leadership, it is certain that\n\nother ambitious agencies will quickly respond to the call which will certainly\n\ncome from the public schools.\n\nTo normal-school presidents and pro-\n\nfessors let me say again, hold your ground and retain your teacher-training\n\nleadership.\n\nKANSAS CITY MEETING, FEBRUARY, 1917\nA SYSTEMATIC PLAN FOR THE AFTER-TRAINING OF\nNORMAL-SCHOOL GRADUATES\nCHARLES C. MCCRACKEN, DEPARTMENT OF EDUCATION, WESTERN COLLEGE\nFOR WOMEN, OXFORD, OHIO\nI\n\nTo assume that the graduate from the normal school possesses all the\nqualifications\n\nteacher\n\nabsurd.\n\nis\n\nthat characterize\n\nso unreasonable that\n\nthe\n\nthoroly competent\n\nand\n\nsuccessful\n\nwe might be justified in considering it\n\nTrue, she may have acquainted herself with the best methods of\nmost workable schemes of discipline, and the necessary\n\ninstruction, the\n\ncontent of the subjects to be taught.\n\nShe may have learned how to develop,\nShe\n\nto the point of nicety, lesson plans to suit the critical critic teacher.\n\n—\n\n—\n\nmay have the traits tact, sympathy, thoroness that are essential to the\ngood teacher; yet, possessing all these things, she will certainly lack the\njudgment and seasoning which mark the teacher of successful experience.\nUntil the time of graduation she has been under the direct and thoughtful\nsupervision of training teachers. Now she goes out reliant upon her own\ninitiative, to meet her associates in the teaching world, and make a show-\n\ning comparable to theirs.\n\nHaving had some experience under these new\n\n"} {"page": 421, "printed_page": null, "text": "Department]\n\nTHE AFTER-TRAINING OF NORMAL GRADUATES\n\n405\n\nconditions, this graduate is better able to profit by, and to appreciate, the\n\naid given her by the normal school.\nIt was with the preceding thoughts in mind that the speaker made a\n\nstudy last year of \"The After-Training of Teachers in Cities.\"\nditions found were quite chaotic.\n\nThe con-\n\nThere was no uniformity either as to\n\nlocality, as to size of cities concerned, or as to the teachers involved.\nIn\na few places schemes are in operation that seem to be meeting with a degree\n\nof success, but are recognized as not fully satisfying the needs.\n\nThe study\n\ncovered one hundred and twenty-six cities, seventy of which were of less\n\nthan one hundred thousand population.\n\nThe activities reported as direct\n\nfactors in the after-training of teachers were divided for convenience into\n\ntwelve groups which are presented here with the percentage of\n\ncities\n\nThe seventy cities under one hundred thousand population cause\na decided lowering of the percentages. They are as follows\ninvolved.\n\nNumber of cities studied\n\n126\nPercentage\n\nSupervisors of departments\n\n50\n\nMeetings; institutes\n\n48 .4\n\nSabbatical year\n\n5.5\n\nPromotional examination\nExtension;\n\n.\n\n7.1\n\nsummer schools\n\n42\n\n.\n\nTeachers' associations\n\n35\n\n,\n\nProfessional reading\n\n23\n\n.\n\nVisiting; demonstrations\n\n19 o\n\nTeacher-training school\n\n46.0\n\n.\n\nCooperation with training school\n\n6.3\n\nSalary schedule\n\n29\n\nMerit\n\n16.6\n\nIt will be noticed that while 46 per cent of these cities\n\n.\n\nhave their own\n\nteacher- training schools, only 6.3 per cent report any cooperation existing\n\nbetween the training school and the teachers in service.\n\nAll of the cities,\n\neight in number, represented by the 6.3 per cent, are of more than one\n\nhundred thousand population.\n\nThis would indicate that the after-training\n\nof teachers, thru the instrumentality of the city normal schools, is almost a\n\nI\n\nnegligible quantity.\n\nOne city replies that while they would like to arrange\n\nsuch cooperation, yet the financial situation will not permit it.\n\nAnother\n\ncity, in response to the question of whether the normal school might assist\n\nin after- training of teachers, replied that \"so much money has been required\nfor sites, buildings,\n\nand additional equipment and salaries as to make it\n\nnecessary to curtail expenses in matters not absolutely essential.\"\n\nThree principles are operative\n\nin determining\n\nthe after-training of\n\nSome cities place a specific requirement on the teacher, such\nthat the teacher must read or study a certain amount per year in a manner\n\nteachers.\n\nsatisfactory to the superintendent of schools and board of education in order\n\nto hold her position.\n\nSome of these provisions are very reasonable; others\n\n"} {"page": 422, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n4o6\n\n[Normal\n\nare so heavy and so rigid that teachers could not satisfy them without dis-\n\nA second group\n\ncontent and consequent dissatisfaction in their work.\n\nrewards teachers for a reasonable amount of time and energy spent in\nself-improvement.\n\nNotably Cincinnati advances the elementary teachers\n\non a regular salary schedule until they reach $950. After that time the\nteacher may be advanced to $1,000, provided that she does certain professional work at least once in two years.\n\nstrictly voluntary.\n\nAll promotion is conditioned on\n\nA third group makes the after-training of the teacher\n\nprofessional growth.\n\nThere\n\nis\n\nno return\n\nin\n\ncompensation except as the\n\nteacher shows better results in actual classroom work.\n\nThis group\n\nis\n\ntypified by St. Louis, where, according to Dr. Withers, 1400 teachers out of\n\nabout 2100, are enrolled in the evening or Saturday extension courses of\nHarris Teachers College. Unfortunately there are some teachers always in\nthe corps who seemingly have to be compelled to make advancement, and\nit\n\nseems difficult to put into operation any scheme that will not have in it\n\ncertain elements of unfairness, either to the teacher who is quite willing to\n\nadvance or to the one who is there merely to draw her monthly check.\nHowever, we cannot but commend the plan which St. Louis has in operation,\nwhereby the teachers go voluntarily and gladly to an institution where they\ncan better themselves professionally.\nII\n\nIn proposing a plan for the after-training of normal-school graduates,\nthe speaker recognizes the difficulty of presenting any scheme which can\n\nbe applied or even adjusted to all teachers.\n\nThe primary aim of the pro-\n\nposed plan is (i) to make available to all teachers of the corps, and especially to the normal graduates, a model observation school to aid in solving\nthe many problems which the new teacher must meet;\n\n(2) so to correlate\n\nthe activities that are possible in the after-training that the teacher may\n\nnot be unduly burdened by requirements on time and energy which should\n\nbe devoted primarily to the class with which she must deal; and (3) to\nfurther cooperation between the normal-trained teacher and\n\nsome par-\n\nWe shall consider first the conditions in the city.\n\nticular normal school.\n\nOne of the aims, as exprest, is the establishment of a model observation\nschool that shall serve as a pedagogical laboratory for the teachers in\nservice.\n\nIn order that this may be secured, there should be a separate\nand minor experimental purposes. If there is a\n\nschool for observation\n\npractice school, both the practice\n\nunder one principal,\ntion school.\n\n(2)\n\n(i)\n\nand the observation schools may be\n\nNo practice teaching shall be done in the observa-\n\nIn order to make it available to the teachers of the city\n\nat large it shall be in session five days of the week with vacation Monday\n\ninstead of Saturday.\n\n(3)\n\nThe teachers for this school shall be chosen\n\nbecause of {a) exceptional teaching ability,\nthetic insight into the needs\n\n{b) thoro preparation, (c) sympa-\n\nand difficulties of other teachers,\n\n{d)\n\ngood\n\nJ\n\n"} {"page": 423, "printed_page": null, "text": "THE AFTER-TRAINING OF NORMAL GRADUATES\n\nDepartment]\n\nhealth.\n\n(4)\n\n407\n\nExperimentation in method may be conducted in so far as it\n\ndoes not prove detrimental to the welfare of the school.\n\n(5)\n\nAny teacher\n\nof the school may, when deemed advisable by the director of teacher- training,\n\nafter consultation with regular supervisors or principals, be required to confer with other teachers of the corps to aid them in solving personal difficulties.\n\nThere should be one teacher for each of the eight grades. If the size\ncity permits, observation schools should be placed in different\nsections of the city, where they may draw on different environments.\nThe\nadvantage would be that each teacher would have greater opportunity\nIn smaller cities it\nto see the type of pupils with which she has to deal.\nmight be necessary to place more than one grade under a teacher in order\nof the\n\nto put this scheme into operation.\n\nThe extension of the plan depends upon two things:\n\n(i)\n\nthe additional\n\nfinancial outlay, which would be small;\n\nand (2) the attitude of the community toward sending children to such a school, on the days specified.\nNeither of these objections seems vital.\n\nFour qualifications have been set for teachers in the observation school.\nThese are self-explanatory, but it ought to be added that to secure such\nteachers it would be necessary to allow them an increast salary. Two\nsources will be available for supplying such teachers: (i) they may be\ntaken from the city at large, preference being given to those teachers who\n\ncan best satisfy the requirements stated; and (2) they may be drawn from\nthe normal schools and colleges that meet with the approval of the superintendent.\n\nIn the latter case the teacher should have demonstrated in suc-\n\ncessful experience her teaching ability.\n\nIn order that sympathetic cooperation may be obtained between the\nteachers of this observation school and the teaching corps at large, instructors in the observation school may be required to confer with graduates of\n\nthe normal school at the suggestion of the director of the training school.\n\nmay be able properly to arrange such conferences, he\nmust cooperate with supervisors and principals of the regular corps. Such\nconferences could be held in the various buildings on Mondays. Thus\nthe specially trained teacher may be able to follow up the graduates of\nthe normal school and aid them in solving their individual difficulties by\nmeeting them in their own environments and bringing about a more pracIn order that he\n\nfcal and sympathetic understanding of conditions.\nOn the other hand, this observation school shall be in regular session\non Saturday when other teachers of the city are at liberty. This will allow\nother teachers to visit the observation school and see the usual work.\nIn case some method is under experimentation, it can be very easily scheduled so that it may come on Saturday, when it may be observed readily.\nPossibility of congestion at the observation school would be decreast as it\nwould be in session every Saturday.\n\nThe primary purpose, however, of this\n\nobservation school on Saturday is that the teacher may better her own\n\n"} {"page": 424, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n4o8\n\niNonnal\n_,\n\nclassroom work by seeing what may be done by well-prepared and skilful\nteachers.\n\nIn short, this model observation school should be a pedagogical\n\nlaboratory for the entire city where new methods may be tried out.\n\nCon-\n\nstant cooperation, both of teachers and of supervisory officials, should be\n\nsought by the training school.\n\nTo increase the worth of such observation, there should be an institute\nonce each month.\n\nAt this institute there should be sectional meetings\n\naccording to grades or subjects or policies of the school, where points may be\ndiscust in round table so that information gained in the observations may be\nclincht in the minds of the graduates of the normal school.\n\nA graduate of a normal school does not always need continued work in\nmethodology.\n\nIt\n\nmay be that this teacher needs a course in literature,\n\nmathematics, or history, for example, where the actual content of the\nsubject to be taught is involved, or where her own breadth of view is in\nquestion.\n\nIf this\n\nbe the case,\n\nit\n\nmay be determined that this teacher\n\nshould enter extension work in some near-by school, or under the tutorage\n\nThe -reading of good books, the taking of occado such a teacher more good than sitting in a schoolroom for half a day. Such advisement should come as a result of careful\nof some capable person.\n\nsional trips, may\n\nsupervision of the regular teaching force.\n\nThe rural condition remains to be considered.\n\nMany of our state\n\nnormal schools are concerned with the training of rural-school teachers.\nIt is at once evident that these normal schools cannot maintain one observation school to serve all the teachers who go out from their doors.\n\nHow-\n\never, the same general principles as advocated for the city might apply with\n\nThe Connecticut plan of having one school\n\nsome degree of adaptation.\n\nin each town having twenty teachers or less \"as the model school for obser-\n\nvation and instruction of the training class conducted by the supervisor'*\n\nhas workt very satisfactorily.\n\nWhere\n\nthere are several state normal\n\nschools, the territory might be divided equitably among them, and each\n\nschool might be made responsible for the after-training of normal graduates within its own territory, regardless of whether the teacher comes from\n\nthat particular school or some other.\n\nThe plan is to establish a series of model observation schools.\n\nIn\n\ngeneral, these would be one-room rural schools, but the small village must\n\nnot be entirely neglected.\n\nOne such model school might easily be made to\n\nserve not less than forty teachers.\n\nThis, in the state of Ohio, would repre-\n\nsent an area of from 150 to 175 square miles, considering rural teachers\nonly.\nWith all schools under the supervision of a county superintendent,\n\nby Connecticut might be prescribed to\nSome of the most vital of the Connecticut\n\nspecific standards as are defined\n\ngovern these model schools.\nprovisions are as follows:\n\nThe rural model school should be a one-room school in a situation accessible to all\nteachers of the town.\n\n"} {"page": 425, "printed_page": null, "text": "Department)\n\nTHE AFTER-TRAINING OF NORMAL GRADUATES\n\n409\n\nThe building must be in good repair with sufficient blackboard space.\nThere must be ample equipment of aids to teaching, including a hektograph and a\ncomplete set of wall maps.\nThere should be not less than fifteen pupils registered and five grades represented\nto include one first grade and at least one grade above the fifth.\n\nThe teacher must be able to secure results with well-defined and approved methods.\nShe must prepare in some detail one model-lesson outlme each week for the instruction\nof visiting teachers.\n\nStandardization could be determined thru the cooperation of the normal\nschool, the\n\ncounty superintendent, and the state superintendent.\n\nThe\n\nsalary paid to teachers in such schools should be at least $10.00 per month\nin excess of the prevailing salary, and it would be advisable and just if at\n\nleast one-half of this teacher's salary\n\nwere paid by the state in order to\n\nencourage the establishment of such schools and thus afford higher standards and ideals for the teachers at large.\n\nAny teacher who is in charge\n\nof such school ought to be a normal-school graduate.\n\nIf\n\nno graduate is\n\navailable, then let it be some especially capable person who has the neces-\n\nsary ability and sympathetic insight into the needs of other teachers.\nis\n\nessential that the\n\nIt\n\ncounty superintendent give this school very careful\n\nsupervision, and that he suggest to the normal school in that section the\n\nneeds and possibilities of normal-school graduates who are teaching there.\n\nThis would necessitate on the part of the normal school extension courses\nand inspectors who could keep in touch with the situation in their par;icular districts.\nAs many of our normal schools are now arranged, the\n[tension courses would not be an additional burden, and the inspectors\n^ho are already going out from many of these schools could handle the situation with the aid of\n\nthe extension professors.\n\nPressure should be brought\n\nto bear upon the teacher of this model school so that she would be a constant\n\nand adviser to those teachers who need help in gaining their standing\nThe fact that a great many state normal\ntools now are establishing model one-room rural schools over sections\n*of the state to which they especially contribute teachers, would indicate\nthat some such plan as outlined might be put into operation thru careful\nand sympathetic cooperation.\nlid\n\nthe profession of teaching.\n\nPresent conditions of after-training are in a state of uncertainty.\n\nThe\n\nemphasis on this phase ranged from pronounst laxity on one hand to an\n\nThere has been, and evidently is, a desire\non the part of school officials to find a satisfactory answer to the question.\nIn the foregoing discussion, certain aims and methods of procedure have\nbeen outlined. How extensively these can be put into operation will depend\n\noverburdening on the other.\n\nlargely\n\nupon local conditions and the initiative of the officers in charge.\n\nA mechanical application without adaptation of the principles involved\nwould mean the defeat of the plan just as it does in any other line.\n\nPro-\n\nadvancement should result from the voluntary desire for selfimprovement. Combined with this must be an ideal to make one's self\n\nfessional\n\n"} {"page": 426, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n410\n\nworthy of the profession of teaching\nschool must and will inculcate.\n\n[Normal\n\n—an ideal which the successful normal\n\nGROWTH IN SERVICE\nCHARLES MCKENNY, PRESIDENT, NORMAL COLLEGE, YPSILANTI, MICH.\n\nA few years back, when our country was in the midst of one of its\nman\n\nperiodical discussions of our military eflftciency, the phrase \"the\n\nbehind the gun\" was in popular favor.\nit up, and ''the\n\nin any calling.\n\nBusiness and administration took\n\nman behind the gun\" came to stand for personal efficiency\nThere is a wealth of meaning in the phrase.\n\nIt implies\n\nthat greater than any mechanical invention is the brain that uses it, and\n\nmore effective for results than any plan of organization is the mind that\ndirects it.\n\nIf the philosophy of this phrase applies anywhere, it certainly\n\napplies in the teaching profession, the essence of which is the personal relation of teacher\n\nand pupil.\n\nWe might properly modify and appropriate\n\nthe phrase and speak of \"the teacher behind the book.\"\n\nThe reason for\n\nnormal schools lies in the fact that the ever-pressing need in education is\nto get teachers equal to their tasks.\nThe superintendent in one of our\ngreat cities a few years ago made the statement that \"the great problem\nbefore school superintendents\n\nthe galvanizing into\n\nis\n\nlife\n\nthose teachers\n\nIf by\n\n\"the great problem\" is meant the most\n\ndifficult, I indorse his proposition;\n\nbut if the phrase means the most impor-\n\nwhose brains are ossified.\"\n\ntant and vital, I feel inclined to dissent, for to my mind the problem of most\nconcern, the solving of which will eliminate the other, is not the resurrection\nof those who are dead, but the keeping alive of those who might die.\n\nOne\n\nof the big concerns of superintendents is to prevent brain ossification.\nIt may be thought by some that this \"soul saving\" is peculiarly a\nproblem of the public schools and has little application to the so-called\n\nhigher institutions of learning.\n\nBut I venture that we who know some-\n\nthing about colleges, universities, and normal schools will agree that brain\nossification is not confined to elementary and secondary education.\n\nEven\n\nin the university, over which the spirit of pure scholarship is thought to preside, and in the normal school, which is supposed to be the habitat of the\n\ngenius of effective teaching, intellectual death at a too early age is far from\nunusual.\n\nNow there are several conditions that make the normal schools especially\nsubject to intellectual sleeping sickness.\nteachers are selected primarily for their\n\nIn the first place, normal-school\n\nhuman qualities.\n\nI\n\nmean by\n\nprimarily, that no matter how great the scholarship a person may have, if he\n\nhas not the human touch, if his interest in human life is not keen, if he does\n\nnot love contact with human character and has not a desire to influence\nit,\n\nhe is not likely to find a place on a normal-school faculty.\n\nas it should be.\n\nAnd this is\n\nI\n\n"} {"page": 427, "printed_page": null, "text": "GROWTH IN SERVICE\n\nDepartment!\n\n411\n\nBut the great danger in stressing the human relation is to slight the spirit\nthat eager desire to know, to investigate, to discover, and\n\nof scholarship\n\n—\n\nto create which are essential to continued intellectual growth.\n\nIt is\n\nnot\n\nalways easy to find persons with a human interest and at the same time a\n\nThe person of strong human interests loves people;\n\nlove of scholarship.\n\nhe delights to be with them; his heart is in human relationships.\n\nLove of\n\nknowledge for knowledge's sake, the thirst to know for the sake of knowing\nmake no appeal to him. The scholar loves knowledge; he worships at\nher shrine; he is her slave; and no man can serve two masters wholeheartedly and unreservedly.\n\nIt\n\nis\n\nnotorious that the greatest scholars\n\nin our universities are generally the poorest teachers.\n\nThe ideal combina-\n\ntion of scholarly tastes and human interest which make the great teachers\nis\n\na commodity rarely in the market.\n\nIt has been\n\nmy opportunity to be\n\nconnected with four college and normal-school faculties and in all there\n\nhave been conspicuous instances of large human interests associated with\nRare were the cases of scholar-\n\ncomparatively little aggressive scholarship.\nship without human interest.\n\nThen, too, it must be noted that there is a tendency on the part of\nnormal schools to draw to their faculties men from public-school adminis-\n\nSuch men are desirable from many points\n\ntrative positions.\n\nof view.\n\nThey have practical touch with the public-school work, for which the\nnormal schools are preparing teachers. They have acquaintances and\nThey are social in temperament and keenly interested in the\ninfluence.\nThey are men ,of affairs. But scholarship and\nlife of young people.\nadministration are distinct and separate fields, and come dangerously near\nbeing mutually exclusive. Most persons who are capital superintendents\nhave no great amount of scholastic ambition. The painstaking, delving,\ngrubbing, reflective, attitude of mind which is necessary for scholarship is\nquite apart from that type of mind which can handle expeditiously a multitude of details and organize them into a working machine. I am not\ndiscrediting executive tastes\n\nand\n\ncapabilities in so saying.\n\nI\n\nam not\n\npronouncing on the relative ranks of scholarship and executive ability.\nI\n\nam only saying that they are rarely found in the same individual, and that\n\nmen who have made a name in public-school administration, if called to a\ncollege faculty, rarely^win scholastic leadership.\n\ngrooved in administrative ways.\nscholar of him.\n\nTheir brains have become\n\nYou must catch a man young to make a\n\nFor these two reasons there have come to normal-school\nand I am inclined to think there are still coming to\n\nfaculties in the past,\n\nthe normal-school faculties, a fair percentage of teachers who, because of\n\ntemperament and\n\ntraining,\n\nare especially liable to intellectual sleeping\n\nsickness, at least as far as scholarship is concerned.\nIt is less true now, tho emphatically true of the past, that the normal\n\nschools do not insist on graduate preparation on the part of their teachers.\n\nThe report of the North Central Association of Colleges and Secondary\n\n"} {"page": 428, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n4lt\n\n[Normal\n\nSchools shows that a too large percentage of normal-school teachers have\nlittle\n\nor\n\nno graduate\n\ntraining.\n\nThis fact\n\nis\n\nsignificant,\n\nfor,\n\ngenerally-\n\nspeaking, people of scholastic tastes and ambition will get graduate training sooner or later.\n\nIt may be considerably later than sooner, but get it they\n\nThe presence on a faculty of a large number who have not done\ngraduate study and thru it developt a specialized interest, and who are\nwill.\n\nattempting nothing in the\n\nfield\n\nof productive scholarship,\n\nlowers the\n\nand creates an atmosphere in which\nIt is in the graduate school more\ncreative effort finds it hard to live.\nthan anywhere else that a man develops that specialized interest and the\nhabit of work which are essential to scholarship.\nI am well aware that in making these remarks I subject myself to the\nscholastic tone of the institution\n\ncriticism of being a degree worshiper.\n\nI\n\nam not willing to plead guilty to\n\nthe charge, but I do want to register my appreciation of what the academic\n\ndegree stands for, at least what it should stand for. I am not at all in\nsympathy with the attitude too commonly found in normal schools that\ndegrees count for nothing.\n\nI\n\nam quite opposed to the sentiment which I\n\nhave heard expressed frequently that a Doctor of Philosophy has no place\nIn my connection with four separate faculties it has\nin a normal school.\nbeen borne upon me that, all in all, by far the best teachers, the most\ninspiring and constructive, were the men and women of graduate preparation.\n\nIt was that fact which has led me in two instances to adopt the policy\n\nof requiring graduate study on the part of all new teachers added to the\n\nfaculty.\n\nCould I find them and- afford them, I would have a Doctor of\n\nPhilosophy in every department of the normal school, but he would be\na Doctor of Philosophy who had the human touch and who could teach.\n\nThis combination is not so rare as it used to be, but is not yet a drug on the\nmarket.\n\nAgain it must be frankly admitted that the grade of teaching which\nthe normal-school teacher is called upon to do is not of itself intellectually\n\nTo teach the same elementary courses year after year, to\n\nstimulating.\n\nbreak human knowledge up into bits so that it may be taken and digested\n\nby relatively immature minds, is not an intellectually stimulating process.\nThe lawyer is daily pitting his knowledge and acumen against an antagonist\nprobably his equal, possibly far his superior; the doctor is grappling with\nproblems intricate and vital that challenge all his resources no matter\n\nhow ample they may be;\n\nthe minister and the engineer do not lack incen-\n\ntives that stir to activity every latent power of their minds;\n\nbut the teacher\n\nin the junior college finds one of his most difficult tasks that of simplifying\n\nknowledge and bringing it within the range of the abilities of his classes.\nHe must talk down rather than up. In a certain sense he must shrink\nrather\n\nthan\n\ndifficult\n\nin\n\nexpand. This fact alone makes productive scholarship\na normal school and conduces, it may be said, to brain\n\n\"ossification.\"\n\n"} {"page": 429, "printed_page": null, "text": "GROWTH IN SERVICE\n\nDepartment]\n\n413\n\nStill another factor that makes against scholarship in normal schools is\n\nthe heavy teaching load.\n\nIn few normal schools\n\nis\n\nthe load less than\n\nsixteen hours a week, in many it is twenty, and in some twenty-five.\n\nIt is\n\npractically impossible for a teacher putting twenty to twenty-five hours\nin a classroom, with all that implies of individual conferences and review of\n\nstudents' work, to do any consecutive study in a particular field.\n\nAfter a\n\nfew years of such teaching the habit of cursory reading rather than concentrated study is establisht. The ambition to do creative work gradually\nwanes, and the comfortable adjustment to the day's work as it comes\n\nand goes is made.\n\nOne other condition that enters into the problem is worth consideration,\nand that is the location of normal schools so generally in small towns remote\nfrom intellectually stimulating centers. There is no denying the mighty\ninfluence of intellectual surroundings in stimulating\neffort.\n\nThere\n\nis\n\nmen to intellectual\n\nnot the slightest doubt that a normal-school faculty\n\nlocated in a relatively small town far from the stimulation of great libraries,\n\ngreat preachers, great lawyers, great doctors, great\n\nmen of affairs, and\n\ngreat human activities has to fight to maintain its intellectual alertness.\nI agree with Dr. Judd that the states have made a serious mistake in locating\n\nso many normal schools in small towns, but not simply because training-\n\nschool facilities are limited in such towns, but also because there is a lack of\nintellectual stimulation both to teachers and students.\n\nSo far I have been discussing the conditions which militate against\nand which tend to retard\n\naggressive scholarship in the normal school\n\ngrowth in service.\n1.\n\nWhat are the remedies?\n\nFirst of all there should be judgment and insight in selecting teachers.\n\nA teacher should not be chosen simply for what he is now, but for what he\nis likely to be ten or twenty years hence.\n\nQuite as important as a teacher's\n\npresent eflGiciency is his power of growth.\n\nIn fact, I think there would be a\n\ngeneral agreement that the power of growth is the more important consideration.\n\nPersonally, in interviewing the new teacher I try to satisfy myself\n\non two points: First, has this candidate human interest? Does he love\nhumanity more than he loves books? Is he ambitious to help develop\nand shape human character? Secondly, has he scholastic ambitions?\nHas he habits of study? Has he interest in creative scholarship? A\nnegative answer to either of these two questions would in my judgment\nIf he loved\ndisqualify a man for a place on the normal-school faculty.\nresearch work more than teaching, I should fear him. He might do for a\nuniversity, but he is not the type that a normal school could afford to take,\nat least no school could afford to take many of that character.\n\nA person\n\nwho has academic preparation implied in a year or more of graduate work,\nintellectual ambitions, and human interest ought not to fail as a teacher.\nIt cannot\n2. The normal school should lighten the teacher's load.\nexpect to drain the nerve energy out of its teachers from year to year and\n\n"} {"page": 430, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n414\nstill\n\n[Normal\n\nhave them buoyant and keen either for scholarship or for teaching.\n\nAny number of hours above fifteen or sixteen a week constitutes a burden\nthat sooner or later will bend the intellectual back of the one who tries to\nI know that teachers can teach\n\ncarry it.\n\ntwenty or twenty-five hours a\n\nweek, but they cannot teach and grow under these conditions without a\nsacrifice of health.\n3.\n\nThe normal school should stimulate scholarship.\n\nThe spirit of the\n\nnormal school should be the spirit which fosters and encourages productive\nactivities.\nis\n\nThe strength of the university, so far as productive scholarship\n\nconcerned, lies in the fact that it expects its teachers to be productive.\n\nThe normal schools have been too complacent in this respect and have been\ntoo willing to accept the principle that a normal school is the place to\ntrain teachers, largely for the elementary schools,\nfield of\n\nproductive scholarship should be\n\nleft\n\nand that the whole\n\nto the university.\n\nI\n\nam\n\npleased to say, however, that there are gratifying evidences that the normal\nschools are changing front in this particular, and that from the normalschool faculties are coming publications which show the purpose to help\nsolve the education problems in the particular field ministered to by normal\nschools.\n\nThe normal-school faculty should be encouraged to write. Writing\nnot only makes an exact man, but has a tendency to make a broad man,\nfor few people are willing to go into print until they have\n\nsubject which they are treating.\n\nmastered the\n\nI see no reason why every member of a\n\nnormal-school faculty should not write at least one paper a year.\n\nA large\n\nnumber of these papers could find publication in educational journals of the\nstate, or could at least form the basis of discussion in the faculty or depart-\n\nmental meeting.\n\nThen, too, the teachers of normal schools should be encouraged to\nnew courses, and earnest effort ought to be made\nby the administration of the normal schools to make a place for such\ncourses.\nSuch courses could be used as elective during the regular year, or\n4.\n\norganize and present\n\nin\n\nmany schools could find a place in the summer school.\n\nThe summer\n\nschool offers a peculiarly good place for such courses, inasmuch as it calls\n\nback to school many graduates who desire the refreshing stimulation which\ncomes from undertaking new lines of study.\n5. Much more than is now true our normal-school faculties should be\nencouraged and urged to attend the various educational conventions and\nIn addition to attending educational conventions, state and\nconferences.\nnational, there are conferences representing every department of normal-\n\nschool\n\nwork— mathematics, EngHsh, history and pohtical science, natural\n\nHere gather the\nHere experiments which have been tried are elaborated and discust. These conferences are sources of inspiration and power to all who attend, and yet to\n\nscience, rural-school education,\n\nand so on thru the list.\n\nchoice spirits engaged in teaching these particular subjects.\n\n"} {"page": 431, "printed_page": null, "text": "GROWTH IN SERVICE\n\nDepartment]\n\n415\n\nmy personal knowledge comparatively few normal teachers attend them.\nA teacher ought to attend a conference in his particular field at least every\nother year.\n6.\n\nI\n\nam inclined to think that much good might come by the exchange\n\nof teachers\n\nby normal schools.\n\nI\n\nknow it would be difficult to do this\n\nduring the regular year, especially in the case of married teachers, but in\nthe summer schools the plan would be possible, since the term is short.\nThe institutions having the larger summer schools are obliged to employ\nteachers outside of their own faculties, and here is an opportunity to\ninvite members of faculties from schools less large, or the larger schools\ncould effect an interchange of teachers. It would do any teacher good to\nteach in another institution and get the stimulation of a new environment.\n\nFor my part, I should be glad to see this experiment tried and I would do\nwhat I could to bring it about.\n7. Without question one of the most important means of preventing\nintellectual sleeping sickness is the permitting of teachers to have a semester\n\nThe plan of the sabbatical year is in\nFrom the point of view of the institution\nI think it less desirable than a semester every three or four years.\nThe\n\nor a year off for academic study.\n\noperation in many institutions.\n\nsabbatical year comes but a few times in a teacher's life.\n\nIt seems to me\n\nfar better to reduce the length of time of leave of absence and to increase\n\nthe number of times.\n\nIt will be a great day for the normal school when\n\nthe custom of granting a leave of absence for study will be general thruout\n\nthe country.\nIt is very evident that the remedies which I have suggested spell more\n\nrevenue.\n\nBetter-prepared teachers, lighter loads, time for study mean more\n\nmoney, and that money the normal schools should have.\n\nI\n\nWithout question\n\nthey are not receiving their share of the money given by the state for higher\neducation.\n\nWhat the normal schools lack is political finesse.\n\nFor twenty\n\nyears I have discovered that the popular sentiment in legislatures is cordial\n\n^^ to the normal school, but too frequently other institutions get the appropria^B tions. The graduates of the university are largely men. These men enter\n^Hthe professions; they have political ambitions; they get to be political\n^leaders in the state; their influence counts in the legislature and naturally\n^^goes for Alma Mater. The graduates of the normal school are largely\n\n^\" women, and these have been, and largely are today, excluded from politics.\nThey have relatively little political influence.\n\nWith such conditions pre-\n\nvailing, it is easy to see which appropriation will be dipt by the legislative\n\nI\n\ncommittees.\n\nI\n\nam not arguing that the university should get less, but\n\nurging that the normal school should get more.\nthe normal school\n\nIn order to get more,\n\nmust have friends at the places where influence is\n\nexerted.\n\nLet me close by voicing the opinion that from the educational point of\nview, from the effective- teaching point of view, the problem of the normal\n\n"} {"page": 432, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n41\n\n[Normal\n\nschool is to keep intellectually alive the members of its faculty, for the soul\nof teaching is the personal contact between teacher and student.\n\nDISCUSSION\n\nSTANDARDS IN TEACHER-TRAINING\nP. P. Claxton, United States Commissioner of Education, said, in part, that the great\n\nfunction of democracy is to train teachers, as what shall be done in a school depends on the\nteacher.\n\nIf teachers are not strong, the machinery is no good and money is wasted.\n\nAll\n\nteachers should have professional training, but the number of trained teachers varies\nlargely in different sections of the country.\n\nThe rural teacher needs a higher grade of\n\neducation and professional training than the elementary or high-school teacher because\nof the element of leadership involved.\n(i) to make the child of the growing generation\nway of reading, writing, arithmetic, etc.; (2) to\nprepare him for citizenship; and (3) to train him to make a living. The rural child needs\n\nEducation has a threefold purpose:\n\nfamiliar with fundamentals in the\n\nas broad and thoro an education as does the city child.\n\nThe farm girl needs training as well as the farm boy, and today less than i per cent\nof the rural people are to be found in agricultural schools and colleges.\n\nWhat the farmer\n\nand his wife know affects the farm home. The rural school must give this knowledge and\nnormal schools must prepare the rural teacher, while the state must make liberal provision\nfor such training.\n\nThe normal schools must adjust themselves to the service of the elementary and rural\nschools.\n\nAll institutions of education belong to the state and each school has its function\n\nto perform.\n\nThere are no high and no low in any service.\n\nSchool officials should magnify,\n\nAbove all institutions are the people of the state, who\nexpect service and are willing to pay for service. They do not want duplication of service,\nbut do want each school to serve well in its own field, whether elementary school, high\nnot their schools, but service.\n\nschool, normal school, or university.\n\nSuperintendent F. L. Keeler spoke briefly of the service of the Michigan county\ntraining schools in preparing rural teachers for that state.\n\nState Superintendent Cary, of Wisconsin, believed in the lengthening of the courses\nof study in the training schools and normal schools, saying that \"graduates of these schools\n\nwere interested in teaching because of their special training.\n\nThe normal schools should\n\norganize four-year courses beyond a high-school course, as teachers of all schools need\n\nmore preparation.\"\nA. E. Winship, of Boston, criticized the Bureau of Education in the matter of making\nsurveys.\n\n\"It is not the business of the Bureau,\" said he, \"to save money, but it is the\n\ngreat business of the Bureau to inspire the greatest number of students to secure the best\npossible education, and it is its further business to promote educational progress by making\n\nuse of all the available means.\"\n\n"} {"page": 433, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\nPresident\n\n—Elizabeth A. Woodward, supervisor of Brooklyn Free Kindergarten Society,\n\n67 Schermerhom Street\n\n—Gail H. Calmerton, supervisor Primary Instruction\nSecretary— Clara Meisner, State Normal School\nVice-President\n\nof\n\nBrooklyn, N.Y.\n\nFort Wayne, Ind.\n.Ellensburg, Wash.\n\nFIRST SESSION—Wednesday Forenoon, July ii, 1Q17\nThe department was called to order by the president, m the Auditorium, Lincoln\nHigh School, at 10:00 a.m., and the following program was presented:\n\n—\n\n\"The Unique Function of the Kindergarten in the Modem School\" Albert Shiels,\nsuperintendent of schools, Los Angeles, Cal. Paper read by Susan M. Dorsey, assistant\nsuperintendent of schools, Los Angeles, Cal.\n\"The Kindergarten as an Organic Part of Every Elementary School\" Anna L.\nForce, principal, Denver, Colo.\n\"The Peculiar Fitness of the Trained Kindergartner for Effective Work among\nForeigners\"^ Caroline Hedger, Americanization Committee worker, Chicago, 111.\nDiscussion E. O. Holland, president, Pullman College, Pullman, Wash.\n\n—\n\n—\n\n—\n\nIn the absence of Dr. Acher, Miss Helen Sullivan, assistant superintendent of schools,\n\nNorth Dakota, spoke a few words of interest in kindergartens on behalf of her state.\nAt the close of the meeting, Mrs. Mary C. C. Bradford, state superintendent of education, Denver, Colo., was called upon to speak.\n\nThe following committees were appointed:\nCOMMITTEE ON NOMINATIONS\nMiss Mary Adair, Philadelphia, Pa.\nMiss Edna Baker, Chicago, 111.\nMiss Maud Stevens, Portland, Ore.\nMrs. Harriet Heller, Portland, Ore.\n\nCOMMITTEE ON NECROLOGY\nMiss Grace Brown, New York, N.Y.\nMiss Georgia McClellan, Chicago, 111.\nMiss Clara Meisner, Ellensburg, Wash.\n\nSECOND SESSION—Wednesday Afternoon, July 12, 191\nA joint meeting with the Department of Elementary Education was opened by Miss\nWoodward in the Auditorium of the Lincoln High School, and the following program was\npresented:\n\n\"The Teacher's Problem in Maintaining School Standards at the Present Time\"\nElla Flagg Young, Chicago, 111.\nMotion Pictures Illustrating Kindergarten Activities: Pratt Institute Kindergarten\nActivities; Hospital Auto Bus Excursion of the Brooklyn Free Kindergarten Society,\nBrooklyn, N.Y,; Kindergarten Games Festival in Schenley Park, Pittsburgh.\nStereoptican Slides of Kindergarten and Elementary-School Activities.\n\"The Teacher's Problem of Maintaining School Standards at This Time\" Caroline\n\n—\n\nHedger, Americanization Committee worker, Chicago, 111.\n\"The Teachers' Responsibilities during the War\" Kate Devereaux Blake, principal,\nPublic School No. 6, New York, N.Y.\n\n—\n\n417\n\n"} {"page": 434, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n4l8\n\n[Kindergarten\n\nTHIRD SESSION—Thursday Forenoon, July 13, 191\nThe meeting was called to order by the president at 9:00 a.m., and the following\nprogram was presented:\n\n\"The Dramatic Arts in the Kindergarten: Game, Song, and Story as the Basis of a\nDemocratic Education\" Edna D. Baker, National Kindergarten College, Chicago, 111.\n\"Play Materials as a Stimulus to Self-Direction and Social Cooperation\" Grace L.\nBrown, Teachers College, Columbia University, New York, N.Y.\nDiscussion Mary A. Grupe, State Normal School, EUensburg, Wash,; Louise\nDietz, kindergarten-primary supervisor, Louisville, Ky.\n\"Pictured Stories\" Mary Adair, Normal School, Philadelphia, Pa.\nStereopticon Slides of Kindergarten Activities in Denver, Colo.\n\n—\n\n—\n\n—\n\n—\n\nThe report of the Necrology Committee, expressmg appreciation of the services of\n\nMary D. Hill and regret over her death last fall, follows:\nSince the last meeting of the National Education Association, the Department of\nKindergarten Education has sustained a profound loss in the death of its secretary. Miss\n\nMary D. Hill, of Louisville, Ky.\n\nWe cannot more fittingly express our appreciation of Miss Hill's exceptional character\nand work than by quoting from a personal tribute by Miss Annie E. Moore, a friend and\ncoworker, publisht in the November, 1916, number of The Kindergarten and First Grade.\n\"On the morning of September the i6th. Miss Hill slipt away from the busy world\nwhich the day before had been filled with the engrossing duties of her position as Supervisor of Kindergartens and Training Teacher in the City Normal School, Louisville,\nKentucky.\n\n\"For nearly thirty years. Miss Hill had been closely identified with the kindergarten\nmovement. After serving for several years as director of the free kindergartens in Louisville, she succeeded her sister. Miss Patty S. Hill, as supervisor and had held this position\nHer kindergarten was always a sort of experiment station for trying out\nfor ten years.\nnew ideas and her sound judgment made such experiments of great professional worth.\nDuring Miss HUl's administration, the training class which had been under a philanthropic\nboard was incorporated with the public-school system and she directed that delicate\nadjustment with great skill.\n\"The life of Miss Mary Hill offers a beautiful and striking example of the profound\nand far-reaching influence of deep sincerity, loyalty, and unobtrusive perseverance. She\nwas a staunch friend, a kind but searching critic, and a clear-visioned counselor. Her\nleadership rested upon these sterling qualities.\"\n\nGrace Brown\nClara Meisner\nGeorgia McClellan\nCommittee\n\nUpon recommendation of the Committee on Nominations, the following officers were\nunanimously elected:\nPresident Miss Netta Fans, Cleveland, Ohio.\nVice-President Miss Gail Harrison, Berkeley, Cal.\nSecretary Miss Lillian Poor, Boston, Mass.\n\n—\n—\n—\n\nPAPERS AND DISCUSSIONS\nTHE KINDERGARTEN AS AN ORGANIC PART OF EVERY\nELEMENTARY SCHOOL\nANNA LAURA FORCE, PRINCIPAL, DENVER, COLO.\nThe kindergarten is a selected environment in which children may discover themselves and their relations to life. The kindergarten, as the name\nThe conception that it is an\nimplies, is a garden of little children.\norganic part of the elementary school is based upon the true idea of educa-\n\nI\n\n"} {"page": 435, "printed_page": null, "text": "Department]\n\ntion.\n\nTHE KINDERGARTEN AND THE ELEMENTARY SCHOOL\n\nDuring recent years\n\ncritical\n\n419\n\nstudy of kindergarten methods by\n\nexperts has proved that the work has exceptional educational value.\n\n\"The reconstruction of the elementary curriculum in the United States\non the basis of the child's developing powers at different periods is largely\ndue to its influence.\"\n\nThe kindergarten practice has been the leaven that\n\nhas gone thru the elementary school and vitalized the teaching.\n\nA new conception of method has changed the spirit of the elementary\nOn the old basis little was askt of the child. The teacher did the\nwork and the child was passive. According to the new order the \"child\nmakes his contribution of self-activity and efifort before the teacher can\nfurnish interpretation and guidance.\" The kindergarten demonstrates\nthat activity based upon the stage of the child's development forms the\nschool.\n\nbasis of education.\n\nSuch a method calls for more than sympathetic insight.\n\nThe teacher\n\nseeks to secure from the children original expression upon which she may\nexercise the function of guidance for the purpose of leading them thru to\n\nhigher levels of insight and power.\n\nFroebel has said that \"the plays of\n\nchildhood are the germinal leaves of all later life.\ndren.\n\nLet us learn from chil-\n\nGive heed to the gentle admonition of their life, to the silent demands\n\nand joy.\nThen shall we begin to grow wise, to be wise.\"\nThe habits formed in activities such as self-expression, observation,\nimagination, judgment, thinking, and initiative carry over to the first grade,\nand the child has increast power to take up the work in reading, spelling,\nnumbers, and construction. He already has learned to concentrate and\nkeep at his work until he has mastered it. His power to attack new problems has been developt and he makes rapid progress. He presents a more\nalert, ready, and responsive attitude toward the new requirements of the\nHis vocabufirst grade than the child who has not had previous training.\nlary is increast by his work in oral expression, dramatization, and storyThe foreign child especially needs this preparation.\ntelling.\nGames, folk-dances, and rhythmic exercises develop the body and give\nmental and social training. Exercises involve the larger muscles. It is\nof their minds, then will the life of our children bring us peace\n\nbetter for the child to drive a nail than thread a needle.\n\nThe kindergarten child is given sense training in drawings, study of\ncolor, and handwork in sand, clay, paper, and wood.\n\nOriginal independent\n\nwork will increase power to carry out ideas.\n\nNo attempt should be made to teach phonics, but attention is called\nto clear enunciation, and some words are emphasized as they are needed in\n\nthe daily lives of the children.\nthe printing-press.\n\nReading is taught incidentally by the use of\n\nSentences and words in connection with all activities\n\nin the kindergarten are printed on paper or objects.\n\nThe social aspect of the work is highly essential.\n\nSocial training is\n\nemphasized in making the child acquainted with the work of the farmer,\n\n"} {"page": 436, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n420\n\n[Kindergarten\n\nand mechanic. The child needs to get early\nThe socializing influence of the kindergarten carries over\nthru all the grades and relates school activities to life. The visiting kindergarten teacher has brought the mothers to the school. The parent-teacher\nmovement was started in this way. The timid foreign mother learns the\nmiller, cobbler, policeman,\n\nthe group idea.\n\nEnglish language and becomes acquainted with American ways.\n\nThe seasons furnish\nAutumn is the time to study the\n\nNature gives the program to the kindergarten.\nmaterial for lessons the year round.\n\npreparation for winter;\n\nand food;\n\nwhen the snow and ice come, protection, clothing,\n\nin the springtime, the return of the birds, the development of\n\nbuds, leaves, and flowers, and the planting of seeds.\n\nIn discipline it is expression not repression.\n\nThe children do as they\n\"The right\n\nplease as long as they do not interfere with their neighbors.\nto extend\n\nmy hand stops where your nose begins.\"\n\nCooperative work\n\nstops quarreling.\n\nThe educational value of toys cannot be overestimated. \" The tearing\ndown of the constructive toy is followed by building up a re-creation of the\nThis process of destruction and construction leads the child to under-\n\ntoy.\n\nstand man-made things in the world about him.\n\nThe best toys are made of wood cut in simple design and put together\nwith bolts. Three questions should be asked before a toy is given to the child\n\nWhat is it made of ?\nWhat will the child do with it?\n3. What will it do for the child ?\n1.\n\n2.\n\nThe toys should be strong and durable.\nagainst in securing constructive toys\n\nis\n\nThe thing to be guarded\n\nfragility.\n\nToys bring children\n\ntogether in a group and help them to imitate the social life about them.\n\nThese factors in the life of the child are greater than any formulated system\nIn a kindergarten where this kind of toys is used, the conof education.\nstruction of a windmill illustrates the application of educational principles.\n\nIn the process group work is spontaneous.\n\nThe children gain power in\n\nobservation and concentration, muscular control and coordinating coopera-\n\nThe windmill functions in the life of the children\nwhen they all climb up on it, oil it, and turn it around as the wind does.\nThey make it useful by laying pipe to the house to connect it with the sink.\nIn the same school the many different toys illustrating all phases of life\nare carefully labeled and put away in perfect order. The children take them\nas they please and when they are thru with them they are put away and\nvery seldom, if ever, is a part of the toy or a bolt lost. The children put\ntoys together and fasten the parts with bolts. They stay put. Anything\ngood in construction stays put when put together. The main object in\ntion, then group control.\n\nthe construction of toys is to give the children something to do.\n\nThe child who builds a wagon learns that certain laws govern its conA large tailless kite made of red and white cloth fastened on a\nThe winds picks it up §,nd carries it high\nlight wooden frame is durable.\nstruction.\n\n"} {"page": 437, "printed_page": null, "text": "Department]\n\nTHE DRAMATIC ARTS IN KINDERGARTEN\n\ninto the air.\n\nThe air currents make it fly first in one direction and then\n\n421\n\nanother.\n\nSuch toys as Little Red Riding Hood, the Three Bears, the Three Goats\nGruff, and the Three Little Pigs place before the child a clear image of the\n\nstory he is telling, causing him to forget his self-consciousness and in no\n\nway hindering his imagination.\n\nThey help him to picture more clearly in\n\nhis mind the stories and to reproduce them in words and play more intelligently.\n\nThese toys are used for\n\nneeded.\n\nThe child is constantly experimenting.\n\nself-expression.\n\nAn audience is not\n\nRhythm is caught from piano or victrola.\n\nThe girls dance, the boys\n\nA band is easily organized.\n\nThis is the beginning of\n\nprefer marching.\n\nan orchestra in the school.\nIn this school kindergarten practice extends thru the grades.\nteachers and pupils believe in the work.\n\nfairyland of the school.\n\nAll the\n\nIt is the make-believe world, the\n\nEvery child in the building considers it a privilege\nOlder children want to watch and assist the\n\nto be invited to take part.\n\nteacher and children when it is necessary.\n\nThe work reflects the activities of the outside world in imagination\nThe creative power developt in the kindergarten is\nthe foundation for constructive imagination, a quality so rare when formal\nthru toy and story.\n\nwork is emphasized.\n\nThe educational values of the kindergarten work can leave no doubt\nin the minds of the teachers that such training is an organic part of the ele-\n\nmentary school.\n\nTHE DRAMATIC ARTS IN KINDERGARTEN: GAME,\nSONG, AND STORY AS THE BASIS OF A\nDEMOCRATIC EDUCATION\nEDNA DEAN BAKER, NATIONAL KINDERGARTEN AND ELEMENTARY\nCOLLEGE, CHICAGO\nIn the familiar A Child's Garden of Verses by Robert Louis Stevenson,\nthere is one poem describing \"A Good Play,\"\n\nWe built a ship upon the stairs\nAll made of the back bedroom chairs,\n\nAnd filled it full of sofa pillows\nTo go a-sailing on the billows.\n\nWe took a saw and several nails\nAnd water in the nursery pails;\nAnd Tom said, \"Let us also take\nAn apple and a slice of cake\";\nWhich was enough for Tom and me\nTo go a-sailing on till tea.\n\nWe sailed along for days and days,\nAnd had the very best of plays;\nBut Tom fell out and hurt his knee,\nSo there was no one left but me.\n\n"} {"page": 438, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n422\n\n(Kindergarten\n\nStevenson, Riley, and Field, as well as many another interpreter of child\nlife,\n\nhave written stories and poems redolent of their own childish advenThese bear witness to a universal recognition of the child's tendency\n\ntures.\n\nto dramatic play.\nful little gem on\n\nEven in a collection of the Indian poet Tagore a delight\"Playthings\" appears:\n\nChild, how happy you are sitting in the dust, playing with a broken twig all the morning.\nI smile at your play with that little bit of a broken twig.\n\nI am busy with\n\nmy accounts, adding up figures by the hour.\n\nPerhaps you glance at me and think, \"What a stupid game to spoil your morning with!\"\nChild, I have forgotten the art of being absorbed in sticks and mud-pies.\nI seek out costly playthings and gather lumps of gold and silver.\nWith whatever you find you create your glad games.\nI spend both my time and my strength over things I can never obtain.\nIn my frail canoe I struggle to cross the sea of desire, and forget that I, too, am playing\n\na game.\n\nIn spite of this universal recognition, however, there is the more or less\n\ncommon misunderstanding of the child's imaginative and dramatic play\nby those adults who have had no touch with child study or child psychology,\nhumorously and pathetically chronicled in the \"Billy Brad\" stories and\nothers not so well known.\nCommonly misunderstood as is the child's play by many people still,\nmore than tolerated in the usual community,\nit is universally tolerated\nas the public parks, gymnasiums, and playgrounds testify, as well as the\nstories, songs, and games in the school courses.\nWe are surprised, in fact,\nwhen Dr. Montessori in an address before the New England Montessori\nAssociation foretells the coming of the time when toys will be unknown and\n\n—\n\nchildren will find enjoyment in useful things adapted to their mental level.\n\nWe are so surprised that the Cleveland Plaindealer after acknowledging\nour indebtedness to Dr. Montessori in many ways, states the general faith\nin no uncertain terms\nIf there is going to\n\nbe such a prosaic and totally utilitarian age as Dr. Montessori\n\npredicts, let us give thanks that we shall not, in all probability, live to see it.\n\nWhen\n\nchildren are taught to find all their pleasure in doing \"useful\" things this world is going\nto be a pretty drab old place with dolls and kites and woolly lambs and hoops and jump-\n\nSanta Claus will shut up his shop for good, Christmas trees will\nbecome obsolete, the glaring sunlight of realism will drive the elves and fairies and soft\ngray shadows from the wonderland of childhood; the imagination will be strangled at its\nbirth, and the very springs of poetry and fancy will be drained dry to clear the ground for\ning jacks abolisht.\n\na turnip field.\n\nWith such sentiment in regard to the value of play abroad in our land\ntoday, we have little conception of what it meant to the educational world\n\nwhen Froebel, less than a hundred years ago, announst a new system of\neducation based upon or utilizing the play activities of children, and therewith declared his belief in the educational value of play. As Dr. William T.\nHarris states in his commentary on the education of man, \" Much had been\nsaid concerning the value and importance of play by educators at all times,\n\n"} {"page": 439, "printed_page": null, "text": "THE DRAMATIC ARTS IN KINDERGARTEN\n\nDepartment]\n\n423\n\nbut to Froebel belongs the credit of having found the true nature and function of play.\"\n\nFroebel tells us that play is the self-active representation of the inner\n\nand that the\n\nchild\n\nwho plays thoroly, with\n\nself-active\n\ndetermination\n\nuntil physical fatigue forbids, will surely be a determined man.\n\nto mind many a picture of children engaged in real play.\n\nThis calls\n\nI remember a\n\ncertain game in which Dolph figured, on his own solicitation, as policeman\n\nat the Fountain Square Crossing in our town.\n\nThe position was an exceed-\n\ningly difficult one, as cars, autos, and pedestrians clamored to pass.\n\nDolph\n\nstood well in the center of the room, figure full height, tinsel star exposed\n\non his proud chest, blue eyes gleaming, one hand raised in stern prohibition to street cars and general traffic, while the other invited irresistibly\n\nthe timid woman and her flock of children to cross.\n\nWhen the play was\n\nover Dolph was so warm that he had to remove his coat, and so satisfyingly\ntired that he needed to rest.\n\nFroebel then considers play both the necessary self-expression and the\nserious business of childhood which may be regulated in such a way as to\n\nlead gradually and naturally into work, securing for work the same joy and\n\nfreedom and spontaneity that characterize play.\nIn How to Teach by Drs. Norsworthy and Strayer we find much that is\nsuggestive in the chapter on play as to the meaning of play in education.\n\nUnder popular misconception play is often captioned as the aimless, trivial,\nThis chapter points out that \"any activity\n\nphysical activities of the child.\n\nwhich in itself satisfies, whether it be physical, emotional, or intellectual, is\nplay.\"\n\nI saw a little boy the other day seated on a wooden horse of his\n\nown construction, who sat absolutely motionless for all of fifteen minutes.\nHe made no effort to produce action in his silent steed, nor did he himself\nattempt to gallop. With head upon his hands, and far-away look in his\neyes he was riding fast and furious into parts unknown.\n\n''Pegasus\"!\n\nHe had mounted\n\nHis was intellectual play.\n\n\"It is only in the play spirit that the full resources of child or adult are\ntested,\" the chapter continues.\n\nFrom experience we know that it is never\n\nunder the lash of duty or necessity, but always at the spur of keen interest\n\nand pleasure that the quality as well as the quantity of our work reaches\nthe maximum. Again this chapter affirms that \"the play spirit is the art\nspirit,\" that \"no great result was ever achieved in any line of human\nactivity without much work, and yet no great result was ever gained\nDemosthenes never delivered a great\nunless the play spirit controlled.\"\noration, Raphael did not paint the \"Sistine Madonna,\" nor does Julia\nMarlowe relive Shakespeare without that same play spirit, the same joy\nand spontaneity in the activity as the little child reveals who paints a\nyellow ball and calls it dandelion, or that other child who re-creates \"The\nThree Bears\" as we listen. If in work we have the spirit of play we are\nartists;\n\nif\n\nwe lack it we are drudges.\n\n"} {"page": 440, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n424\n\n[Kindergarten\n\nIt is then clear that there is a relation between the child's play and art,\nbetween his dramatic play and dramatic art as developt by the race. This\ntendency to play, to dramatic play, on the part of the child is paralleled\nby the same tendency on the part of the race, and the dramatic arts, the\ngame, the song, and the story, or the dance, music, and literature were\ndevelopt from earliest times under the impulse of a need for expression such\n\nas the little child feels when he dances spontaneously around the Christmas\ntree, or reveals his understanding of a bird in joyous flight.\n\nIn other words,\n\nprimitive people were interpreting life in terms of feeling as they danst,\nsang, and recited; they were translating their experiences into meaning.\n\nHere comes a group of men home from the fight impelled by the desire\nto tell their experiences to those who have stayed behind, as well as to inter-\n\npret for themselves.\n\nThey form a rude circle, and partly in pantomime\n\ndance, partly in tonal cries and rude ejaculations they depict realistically\nthe day. As they go on, the best story-teller takes the center of the circle\nand gives the leading events while the others join in the refrain. Gradually\nthe whole approaches a great climax and everybody, decked in paint and\nfeathers, joins in the ecstatic dance of triumph.\nHere we have the crude\nbeginnings of dramatic form in the circle dance, the division into actor and\nchorus, the portrayal of character, the weaving of plot, the use of setting\nin the paint and feather costume.\n\nThe everyday occurrences of the hunt,\n\nthe fight, the funeral, the marriage, the feast, furnisht the threads of light\nor of shadow which were woven into the tapestry and finally from those\nearly dramas developt the play, the festival, and the pageant of later days.\nThat the little child's tendency to dramatic play is prompted by the same\nneed to interpret the life about him and his own life in coherent meaning\nis undoubted.\nAs Luella Palmer says in Play Life in the First Eight Years,\n\n''Everyone, the little child as well as the philosopher, is engaged in the\nstruggle to understand the mysterious power which directs organic activity.\n\nThe little child, in repeating the actual expression of the life which he sees\ncomprehends it; he becomes possessor thru imagination of the thoughts and\nwhich give rise to the activities about him.\" He patronizes the\ncorner grocery with his mother. One day he fits up a corner grocery in his\nback yard with old tin cans still bearing their brilliant tomato, corn, and\npeach labels; with clay loaves and cakes and pies; with sacks of sand flour\nand green vegetables from the weed patch. The neighborhood children\ncome to buy these necessities of life with coin of their own making, and he\nfeelings\n\ndelivers the goods in his little red wagon.\n\nto these children ?\n\nWhat is the value of this play\n\nIn their imitation of the grocer are they not entering\n\ninto the experience of the grocer, the understanding and emotional signifi-\n\ncance of what the grocer means to the support of the community ?\n\nWhen the child with his tendency to dramatic play arrives with thirty\nmore other children in the kindergarten, how shall the kindergartner\ndirect this activity of theirs so that they shall dance and sing and tell stories\n\nor\n\n"} {"page": 441, "printed_page": null, "text": "THE DRAMATIC ARTS IN KINDERGARTEN\n\nDepartment)\n\n425\n\nmeans of expressing thought and feeling? How, as Miss Caroline\nCrawford says, may they ** translate fact into value\" ? The facts about a\nhouse may be four walls, a floor, a roof, three windows, and a door, but the\nvalue of that house, in terms of a home, these lovely lines from the \" Cotter's\nSaturday Night\" express:\nas a\n\nAt length his lonely cot appears in view,\nBeneath the shelter of an aged tree;\nTh' expectant wee things, toddlin', stacher thro'\nTo meet their dad, wi' flichterin noise an' glee.\nHis wee bit ingle, blinkin bonnily,\nHis clean hearthstane, his thriftie wifie's smile,\n\nThe lisping infant prattling on his knee\n\nDo a' his weary, carking cares beguile.\nAn' mak' him quite forget his labour an* his toil.\n\nThe facts about a bird are a head, a body, two feet, and two wings, but\nthe value of that bird is a free thing which darts across the blue like a shaft\nof light from morn till night\n\n— \"Hail to thee, blithe\n\nspirit, Bird thou never\n\nwert.\"\n\nIn order to help children in their dramatic play to express such feeling,\n\nwe must be certain that we do not expect them to dramatize without\ndefinite images gained thru experience, thru contact with that which they\n\nseek to express.\n\nWe must endeavor to enhance these images for them by\n\nobservation of the real thing, by play with materials, by pictures, by tone\nof voice, by word if they lack vividness\n\n—\n\nin any, or sometimes all, of these\n\nways.\n\nOne morning in the fall a little boy appeared in my kindergarten with\na radiant face and a closed fist.\n\nHe told me to hold out my hand, which I\n\nand he dropt into it three fuzzy caterpillars. After this spectacular\nentrance the children's attention was focust upon the caterpillars. We\nput them in a wire basket with netting over it and twigs woven across, fed\nthem with leaves and watcht them make cocoons. All thru the winter we\nwondered and waited, and when the first sign of life appeared in one of the\ndead gray things we watcht expectantly until a butterfly slowly emerged.\nWe saw it stretch its wings until finally it lifted itself and fluttered gaily\nacross our room.\nOur delight knew no bounds. We sang *'Roly, poly\ncaterpillar, wakened by and by, found himself a thing of beauty, changed\ninto a butterfly! \" with perfect understanding and real feeling. Then some\n\nt\n\ndid,\n\nof the children exprest the value of that symbol, the spirit of life, in its\n\nethereal beauty of color and movement, as they too flitted to and fro like\n\nthe butterfly.\n\nTo force little children to carry thru the forms of a drama when the\nspirit is\n\nabsent\n\nis\n\nto stifle the true art impulse at the very beginning.\nThe teacher steps forward. \" I have a new game\n\nIt is time for games.\nfor\n\nyou today,\" she says.\n\n\"Divide the\n\ncircle\n\nhere and here; now the\n\n"} {"page": 442, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n426\n\n[Kindergarten\n\ntwo sides may face and take partners; stamp your feet twice, clap your\nhands twice, and then skip.\" The children looking thoroly bewildered\nand embarrasst seek to carry out her injunction, but there is totally lacking\nany of the joy, spontaneity, or real fun which such a dance should suggest,\ndid it come as the expression or the recall of a happy experience.\n\nWhen once the teacher is assured of the vivid imagery which results in\nactual dramatic expression, when the children have seen the fire engine every\n\nday, have made it clear with their blocks, or drawn it with their crayon, and\n\nthen have burst into rhythmic tone and action as they themselves become\nfire engines,\n\nhow may she help them to take the next step in art form ?\n\ncontinue this particular illustration:\n\nrunning down the street without beginning or without end;\nstarting somewhere (at the engine house)\nfire)\n\nTo\n\nthe fire engine is running, running,\nto suggest\n\nand running somewhere (to the\n\nand stopping there, is to help the child throw this rhythmic activity\n\nIn general, the teacher who desires to\nknow how to lead a little child's crude expression into elemental but true\nart form must know the beginnings of the dramatic arts in the history of the\ninto a very simple but true plot.\n\nfolk, for the development of these arts in child life follows the development\n\nof these same arts in folk life.\n\nThe teacher must find her guiding principles\n\nfor construction in the folk-game, the folk-song, and the folk-story which\nset the standard for the true and the beautiful in art at this period of a\nchild's development.\n\nThese gan^, songs, and stories are, as Mr. Surette tells us in an article\nin the Atlantic Monthly^ straight from immediate contact with life in its\n\nelemental forms, and are filled with true pathos, joy, and martial spirit\n\nvery different from many modern artificial products for children, packt as\nthey are with adult sentiment concerning life.\n\nOften, however, the folk-\n\ngame, with its present form and content, is built upon experiences that children today do not have, and there is need of adaptation or selection of new\nmaterial with the old as a standard for quality.\n\nSome of our recent modern\n\nwriters of children's drama are doing this beautifully.\n\nTo change somewhat the last sentence in the chapter on play quoted\nbefore\n\n—to influence while effacing\n\noneself, to guide while being one of the\n\nplayers, to have an adult's understanding of the needs of child-nature and\n\nthe development of art, these are the essentials in supervision of dramatic\n\nplay whether in kindergarten or the grades.\n\nIn a group of kindergarten children where the dramatic arts are used\nin the way suggested, there results a development in creative imagination\n\n—\n\nand in appreciation for the beautiful in nature and in life on a little child's\nAs a little kindergarten child\nsaid one day, \"You ought to have been down to the lake last night. The\nsky was all pinky and the water too. Gee, but it was swell!\" Or, as\nanother kindergarten child questioned when looking at Raphael's \" Madonna\n\"She\nof the Chair,\" \"Where was the mother when he painted her?\"\nplane, of course, but a basis for higher forms.\n\n"} {"page": 443, "printed_page": null, "text": "CONTROL OF PRESCHOOL WELFARE AND EDUCATION\n\nDepartment!\n\n427\n\nwas nowhere,\" was the literal reply of the teacher, \"he thought of her.\"\n\" Couldn't he see her ? \" *' No,\" said the teacher, \" he had to imagine her.\"\n\"Oh,\" continued the child with a big sigh of admiration, \"he must have\nthought she looked pretty.\"\n\nThere is also a growing power on the child's part to express every\nthought and feeling, his joyous emotions, fully and unconsciously thru\nthe medium of the body.\n\nNo one doubts the value of such power in influ-\n\nencing others as well as in fulfilling the ideal for the self-active, creative\n\nDramatic play, on the other hand, provides social situations\nwhich call for the finest cooperation, for courtesy, consideration of others,\n\nindividual.\n\nand fair play in the group.\n\nThink of the cooperation demanded in one\n\nperformance of \"Billy Goats Gruflf,\" the courtesy and consideration for\nothers involved in supporting the other child as leading character when you\n\nache to try the part yourself, the fair play constantly shown in \"taking\nturns.\" These secure, not an external semblance of unity, but the inner\nbond of a common feeling and purpose. Watch a group of children when\nfour of their number are dramatizing \"The Three Bears.\" Every member\nis living that drama with the principal actors, as their tense bodies and\n\nexpressive faces reveal.\n\nBy such imaginative play a sympathetic under-\n\nstanding, not only of those in the group, but also of all life and a sense of\n\nkinship with it develops, which enables the individual to adjust himself to\nothers.\n\nThe child who now is beast, or bird, or bee, again mother or doctor,\n\nsailor or grocer, is more at home in his world and more easily finds his place.\n\nHence, as one educator points out, \"A normal balance between the individual and society will result.\"\n\nIt is evident that these values, including\n\nthey do a rich development of the individual in relation to the social\nwhole, are essential requirements of an education that is democratic.\n\ntas\nTHE KINDERGARTEN AS AN AGENCY FOR THE CONTROL OF\nPRESCHOOL WELFARE AND EDUCATION\nMARY A. GRUPE, HEAD OF THE DEPARTMENT OF PSYCHOLOGY, STATE NORMAL\nSCHOOL, ELLENSBURG, WASH.\nIn the Pedagogical Seminary for March there appeared a stimulating\narticle by\n1\n\nWm. L. Dealey, of Providence, R.L, in which he gives a summary\n\nof agencies at work for the physical welfare and the education of children\nof pre-school age.\n\nVery recently has come the announcement that the\n\nUniversity of Iowa intends to establish a child-welfare station under the\ndirection of Dr. Seashore, which will undertake investigations with regard\nto the proper development of the child of pre-school age and the education\nof parents concerning this matter.\n\nThe unification of the kindergarten and the primary grades has occupied\nconsiderable attention and was handled at last year's meeting by Messrs.\n\n"} {"page": 444, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n428\n\n(Kindergarten\n\nChambers and Meriam from the proper standpoint, i.e., that of the physical\nand mental growth of the child. The unity and continuity of home and\nschool life is of as great, if not greater, importance.\n\nThe latter will be harder\n\nto bring about because of the lack of expert control of the pre-school age.\n\nWhen education is based on principles of physiological growth and sound\npsychology of the child, the question of unification will not exist.\n\nMay not the kindergarten for the present at least be the best agency\nMothers and even fathers are\nAt this age children are still rather\nstrange beings and not understood. Parents follow them to school now\nas they forget to do later, and even ask advice of the kindergartner. The\nfor the control of the pre-school period?\n\nnot yet weaned from their children.\n\nfreely exprest love of the child for his teacher at this period easily wins a\n\nplace in the home for her.\n\nWhile the importance of the early life of the child has been recognized\nwe have not had until recently specific data, nor have we had\n\nfor years,\n\norganizations for the control of pre-school education.\n\nCare of the physical child has been scientifically developt, and valuable\ninformation has already been spread by means of dispensaries, nurseries,\n\nEven health, however, seems to be an educational problem and should\nParents need to know that physical\nconditions from conception thru the early years make or unmake happiness\nand efficiency, perhaps for life. They do not yet generally realize that\nphysical defects and lack of a healthful environment at home are back of\nmuch poor school work, delinquency, and failure to measure up to social\netc.\n\nbe handled thru educational agencies.\n\nstandards in general.\n\nSuppose the kindergarten had among its corps an expert in child health\nwho would not only examine the children entering the kindergarten, but\nalso visit the homes in her community, examine the children there, and give\n\ninstruction concerning them or those not yet born.\n\nSuch work would not\n\nonly make the school more effective, but would improve the health and\nefficiency of the community as a whole.\n\nAltho our psychological knowledge is not yet so definite as our medical,\n\nwe have any amount in the hands of experts that ought to be made common\nknowledge among parents, and to that purpose the kindergarten health\nexpert should also be a psychological and educational expert.\n\nThe importance for later life of mental growth in the tender years has\nalso\n\nbeen long recognized and has been taken advantage of by religious\n\norders, who have long workt on the theory that children trained by them for\n\nthe first five years would remain with them.\n\nWe all know that habits of\n\nspeech are set early, and tho later control may be comparatively easy under\n\nnormal conditions, when under stress mistakes crop out, and they also\nappear again in senility.\n\nWe do not so readily recognize that Democrats and Republicans,\nMethodists and Baptists, are often made before the age of three or four.\n\n"} {"page": 445, "printed_page": null, "text": "I\n\nDepartment]\n\nCONTROL OF PRESCHOOL WELFARE AND EDUCATION\n\n429\n\nOpinions, superstitions, fears, sentiments, and attitudes which carry thru\nlife\n\nare fixt now.\n\nIf\n\nthey are not in harmony with social standards, the\n\nindividual is likely to lead a life of mental conflict.\n\nMuch of the tumult\n\nof the adolescent period may be due to a prematuring of habits which cannot\n\nThe question of what habits should be early establisht\nand what in mental life should never become mechanized needs to be workt\n\nfunction later.\n\nout for the parents.\nThorndike's analysis of original nature, the need of perpetuating some\nof the tendencies and of bringing about associative shifting with others is\n\nall-important to understand, even from the first day of the child's life.\n\nHealey charges the home with the making of most delinquents thru\nrepression of instincts, too\n\nmany final \"don'ts,\" too fast a piling up of\n\ninhibitions for the maturity of the child, too little opportunity for free\n\nexpression of ideas and feelings to parents.\n\nThe interpretations of Freud and Adler that attitudes and dispositions\nof later life are traceable to influences of early childhood simply emphasizes\n\nthe foregoing.\n\nAttitudes of jealousy, submission, aggression, etc., Adler traces to some\nfelt deficiency which often, results from defective organs and which might\n\nhave been ''covered up\" if the defects had been detected early and the\nproper environment supplied. He says that the attitude of an overbearing\nparent who makes the discrepancy between the child's strength and his\nown so apparent may emphasize the child's inferiority so that harm may\nresult.\nHe especially cites the case of the girl who wishes to become like her\nfather, and because there is so little chance of such realization, nervousness\nSomeone has reported an association test in which the\nor worse follows.\nword \"poor\" appeared an unusual number of times, and an analysis brought\nto light the fact that the subject had been taunted with his lack of ability\nand slowness during his early childhood.\nThis rather sketchy account has been for the purpose of indicating that\nwe are in possession of enough data to warrant the statement that the preschool period is of immense importance and that the work of the school will\nbe fruitless or at best re-educative instead of truly educative unless the\nprevious period\n\nis\n\nscientifically\n\nmanaged.\n\nRe-education\n\nis\n\npossible, as\n\nSwift points out, but it is very expensive.\n\nEducational control of the pre-school period must come, and it seems\nto me that the kindergarten is the best agency that we now have for the\n\nstarting of this work.\n\nThe kindergarten could easily become the center for\n\ndemonstrations, exhibits, pictures, and talks for parents along lines of\nhealth and mental development, and for work in the homes themselves.\n\n"} {"page": 446, "printed_page": null, "text": ""} {"page": 447, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\nAND PRACTICAL ARTS\nSECRETARY'S MINUTES\nOFFICERS\n\n—William Bogan, principal, Lane Technical High School\nChicago,\nFirst Vice-President— Ellsworth Woodward, director of School of Art, Tulane\nPresident\n\nJ.\n\n111.\n\nNew Orleans, La.\n\nUniversity\n\nSecond Vice-Presidenl—Isabel Bevier, professor of household science, University\n\nUrbana, 111.\nAlbany, N.Y.\n\nof Illinois\n\nSecretary\n\n—Anna H. Talbot, State Department of Education\n\nFIRST SESSION—Wednesday Forenoon, July ii, 1917\nThe meeting was called to order by the president in the First Methodist Church at\nThe secretary, Miss Talbot, being absent, Frank H. Shepherd was appointed\nro:oo A.M.\nsecretary pro tem.\n\nThe following program was presented:\nPresident Bogan spoke briefly on the past work of the department and on the outlook\nfor the future.\n\nHe emphasized the great importance of the work of the teacher of voca-\n\ntional and practical-art subjects at all times as a factor in developing eflficient citizens of\n\na democracy.\n\nHe placed particular stress on the demands of the nation at this time for a\n\nunited effort on the part of all phases of educational activities to be directed toward the\n\nconservation of all our resources and the development of a more efficient school system.\n\n\"Vocational Guidance a Distinct Function of the Public School\"\n\n—\n\n^Lester W.\n\nBart-\n\ncity schools, Pomona, Cal.\nMrs. Mary Schenck Wool\"Training of Girls and\nfor Trade and Industry\"\nman, manager. National Society for Promotion of Industrial Education, Boston, Mass.\n\" Extension of the Field of Home Economics in the School Curriculum\" AUce RavenhiU, formerly lecturer on hygiene. University of London, London, England.\n\nlett, vocational adviser,\n\n—\n\nWomen\n\n—\n\nAn interesting open discussion followed, and many members of the section gave\ntestimony as to the demands for the extension of vocational\n\nPresident\n\neducation.\n\nBogan appointed Benjamin W. Johnson, Seattle, Wash., Arthur H. Chamberlain, California, and George Fred Buxton, Menomonie, Wis., as a Committee on Nominations to\nreport at the session on Friday afternoon.\n\nSECOND SESSION—Thursday Afternoon, July 12, 191\nThe department met in joint session with the department of Science Instruction.\nThe meeting was called to order in the First Methodist Church at 2:00 p.m.,\n..\n\nR. Alderman, superintendent of Schools, Portland, Ore., acting as chairman.\n\nThe following program was presented:\n\n—\n\n—\n\n\"Vocational Guidance Problem of Organization and Administration\" Anna Y.\nReed, Seattle, Wash.\n\"The Training of Teachers for Vocational Schools\" Frank H. Shepherd, associate\nprofessor of industrial education, Oregon State Agricultural College, CorvaUis, Ore.\n\n—\n\nA general discussion followed.\n431\n\n"} {"page": 448, "printed_page": null, "text": "VOCATIONAL GUIDANCE IN THE PUBLIC SCHOOL\n\n432\n\n[Vocational\n\nTHIRD SESSION— Friday Afternoon, July 13, 191 7.\nThe meeting was called to order in the First Methodist Church at 2:00 p.m. by\nArthur H. Chamberlain, secretary, California Council of Education.\n\nThe following program was presented:\n\n—\n\nGeorge H. Jensen, director, department of\n\"Industrializing the Manual Arts\"\nmechanic arts and Prevocational School, Stockton, Cal.\n\"Practical Fine Arts Emergency Art Courses for War-time Service\" Arthur\nWesley Dow, professor of fine arts. Teachers College, Columbia University, New York, N.Y.\n\"The Relation of Art to Vocational Education and Manual Training\" Benjamin\nW. Johnson, director, department of manual and industrial education, Seattle, Wash.\n\"The Betterment of Homes in Urban Communities thru Extension Work in Home\nEconomics\" Mary F. Rausch, assistant professor of home economics. Extension Division, University of Washington, Seattle, Wash,\n\n—\n\n—\n\n—\n\n—\n\nBogan took the chair and called the\nThe Committee on Nominations submitted\n\nAfter an enthusiastic discussion. President\nactive\n\nmembers into a business\n\nsession.\n\nthe following report:\n\n—\n\nPresident Frank H. Shepherd, associate professor of industrial education, Oregon\nState Agricultural College, Corvallis, Ore.\nFirsi Vice-President\nArthur Wesley Dow, professor of fine arts, Teachers College,\nColumbia University, New York, N.Y.\nSecond Vice-President—Adelaide Steele Baylor, state supervisor of household arts,\nIndianapolis, Ind.\nSecretary ^Lester W. Bartlett, vocational adviser, city schools, Pomona, Cal.\n\n—\n\n—\n\nThe report of the committee was adopted by a unanimous vote, and, there being\nno further business, adjournment was taken until 19 18.\n\nFrank H. Shepherd,\nSecretary pro tern.\n\nPAPERS AND DISCUSSIONS\nVOCATIONAL GUIDANCE A DISTINCT FUNCTION OF\nTHE PUBLIC SCHOOL\nLESTER W. BARTLETT, VOCATIONAL ADVISER, CITY SCHOOLS, POMONA, CAL.\n\nMy experience as vocational adviser in the Pomona schools during the\npast three years has convinst me that school systems should assume the\nresponsibility for the guidance of\n\nyouth into their life-work.\n\nIn the new\n\npurposeful and democratic system which will come from the renovation\n\nand reorganization\n\nof educational institutions\n\nguidance will be the directive force.\n\nand\n\ncurricula vocational\n\nIt will be vocational guidance in the\n\nbroader aspect, one that concerns itself, not only with youth employment,\n\nbut with the personal factors of the pupil; with all the elements that enter\ninto the selection of a vocation, the preparation for it,\n\nupon it.\n\nand safe entrance\n\nIt will be a guidance, not of a single interview only, but of one\n\nthat will extend thruout the school career of the pupil and into his life-work.\n\nAnd it will give fair treatment to all the lines of activity from which the\npupil may select his work, whether in the fields of commerce, agriculture,\nindustry, or the professions.\n\nSuch a guidance will satisfy the demands of\n\nthe state that our schools prepare the young people to serve the state, to\n\n"} {"page": 449, "printed_page": null, "text": "VOCATIONAL GUIDANCE IN THE PUBLIC SCHOOL\n\nDepartment!\n\nadvance\nwill be\n\nits\n\nsocial interests,\n\n433\n\nand to participate in its productivity.\n\nIt\n\n—those\n\ndemocratic to the extent that it offers opportunity to all\n\nwho do not enter the professions as well as those who do.\n\nIt will\n\nbe\n\npurposeful in so far as the pupil's selection of subjects leads to some\ndefinite end.\n\nTo show that vocational guidance is a distinct function of any scheme\nof education\n\nwill\n\nit\n\nbe necessary to grant that vocational guidance is\n\nvaluable as a social and economic necessity, and that education is preparation\nfor a life of service rather than a life of leisure.\n\nWhen I speak of the inter-\n\nmediate school you will understand that it is also the junior high school.\n\nCan vocational guidance be handled best by the school or by some organThe first agencies that undertook guidance\n\nization apart from the school ?\n\nconcerned themselves with the problem of employment and were not\nconnected with the school system.\n\nThis was true in England and Germany\n\nas well as in the United States.\n\nBefore long, however, they cooperated\n\nwith the schools and broadened their duties along the line of investigations\n\nand giving information to the youth. Several schools attempted guidance\nwith markt success. The general trend is that schools are assuming the\nresponsibility of guidance.\n\nA glance at the history of the innovations in\n\neducation within recent years, such as playgrounds and clinics, shows that\nthey, too, started as philanthropic movements under the auspices of some\n\norganization not connected with the schools, but as soon as their value\n\nwas proved they were taken over by school authorities. We may argue by\nanalogy, since the value of vocational guidance has been unquestionably\napproved, that the time is ripe for the schools to assume that too.\nIn the first place, th-e schools have the better opportunity to become\nacquainted with the abilities, interests, and limitations of the pupils because\nof the long personal contact with them while under the stimuli of different\nlines of\n\nwork.\n\nSecondly,\n\nit is\n\neasy to introduce vocational guidance into\n\nand no new organization\nbecomes a department organized and conducted on\nthe same basis as the other departments of the system. Thirdly, vocational guidance under the direction of the schools would probably be freer\nfrom selfish interests and commercialism. Teachers, as a rule, have no\nother interests to serve than those of the pupils. There is a danger of the\ntwo motives mentioned creeping into the transactions of bureaus whose\nboards of directors are composed largely of employers. There is a danger\nthat the point of view will be too much that of the business and too little\nthe welfare of the individual. The recent attempt of certain manufacturers to repeal the child-labor law as a war necessity is an indication of\nthe possible danger. Fourthly, the school system is better adapted to\nfurnish the pupil with information about vocations from which he needs\nWhile in school the pupils may\nto make a wise selection for his life-work.\nbe reacht easily and for long enough periods to enable them to grasp the\nthe school^, since funds are already provided,\n\nis\n\nI\nI\n\nnecessary.\n\nIt\n\n"} {"page": 450, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n434\n\n(Vocational\n\nThen, too, the schools are in a\n\nchief characteristics of the vocations.\n\nposition to offer opportunity for experience and preparation in several of\nFifthly, it may be mentioned that generally the vocational-\n\nthe vocations.\n\nguidance department will be self-supporting.\npupil is worth $70 per year to the school.\n\nIn California each high-school\nI do not hesitate to speak from\n\npersonal experience that thru efficient guidance a sufficient number of pupils\nwill be saved in school to\n\npay the salary of the adviser. Twenty saved\nwould mean a saving of $1,400. We\n\nfor one year or five for four years\n\nshould not hesitate therefore to introduce vocational guidance.\n\nhave given five reasons why the schools could handle vocational\nThere is an objection,\nhowever, that teachers are not practical and are not familiar with the\nfactors of the different vocations.\nThere is some truth in the criticism;\nbut it is equally true that people who are not teachers do not have this\ninformation. Yet I think that the men in the school faculties represent\nvocations widely, both in the subjects they teach and in their experience\napart from the school. That so many, both in the school and out, do not\nI\n\nguidance better than some outside organization.\n\nknow the factors of the different vocations is decided evidence that a\nsurvey of industries and occupations\n\nis\n\nnecessary.\n\nFortunately such\n\nsurveys are being contemplated to meet the needs of the pupils.\n\nThe\n\nSouthern Section of the California Teachers' Association has one under\n\nThe present trend toward the more practical in education\n\nconsideration.\n\nwill gradually reduce the strength of the criticism that teachers are impractical.\n\nI wish to show now that the problems with which vocational guidance\nis\n\nconcerned are also the problems of education, and necessitate that\n\nguidance be a function of the school.\ninformation about the pupil\n\n—\n\n^his\n\nIt concerns itself with: gathering\n\ninterests, abilities, characteristics,\n\nand\n\nlimitations; gathering information about the various vocations, arrang-\n\ning this in a convenient form, and imparting it to the pupils; making out\nthe courses of study for the pupils who are to enter the senior high school\n\nand the junior college; introduction of vocational courses in the high\nschool and the junior college in which the pupils may receive specific\norganization of vocational stimuli, such as trips, speakers,\n\npreparation;\n\nvocational library, department assemblies, visual education; prevention of\n\nleakage from schools; employment and follow-up work among pupils and\ngraduates.\n\nIt\n\nis\n\nvery evident without argument that these seven prob-\n\nlems are distinctly educational problems in an\n\nefficient school\n\nsystem.\n\nOne can easily see, also, that they may be handled more satisfactorily by\nthe schools than by outside organizations. Vocational guidance does not\nbelong to any one department, but is equally interested in every depart-\n\nment.\n\nThere\n\nis\n\na tendency to couple\n\nvocational\n\nguidance with\n\nthe\n\nmanual arts, and it often appears in that connection on programs. It\nis true that it bears a close relation to these subjects and insists upon them\n\n"} {"page": 451, "printed_page": null, "text": "Department]\n\nVOCATIONAL GUIDANCE IN THE PUBLIC SCHOOL\n\nas a part of the school curriculum, but the\n\n435\n\nyoung people in selecting a\n\nvocation and preparing for it do not confine themselves to the manual arts.\n\nGuidance must be concerned with all the fields of activity whether agricultural,\n\ncommerical, industrial, or professional.\n\nIt is a phase of education\n\napart from individual departments, and it should be so organized.\n\nVoca-\n\ntional guidance exists thru all the school years, but especially in the inter-\n\nmediate school just before the pupil reaches the work age or passes into the\n\nThis is the period when the pupil is most likely to go\n\nsenior high school.\n\nastray, to form wrong ideals and companionships, and to yield to the lure\nof the inviting world.\n\nIf\n\never he needs the sympathetic outlook upon\n\nlife's problems it is at this time.\n\nAnother place where vocational guidance\n\nshould be emphasized is in the Senior year when the pupil is again face to\nface with the situation of work or continuance.\n\nHe is forst then to make\n\nmore definite selection of his vocation and courses, if he has not done so\nThere are vital questions which arise at this time which the pupil\nbefore.\ncannot answer alone.\n\nThe gathering and recording of the information about the pupil are\none largely in the elementary and intermediate schools; the imparting\nf the information\n\nterview\n\noccurs thruout all the years either in class work or by\n\n—in the Pomona schools\n\nthis information is given in the class in\n\nocational information and guidance in the ninth year, and again with the\neniors in connection with civics and economics, compulsory for all pupils;\ne courses for the senior high school are made out in connection with the\n\ninth-year class already mentioned; the organization of vocational stimuli\ns a matter for all the years;\n\nand the problems of leakage and employment\n\ncontinue thruout the intermediate and senior high schools and the junior\n\nIBcoUege.\n\nI^K\n\nThis brief outline of the scope and nature of the work is sufficient to\n\nI^Hmpress us with the necessity of a definite department of vocational guidI^Kince to do the work with any degree of efficiency. The complexity of the\nI Wbrganization will depend on. the size of the school system. In sniall schools\nof about two hundred the principal may be responsible for the guidance,\n\nor he may delegate it to some one of his faculty.\n\nWhen the size of the city\n\nreaches ten thousand in population, a bureau of vocational guidance should\n\nbe establisht, consisting of an adviser given full time, the principals of the\n\nj\n\nseveral intermediate and high schools, the truancy officer, the chairman of\n\nand the advisory committee. The employment committee will consist of members of the faculty, and the advisory\ncommittee of five or more representatives of vocations. The last comthe employment committee,\n\nI\n\nmittee acts in an advisory capacity only, but it may be of distinct service\nin suggesting lines of activity and in bridging the gap between the schools\n\nand industry.\n\nThe bureau just described is similar to the one which\n\nexists in the school system of Pomona.\n\nIn larger systems the problems and\n\nfunction of vocational guidance are the same as in the smaller ones;\n\nthe\n\n"} {"page": 452, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n436\n\n[Vocational\n\nwork of the bureau is of the same nature also, but more complex because\nThere would probably be a supervisor or\nEach\ndirector who would have under him advisers in the several schools.\nbureau would have an office centrally located where the records could be\nkept, the pupils could be interviewed, and the administration of the work\ncould be done. The bureau should be organized on an efficient basis\nof the larger field of work.\n\ndirectly responsible to the superintendent.\n\nI wish to express\n\nmy grati-\n\nfication for the rapidly increasing sentiment in favor of vocational guidance,\n\nand my confidence that the time is at hand when schools will assume\ndefinite responsibility for the guidance of the young people into their lifework. And I look forward to the time when schools in cities of ten thousand\nor more will organize vocational-guidance bureaus, and, in so doing, make\neducation more practical and serviceable to the public.\n\nTRAINING OF GIRLS AND WOMEN FOR TRADE AND\nINDUSTRY\nMARY SCHENCK WOOLMAN, MANAGER, NATIONAL ASSOCIATION FOR PROMOTION OF INDUSTRIAL EDUCATION, BOSTON, MASS.\n\nWomen and girls are entering wage-earning pursuits in constantly\nThose who have\n\nincreasing numbers, at present approximating ten million.\n\nbeen watching this growing army during the last two decades and who are\nconsidering the causes of it have little doubt of the permanency of women\nin industry.\n\nImportant occupations require the skill and deft handling\n\nof women, for men have been unable to succeed as well.\n\ntrades are rapidly increasing all over the country.\n\nwas little of the dress and waist manufacturing;\n\nWomen's clothing\nPrior to 1890 there\n\nsince 1900 it has grown so\n\nrapidly that it has become one of New York's leading industries.\n\nToday\n\nmore than three thousand establishments with a hundred\nthousand wage-earners and an annual output of about three hundred\nmillion dollars. Of the workers in these establishments 84 per cent are\nwomen. While New York is the center, other cities, such as Boston,\nMinneapolis, and Chicago, are rapidly following. In 19 14 Boston had\neight thousand workers and twelve millions invested. As New York onlyi\nthere are\n\nsupplies large-quantity orders, retail stores in other cities are finding\n\niti\n\nnecessary to urge small shops in their localities to provide them with small\nIt was in this industry in New York that aj\nlots of special garments.\n\n]\n\nwas taken for women in industry. A protocol of peace\nwas made, after long discussion, between employers and employes, byi\nwhich differences would be submitted to arbitration. There are, naturally,\n\nsignificant step\n\ndifficulties to\n\novercome, for human nature adjusts\n\nitself\n\nslowly to\n\nnew\n\npoints of view and workers overburdened with their hardships forget thatj\n\n"} {"page": 453, "printed_page": null, "text": "Department]\n\nTRAINING OF WOMEN FOR TRADE AND INDUSTRY\n\ncapital also has its trials.\n\n437\n\nThe action is promising, however, for the\n\nimprovement of conditions of women in industry.\nThe youth of workers in the dress and waist industry indicates that\ntraining must be given early if it is to be of service, for one-half are below\ntwenty years of age; one-quarter between twenty and twenty-five; and\nonly one-quarter above twenty-five. A large number marry and leave\nwage-earning for a time. As tlie majority of young wage-earning men are\nuntrained, they are often unable to support families adequately, and their\nchildren must work as soon as the compulsory school years are over. The\nwife, also, often returns to her trade.\n\nThe latest report of the Industrial Commission asserts the economic\nneed, in the big industrial cities, for the majority of the daughters and\n\neven wives of wage-earners to work.\n\nIf girls of fourteen or fifteen are\n\nleft untrained, the unskilled industries\n\nalone are open to them.\n\nTo make\n\ncompulsory laws keeping girls in school when the family income is below the\npossibility of adequate support to the family is a hardship unless courses\n\nof work can be given them which will directly help them to earn the money\n\nneeded for maintaining a decent standard of living.\n\nThis can be given\n\nin part-time courses while they are employed, or in all-day courses.\n\nTo\n\nthem home-making courses, alone, as is constantly suggested, when\nyears must pass before they are directly interested in marriage and homemaking, is not only wasting valuable time, but is also taking from them\ngive\n\nthe chance of being trained to immediately enter the better class of occupations and is risking their moral and physical development.\n\nThe time for\n\nhome-making courses is not at fourteen years of age for the girl who must\nwork for her own and her family's support. Such courses can and should\ncome later, when she is older, as a part of continuation work or in evening\nclasses.\nEvery elementary and high school should have household-arts\ncourses as a part of general education.\n\nThe influence of the dull, unskilled task on the untrained girl worker\nThe blight of over-fatigue is especially unfortunate.\nThe natural impulse of youth is to go to the extreme of excitement.\nTo safeguard the country we must protect tliese girls and see to it that their\nTrainlives as wage-earners are lived in as wholesome a way as possible.\ning of an adequate kind will not only enable them to rise to better positions\nwith higher wages, but may be a distinct help to them as home-making\nis\n\nfrequently pernicious.\n\nwomen and citizens.\n\nIt\n\nis\n\ndeadening to the spirit of youth to feel that\n\nthere is no chance to get ahead.\n\nAt the present time, with the war upon\n\nus, women are entering occupations new to them and having often heavier\n\nThey are succeeding beyond all\nmore necessary than ever before to train them\nto do intelligently the work immediately before them.\nThe follow-up systems in such schools as the Manhattan Trade School\nin New York and the Boston and Worcester Trade Schools show that the\n\ntasks than they have been accustomed to.\nexpectations.\n\nIt is even\n\n"} {"page": 454, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n438\n\neducation of fourteen-year-old\n\ngirls to\n\n(Vocational\n\nwage-earning positions in worth-\n\nwhile trades has been successful, enabling them to enter, at a fair wage, the\ntrades best suited to them, giving them instruction which will eventually\n\nhelp them to rise to better positions and salaries, and developing in them\nqualities\n\nneeded in trade and of equal importance in the homes.\n\nThey\n\nhave become more earnest, helpful home-makers as daughters and finally\nas wives on account of the trade training and the use of academic teaching\nMany of these girls have risen\nto develop industrial and civic interests.\nto very responsible positions in trade or have entered the field of teaching\nvocations.\n\nThe influence of the trained workers on the trades themselves has been\ncommented upon by employers and by the trade unionists. In the garment trades the tendency has been away from over-specialization in that\nthe trained workers are depended upon to make an entire waist or garment. New branches of trade have been more readily introduced, for\nthe worker has not been afraid to try new tasks as her training enables\nher to swing more readily from one occupation to another than is possible\nfor the untrained worker.\n\nSo clearly have the many-sided advantages of vocational education been\n\nshown in the schools already opened that it would seem that girls who are\nnot forst to work would be benefited by such early training. They\nwould understand the valuation of a dollar. They could be of greater\nIf reverses came they would be precivic service before their marriage.\npared to meet them, and in middle life, when their families are grown,\nthey could again enter the wage-earning or social-betterment\n\nfields\n\nas\n\nskilled workers and be a resource to the state.\n\nEXTENSION OF THE FIELD OF HOME ECONOMICS IN THE\nSCHOOL CURRICULUM\nALICE RAVENHILL, FORMERLY LECTURER ON HYGIENE, UNIVERSITY\nOF LONDON, LONDON, ENGLAND\n\nEducation is the lifelong process of human \"adaptation to environment,\nAppropriate nurture, the development of char-\n\nthru self-development.\n\nacter, and skilled service are its objects; its methods are the fortification of\n\nhealth, both of body and mind;\n\nthe cultivation of fine qualities, physical,\n\nmental, and moral; and the discovery and training of individual aptitude;\nso that the resources of the world may be intelligently utilized and conserved.\n\nThe means to these ends should exist in the home, in all educational institutions, and in the control of the conditions of life.\nIf\n\neconomic use is to be made of human progressive possibilities, if\n\nindividual efficiency and achievement are to be increast, more enlightened\n\n"} {"page": 455, "printed_page": null, "text": "Department]\n\nHOME ECONOMICS IN THE SCHOOL CURRICULUM\n\n439\n\nthought and systematic training must be given within and without the home\nto the cultivation of body, intellect, and morals.\n\nThe general level of skill\n\ncan be raised only by checking needless dissipation of energy, mainly the\nresult of the misconduct of the detail of life.\n\nOrganized training is needful\n\nto secure concentrated, cooperative efforts in the development\n\nservation\n\nof\n\nworld resources,\n\nhuman\n\nor\n\notherwise.\n\nand con-\n\nNaturally,\n\nthese\n\nmethods of education must be initiated prior to the age usually associated\neven with prevocational training; they demand their consistent employment from birth onward. They must be as conscientiously applied by\nparents as by teachers; tho the more specialized and technical handling\nof many subjects must always rest with the expert instructor.\nThe steady\ngrowth\n\nof parent-teacher associations demonstrates that this ideal has\n\nstarted\n\non the road to realization.\n\nI desire to\n\nemphasize the fact that\n\neducation as here defined calls for trained parents and begins coincidently\n\nwith pre-natal life, as emphatically I also maintain that schools must bear\n\na more practical part than hitherto in the adaptation of their pupils to their\n\nenvironment and in developing a keener sense of obligation to social service.\nIt is with these objects in view that I ask your attention to\n\nmy suggestions\n\nfor the extension of the field of home economics in the school curriculum.\n\nOur common object is to awaken in the impressionable minds under\nour direction a more vivid interest in the conditions under which they\nlive;\n\nwe aim that their curiosity to gain a general conception of physical\n\nlaws and processes should culminate in direct and intelligent applications;\n\nwe labor that they should perceive that man has progrest just in proportion\nand scientific\nBut to a large extent our desires remain imperfectly gratified.\nInteresting experiments, designed to attain these ends more rapidly,\nare now being carried on in certain schools in Great Britain. History is\nbeing taught in them as the record of the interplay of nations to build up\nthe fabric of civilization. Stress is laid on the social and domestic customs\nof the different periods; while illustrative and stimulating connections are\nindicated with what are now recognized as associated geographical data\nand physical facts. Use is made of the resources of our museums and local\nevidences of the past, dating back even to the Stone and Bronze ages, to\ncultivate some sense of the perspective of man's life on this earth.\nAttention is drawn to the motives which first knit together families and tribes\nas human beings.\nThus a general review of the helps and hindrances to\nsocial evolution is in these schools superseding the older method of more\nas he has first discovered, then availed himself of, ethical\nfacts.\n\nintensive instruction of selected historical periods.\n\nAmong other objects for these experiments is that of paving the way for\nimproved industrial organization.\n\nIt is realized that there must be definite\n\ninstruction, because, as a rule, only the perilous half-truth is perceived\n\nwhich permits the dangerous translation of liberty into selfish license.\nChildren must learn the whole truth that liberty carries with it weighty\n\n"} {"page": 456, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n440\n\n[Vocational\n\nobligations, among which are the duty of service\n\nciency.\n\nand of training for effiAs a recent writer on \"Industrial Training\" aptly says:\n\nA man's vocation is not merely his means of earning a livelihood; but it is his most\nefiEective\n\nway of rendering to society the life-service that all men owe to their kind.\n\nAs\n\na means of acquiring great wealth the professions of physician, clergyman, and teacher are\n\nacknowledged a failure;\n\nbut their significance lies in the fact that they offer to men\n\nopportunities of rendering service to their fellows of the noblest order.\n\nNever again\nmust the trade of the machinist, the electrician, or the carpenter be regarded solely as a\nmeans by which wages are to be obtained; they shovJd be considered as modes of serving\nthe best interests of the community.\nSince vocational education is responsible for the inculcation of other\nfacts than the benefit of training as effective producers, young people must\n\nalso study the duty and responsibility to the world of maintaining a high\n\nstandard of health.\n\nThis thought of the duty of physical fitness as an important element\nin vocational training lies behind the English custom, in all vocational and\n\ntrade schools, which has always required that a third or a fourth of the\n\nhours per day or per week shall be given to physical education and to the\npractice of the domestic arts.\n\nFor, seeing that the object of training is to\n\nmake work more economical and productive, if a worker damages himself\nin the process, his service is to that degree damaged.\n\nA mass of invaluable evidence on the connection between the health\nand habits of the worker and his worth to the world as a producer are now\nbeing collected in Great Britain. Interim reports show the frequent disinclination of workers to profit by the opportunities provided for their\nbenefit.\n\nInjurious habits\n\nor\n\nignorant standards fortify opposition or\n\nmilitate against anticipated response.\n\nThe conception is still unfamiliar\n\nthat a worker owes it to his employer to be in vigorous health; the idea that\n\na deficit of productive energy in any form of occupation reacts disastrously\non the world is often of startling novelty; to press home the doctrine that\nno individual is free to undermine his efficiency by his mode of life outside\nworking hours savors to the majority of an infringement of liberty.\nThis stumbling-block to progress must be removed by growing a higher\nconception of liberty and of communal duty; and, when suitably adapted,\n\nhome economics offers the medium required to\ntoward life.\n\nIt appeals to the interests of\n\ncultivate\n\nyoung people;\n\nthis\n\nattitude\n\nutilizes their\n\nexperience; offers immediate opportunity for the application of knowledge;\nlinks learning with life; has its interest enhanst by association with history,\n\ngeography, civics, elementary science, and art; and has for its objects those\n\nmotives which we desire to keep ever before our pupils\nwell-being;\n\n— high standard\n^a\n\nof\n\nthe benefits which follow efficient training; and the duty and\n\njoy of service.\n\nTo gain these ends was the object of my best efforts in Great Britain;\nand I advocated the advantages of prolonging the school course of naturestudy to include not only a brief review of man's place in nature and of his\n\n"} {"page": 457, "printed_page": null, "text": "i\n\nDepartment)\n\nHOME ECONOMICS IN THE SCHOOL CURRICULUM\n\n441\n\nsubordination to the physical laws which govern all life, but also of the\npower associated with his mental status to control conditions to his own\nadvancement. The activities of human life can be demonstrated as groupt\ninto two large classes, one of which is concerned with care for self (food,\nshelter, and environment), the second, with care for others (the young, the\nhelpless, relatives, neighbors, and fellow countrymen).\nThe introductory\nmatter of such a course may well be identical for boys and girls, but, as the\ncourse proceeds, divergence becomes desirable in view of the varied functions\nof man and woman.\nAmong the claims of the whole subject is that more than any other\nsubject in the educational program it links school precept with home pracTo utilize it, however, for this purpose, two readjustments in contice.\nventional usage are necessary. Boys must no longer be debarred from\ntheir share in training for home duties, or as factors in parental obligations,\n\nas agents in industrial efficiency and civic service.\n\nNeither can the subject\n\nbe isolated from the rest of the school program and too often confined to a\nproportion only of the girls, and then for a relatively short period of school\n\nThat both these readjustments can be made and that the ends can\nbe gained is demonstrated by the practical experience of twelve or fourteen\nlife.\n\nyears in two or three districts in Great Britain.\n\nAs long ago as 1902 the principal of a large city school in England\nhome management in\nevery grade, given by the class teachers, under her supervision. She is\nnow inspector (supervisor) of home-management classes over a large area;\nthe movement is active in hundreds of schools in England and, in response\n\norganized practical weekly lessons in health and\n\nto urgent requests, its subject-matter has been for a long time past adapted\n\nunder the title of \"Lessons in Personal\nHealth and Helpfulness in the Home.\" Thirty- to forty-minute lessons are\nalso for the special needs of hoys,\n\ngiven to boys each week, just as they are to girls, sometimes in mixed classes,\n\nsometimes to boys and girls apart, in which case the boys' lessons are given\nusually by a male teacher, in order that they may be tinged with a man's\n\ntone and touch.\n\ndo the girls.\n\nEverywhere the boys evince just as great an interest as\nMiss Helena Hitching is now engaged in the preparation of\n\na manual especially for the use of boys; she contends that the main secret\nof success lies with the teacher.\n\nMiss Hitching is convinst that this training for home duties must begin\nearly and must be as prolonged as possible in order that it may form habits\n\nand raise standards.\n\nShe lays great stress too upon visualizing the teaching\n\nto the children at all ages; each lesson must be associated with a practical\n\ndemonstration.\n\nAll the necessary material\n\nis\n\nbrought by the children;\n\ntooth and nail brushes, soap and towels for the simple instruction on personal\ncleanliness given to the youngest pupils; blacking, brushes, and polishing\n\ncloths when the care of clothing in relation to cleanliness is under discussion; a little milk, an egg or two, a piece of bread, when preparation and\n\n"} {"page": 458, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n442\nservice of food\n\nis\n\nthe subject-matter; a card or light\n\n[Vocational\n\nwooden box, some\n\nmuslin and nails, when furnishing a girl's room is the topic, and so on.\nIt is wonderful what the teachers do with the aid of an alcohol or oil lamp\n\nto show good methods of making tea or the effect of heat upon meat or an\negg.\n\nThe effect of different homemade polishes on specimens of wood;\n\nthe correct method of dressing a bad cut;\n\nthey are eaten, are\n\namong\n\nwhy potatoes are cooked before\n\nthese demonstrations.\n\nYear by year eager\n\nchildren have a happy, weekly half-hour of observation tested afterward\n\nby home practice with loving, helpful service always as the motive.\n\"More than ever I am convinst that home management must be taught\nby the ordinary teachers as part of the curriculum,\" wrote Miss Hitching\nin a letter received a few weeks ago.\n\"The great thing is to get the\nteachers themselves interested and the school trustees.\"\n\n\"I wish,\" she\n\ncontinues, \"you could have seen the look of pleasure on the lads' faces at a\n\n'mixed' school last week,\n\nwho were being shown how to wash a shirt;\n\nbecause a former schoolboy had written from the trenches to say how thankful he was for this teaching;\n\nhe was able 'to give ever so many wrinkles to\n\nThe appended outline has been prepared for the lessons\ngiven to boys, who do a great deal of manual work in connection therewith.\nThey make knife boxes, window boxes, bookshelves, stools, etc. They\nlearn how to put new washers onto faucets, how to put up window shades,\nhow to mend a broken blind cord, etc. Miss Hitching holds meetings for\n\nhis comrades.'\"\n\nteachers over a large area, where she gives her suggestions on these and\n\nmany other points. All her scheme is based upon the dignity and importance of the home and its management. For the boys the lessons include\n\"Courtesy to women and girls,\" \"How a handy boy may prepare his own\nbreakfast, dinner, and tea, when mother is ill or away,\" \"How boys may\nhelp with spring cleaning,\" \"What a boy may do for his sick mother,\"\n\"How to make a homemade bed-table, medicine chest, and first-aid\ncase,\" \"The refining influence of a well-kept garden and of tasteful window\nboxes.\"\nPractical lessons on simple ailments are given and some knowledge of\n\nthe cause and treatment of adenoids, mumps, measles, etc.;\n\nincidentally\n\ninstruction is given on the home care of sufferers from consumption.\n\nA\n\nwoman teacher gives the elder lads three lessons on how to put on buttons\nand how to darn socks. Great stress is also laid before these boys on the\nduty of right employment of the years of adolescence, and this leads up to\nthe industrial and civic duties of the inmates of the homes of a nation.\nThe course for girls culminates in simple lessons on infant management, and\ntoward the close of a course one of the mothers is invited to bring her baby\nin order that the girls may compare their doll practice with actual needs and\nrequired delicacy of the handling of the living infant.\n\nExperience demonstrates that this course does not interfere with the\nconventional instruction in the domestic arts;\n\nrather\n\nit\n\nstimulates the\n\n"} {"page": 459, "printed_page": null, "text": "VOCATIONAL GUIDANCE\n\nDepartment)\n\n443\n\nzeal of the girls for these chances of more intensive instruction and of more\nIt is impossible for me to\n\nextended practice.\n\nenumerate more than very\n\nbriefly the claims for more general recognition and adoption of these exten-\n\nsions of the field of home economics.\n\nTo associate teachers with an intimate\n\nknowledge of life's difficulties, as seen by their pupils, as well as with its\nhighest ambitions, strengthens their good influence.\n\nIt assigns to\n\nthe\n\nfunctions and duties of the body and of family life an honorable position\nin the curriculum,\n\non a level with other studies held to be important to\nIt emphasizes the fact that these same duties and\n\n\"getting on in life.\"\n\nfunctions have equal claims upon a careful study by both boys and girls.\n\nThis fact also affords the useful opportunity to stress the vocational aspects\nof housewifery and the dependence of success in any position outside the\n\nhome upon the efficient performance of daily duties within the home.\nCustom has too long permitted the application of the term \"vocation\" to\nall other occupations but that most exacting one of household management.\n\nThis method of teaching the duties of family life and the crafts of the\nhousekeeper serves also to set both boys and girls in their correct relation\nto the outside world, social, industrial, civic, and national, of which their\n\nhome is a unit.\nfew.\n\nIt indicates the influence on many of the conduct of the\n\nIt traces for these immature minds connections their inexperience is\n\ntoo restricted to suggest.\n\ncommon advantage.\n\nIt trains in good-natured cooperation for\n\na\n\nIt leads the young citizens on from the homely duties\n\nwith which they are familiar to the worth of the faithful performance of\nthese duties as a factor in progressive and prosperous industrial and civic\nlife.\n\nIt stresses the obligation of\n\nsuch civic duties and emphasizes the\n\nethical fact that it is by faithfulness in little things that the great achieve-\n\nments of noble and successful lives become possible. Finally it trains boys\nand girls to the thought that it is by cooperation in the home, by a fair\ndivision of its labor, by a sharing of its responsibilities, by the exercise of\n\nmutual sympathy and assistance that they become fitted for that highest\nof all vocations\n\n—the parental, which, as Bacon quaintly\n\nsaid,\n\nmust be\n\nlaudably fulfilled \" to the glory of God and the relief of man's estate.\"\n\nVOCATIONAL GUIDANCE—PROBLEMS OF ORGANIZATION\nAND ADMINISTRATION\nANNA Y. REED, PH.D., SEATTLE, WASH.\nThe vocational-guidance movement was not started by\n\nthe public\n\nschools, nor have they done very much to foster its growth or to test its\n\npractical application,\n\nand it is still an open question whether the schools\n\nare going to be both able and willing to respond efficiently to this\n\ndemand in education.\n\nI\n\nnew\n\n"} {"page": 460, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n444\n\n[Vocational\n\nThe passage of the Smith-Hughes bill indicates public interest in, and\nwillingness to be taxt for, vocational education\n\nand also emphasizes the\n\nbelief that such education must be offered only by duly qualified teachers.\n\nWill our conception of vocational guidance\n\ndemand\n\ncareful,\n\nscientific\n\nresearch as the basis for deciding what types of vocational education are\n\nbest adapted to community needs, or will it be that all too prevalent type\nof guidance\n\nwhich is nothing more nor less than free employment?\n\nIs\n\nvocational guidance to be the Alpha or the Omega of vocational education ?\n\nIn either case, is it going to be incorporated in the public-school system,\nor is it going to remain largely under the control of other agencies ?\n\nMy experience in vocational-guidance-department work is based on\nthree years of personal research followed by the fourth and present year\n\nwhich has been devoted to studying the various conceptions of vocational\nguidance which prevail in twenty-four other cities.\nI found the free-employment conception of vocational guidance so\n\ncommon that it has influenst me to feel that it would be helpful for those\nwho are especially interested in this field to take a little inventory of our\nassets and our liabilities.\n\nFrom educational reports and replies to questionnaires I infer that\nabout thirty cities claim vocational-guidance departments.\n\nI found only\n\nabout a half-dozen where a good foundation for genuine vocational guid-\n\nThe trouble is that there is no uniform standard by\nwhich to decide what systems have vocational guidance. Moreover, most\nof our information comes from correspondence or from the printed page.\nance had been laid.\n\nSome of our superintendents write like angels, others are unfortunate enough\nto be in the \"poor poll\" class.\n\nQuite frequently poor poll is richer in actual\naccomplishments than is his more fluent and more imaginative brother.\n\nGlowing descriptions came to me often during my three years of local\nwhen I was entirely dependent upon this class of information.\nToo often the conclusions drawn from such information did not check with\n\nservice\n\nthe first-hand information secured during my visits.\n\nFour agencies are responsible for the different systems of vocational\nguidance in vogue in the country altho in some cities a sort of partnership\n\nhas been formed between two or more of these agencies:\n\n(i)\n\ncommercial\n\norganizations, (2) social and philanthropic organizations including women's\n\nclubs and college clubs, (3) private individuals, and (4) public-school systems.\n\nCommercial organizations furnish the best business background and\nthe connection between schoolroom education and business life\nmore real. They afford an opportunity for boys to meet different types\nof men and, thru personal observation, to form some conception of the\n\nmake\n\nlocal occupational field and the type of man who represents each occupation.\n\nThey demand high-class directors and are willing to pay for the rare type of\nman who combines efficiency in business and education with ability in\nvocational research and vocational guidance.\n\nBusiness\n\nmen take pride\n\n"} {"page": 461, "printed_page": null, "text": "VOCATIONAL GUIDANCE\n\nDepartment!\n\n445\n\nin the success of their undertakings and are more likely to contribute time\nand advice voluntarily and to open the avenues thru which vocational\ninformation is secured than would be the case were the vocational department under other auspices. Junior chambers of commerce are quite common in connection with such organizations and are of value for guidance.\n\nAnother advantage of commercial organizations\n\nis\n\nthat their policy\n\nis\n\nlikely to be more stable than that of any other agency.\n\nOne disadvantage of the commercial organizations is that their housing\narrangements have been made with reference to the convenience of adults,\n\nand the passing in and out of school pupils is more or less of an annoyance;\nalso there is the tendency of a certain portion of the pubKc to feel\nthat any guidance offered in connection with business organizations\nmeans guidance in the interest of capital. There is also a third disadvantage which appeals strongly to those who realize that educational guidance\nand vocational guidance cannot be separated and that the foundation for\nCommercial\nvocational guidance must be laid in educational guidance.\norganizations emphasize vocational elements and as a rule do not welcome\nthe youthful job hunter who is still in the grammar school; they appeal to,\nand are equipt for, high-school boys. Unless the public schools work in\nvery close co-operation and use the research material for the school curriculum the very pupil who needs help the most gets the least.\nThe disadvantages of social and philanthropic organizations far outweigh their advantages. Lack of funds for properly financing, too\nmuch untrained volunteer service, and too great uncertainty as to permanency of the work are the sources of most of the disadvantages. Large\nsums donated by individuals are being used in various vocational-\n\nguidance experiments.\n\nIn many cases, because trained students are not\n\nUnder certain conditions there are great\n\navailable, the funds are wasted.\n\nadvantages in the use of strictly private funds, but first-class directors\nusually prefer to work under other auspices.\n\nThe three great advantages of organization under the public-school\nThe incorporation of a vocational-guidance department in\n\nsystem are:\n\nthe educational system\n\nis\n\na public recognition that such guidance is a\nThe public schools are not criticized\n\nlegitimate function of education.\n\nfor favoring either capital or labor, for they must act in accordance with\n\nthe best interests of youth.\n\ndepartment\n\nis\n\nThe influence of a wide-awake vocational\nThe serious\n\ndecidedly beneficial to the teaching corps.\n\ndisadvantages of organization imder the public schools are all traceable\nto one fact\n\n—the character of public education contrasted with the char-\n\nacter of business\n\nlife.\n\nWhenever a vocational-guidance department has\n\nbeen organized in connection with the public schools we have the forces\nof\n\ntradition\n\nof progress.\n\nand conservatism hned up in opposition to the forces\nEducation, which is based on tradition, follows conserva-\n\ntively and at a safe distance.\n\nIt almost never leads.\n\nIt reorganizes the\n\n"} {"page": 462, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n446\n\n[Vocational\n\ncontent and method of its curriculum, not by leadership from within the\nsystem, but after other agencies have demonstrated beyond a doubt that\nits methods and material are antiquated.\n\nlabor organizations are progressive.\n\nOn the other hand, business and\n\nBoth study\n\ntheir\n\nproblems from\n\nThe vocational director must under-\n\nwithin and both anticipate change.\n\nstand both viewpoints altho he cannot often hope to please all factions.\n\nThe introduction of this new element takes the teacher from her traditional position of unchallenged authority and forces her to establish\n\nand\n\nmaintain a new relationship to the various points of contact which are\nthereby brought within the educational horizon. The \"what and how\"\nof education has received its first serious challenge!\n\nOther agencies are\n\nsame \"what and how\" and they are fast\nlearning to test the validity of our choice by the results of their own.\nRough knocks, rude awakenings, and much re-adjustment are bound to\nfollow in the wake of this new movement.\nSome educators, I dare not\nsay most or even many, welcome the change and are ready to fight for a\nnewer and higher educational position. Others cannot see the vision and\nalso experimenting with this\n\nare engaged in their death struggle to preserve the status quo ante.\n\nThere is always a certain element in every teaching corps which will\nbe opposed to the introduction and centralization of vocational guidance.\n\nThe reasons are many, are likely to be personal, and must be considered,\nbut they should not be allowed to stand in the way of educational progress.\nOpposition of this minority element is found in every city and is the first\nstumbling-block for superintendents.\n\nThe second is their tendency, in\n\nseason and out of season, to rely on the Fabian policy.\n\nPedagogical workhave entirely forgotten that this form of tactics originated in\nweakness, and that its very use was an admission of inability to control\n\ners seem to\n\nthe situation in a better way.\n\nThis ever-present policy of the school-\n\nmaster is very galling to the wide-awake business man who thinks and\nacts quickly in his own business.\n\nHe does not, it is true, always realize\n\nthat public education is not a private business, and that time must some-\n\ntimes be taken for consultation and advice, but he does realize that\nprocrastination beyond the point of obviousness is inexcusable and unnecessary,\n\nand he blames vocational directors for delays which they cannot\n\nalways control.\nBusiness men, several members of boards of education, and two city\nsuperintendents have, in conversing on this subject, called my attention\nto an article appearing in one of our weekly periodicals last October, \"The\n\nMan Who Tried to Be It.\"\n\nThis article, they all agreed, should be help-\n\nful to city superintendents who are finding it hard to delegate authority.\n\nThe fact that superintendents cannot or will not delegate authority is\nthe real reason why in all lines able men prefer to work with business\nhouses.\n\nOf course no superintendent can be held responsible for present\n\nconditions in this respect, unless back of him he has a board which permits\n\n"} {"page": 463, "printed_page": null, "text": "I\n\nDepartment)\n\nVOCATIONAL GUIDANCE\n\n447\n\nperfect freedom in the appointment of experts and equal freedom in the\n\ndischarge of failures.\n\nNo matter what agency is responsible for the support and supervision,\na director stands at the head, reporting to the supporting organization or\nto the superintendent of schools.\n\nDirectors, co-ordinate with superintend-\n\nents and reporting to boards of education, are not favored, altho I found\n\none such department.\n\nIt is useless to explain that any vocational director\nwho works under the supervision of an assistant superintendent acknowledges his incompetency by so doing, and that any board or superintendent\nassigning him to such supervision acknowledges thereby its lack of understanding of the functions of vocational guidance and the difficulties and\ndangers of too many supervisory agents acting as a go-between when the\ncooperation and respect of business houses are sought. There are a few\ncities where such a system prevails, but it is usually where vocational guid-\n\nance means free employment.\nOccasionally a vocational department does nothing but guidance.\nis\n\nThis\n\nthe case under commercial or private organizations, but never the case\n\nunder the school system.\n\nIn nearly every public-school department I\n\nfound the attendance office in combination with vocational guidance.\n\nIn\n\nsome cases the school census was included; and in one case the assistant\nvocational director was supervisor of evening schools.\nCombination of vocational guidance and attendance is universally\npopular. It is the logical outgrowth of the changed conception of the duties\nand methods of attendance officers and the close relation which exists\nbetween school elimination and occupational life. I found but one city\nin the twenty-four where the old police type of attendance officer is still\nin use.\nIf the change was made prior to the introduction of vocational\nguidance the new officer usually included vocational guidance of his own\nIf the change came as a result of vocational research the department was usually incorporated with the vocational department.\nThus far we have assumed that vocational departments are all centralized, i.e., one department for the system, and research, advisory, or placement work carried on under its direction and supervision. There is another\n\nvolition.\n\nI\nI\n\nsystem of vocational guidance of the free-employment type which is very\n\ncommon among high schools.\n\nEach high school, independent of all others,\n\nseeks business opportunities for\n\nits\n\nteachers or girls' and boys' advisers.\n\nance investigated this\n\nis\n\nThis is usually done thru\nOf all the forms of vocational guid-\n\npupils.\n\nthe most pernicious.\n\nThe business man has\n\nnothing but contempt for the inexperienst, uninformed,\n\nor,\n\nworse\n\nstill,\n\nmisinformed, pedagogical workers who frequent his office, wasting his time\n\nno better purpose than to betray their own ignorance and discredit\nIf annoyance to the business\nis taxt to support.\nman were all, we might condone it, but I know of no better opportunity\nto\n\nthe system which he\n\nto\n\ncommit crimes against childhood in the name of education than this\n\n"} {"page": 464, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n448\n\n[Vocational\n\nsame random system of advisory work. It is impossible for teachers who\ndo this type of placement to know anything about occupational guidance,\nimpossible to teach all day and keep up with the industrial world.\nSome of you have doubtless had the same opportunity as I to know\nhow the business world rates teachers who run about from house to house\nsoliciting positions, asking all kinds of absurd and personal questions and\nexpressing their opinions freely\" on business management and policy. In\nnearly every city visited I heard remarks of this class, \"some days these\npedagogs fill up my office until I wonder who's left to do their work.\" I\nattempted at one time to explain why a certain house had askt me to see\nthat all placement was negotiated thru the central office, only to be told\nthat Mr. Blank was always courteous and pleasant. Of course he was.\nHe was paid $10,000 for being so. If business houses are going to give us\ntheir assistance they have a perfect right to expect us to centralize our\nnegotiations.\n\nRight here, lest I seem to be seeing but one side of this problem, I want\nto say that it is not one bit worse for classroom teachers to be doing this\nsort of thing than it is for vocational departments to be permitting assist-\n\nants to go into individual high schools, or individual homes, and presume\nto advise pupils what course to take, or what subjects to drop and when.\n\nObservations and research have led me to the following conclusions:\n\nThere is a chaotic conception as to what constitutes vocational guidance and even greater chaos in practice.\n\nThe public-school system is the logical agency for conducting vocational\nguidance.\n\nWe must have carefully organized departments under the direc-\n\ntion of competent directors to whom it will be safe to delegate authority\n\nand who will be able to win and hold the confidence of the public. We\nnow lack competent directors and stability of policy in our school administration.\nA number of very able men have declared that no good director would be willing to accept a school position unless he could make a\nfive-year contract.\n\nThe best form of organization seems to be a combination of school\nattendance, vocational guidance, and census, under one director responsible to the superintendent.\n\nThe functions of most of the school departments are largely free employment;\n\nthere\n\nis\n\nnot enough high-class vocational research, not enough\n\nvocational information for classroom use, not enough emphasis placed on\ncharacter development, and not enough individual guidance.\n\nOur own\n\ndepartment in Seattle was not an organized department, but comprised\nvocational and pedagogical research as the basis of vocational guidance\nand as a means of ascertaining what form of organization and administration was best adapted to Seattle needs.\nThe conclusions reacht at that\ntime do not differ materially from those presented. Now, national study\n\nhas served to emphasize local conclusions.\n\n"} {"page": 465, "printed_page": null, "text": "Department)\n\nTRAINING OF TEACHERS FOR VOCATIONAL SCHOOLS\n\n449\n\nAltho our department has failed of realization I do not feel disappointed\nin the results of the research for, as the President of the Board well said,\nit has indicated\n\nwhat can be done and has set a standard below which the\n\nSeattle public will never be willing to go.\n\nThe passage of\n\nthe Smith-Hughes\n\nbill\n\nforces each state to decide\n\nwhether it will use state and national funds to institute a type of vocational\neducation which is self -analyzing and capable of growth from within, or\n\nwhether we shall merely organize a new type of public school.\n\nShall\n\nvocational guidance be the Alpha or the Omega of vocational education?\n\nTHE TRAINING OF TEACHERS FOR VOCATIONAL SCHOOLS\n{A hstract of A ddress)\n\nFRANK H. SHEPHERD, ASSOCIATE PROFESSOR OF INDUSTRIAL EDUCATION,\nOREGON STATE AGRICULTURAL COLLEGE, CORVALLIS, OREGON\n\nA vocational teacher must be trained to teach before he can be considered eligible.\n\nThe claim that any person attempting to teach a vocation\n\nshould have special aptitude and skill for that vocation is in no way a denial\nof the necessary preparation for teaching.\n\nWe should be able to show that\n\nThere is some confusion of these two\nThis confusion seems to revolve around the meaning of the\n\neach is the complement of the other.\nrequirements.\n\nword education.\n\nWhy should the way be made difficult to many by disputes between\neducation and training?\n\nThe two words, by actual usage and general\n\nacceptance, are synonymous.\n\nThe aim of education or training is to reorganize and enrich the mental\nthe individual so that he can make such responses as will fit him for\nThe individual\nhis environment and secure life, satisfaction, and efficiency.\nwho makes a study of the basic principles of carpentry, forge work, or\nprinting may as truly apply the principles of education and make his work\nas generally cultural as he who devotes years to the study of philosophy,\n\nlife of\n\nethics, Latin, or Greek.\n\nSo let the two fraternize, discover the harmonies\n\nof their aims, and together open and guard the way to universal education.\n\nThere is very Httle opposition to the demand for a more elastic curriculum\nin our schools.\n\nFrom different members of the body, pohtic or social,\n\ncomes the cry for a universal education.\nTho our clashing aims have been harmonized in theory, we have not\nobtained complete harmony in practice when\nof teachers for vocational schools.\n\nwe consider qualifications\n\nOn the one hand we have the statement\n\nthat the vocational skill is the important factor, and on the other that\n\nteaching is the major consideration.\nshall those who teach be trained ?\n\nTherefore we ask the question. How\n\n"} {"page": 466, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n450\n\n[Vocational\n\nCan vocations be taught only by practical men ? Or must vocations be\nCan we show each claimant\nthat he needs the aid of the other to support his own efforts ? The theorist\nis easily confuted by the fact that a person cannot teach what he does not\nknow. He who would teach a trade must know his trade.\nWhat has the practical man to learn? The history of the world,\nsacred and profane, is filled with examples of those who have been crucified,\nThe practical educators of the days\nin spirit or in fact, by practical men.\ntaught only by those persons trained to teach ?\n\nof Pestalozzi, Rousseau,\n\nand Froebel are dead and forgotten, but today\n\nthousands of the impractical, \"theoretical school teachers of the United\nStates are working along the lines suggested by these\n\nmake education universal.\n\nmen of visions to\n\nEvery day of a child's life should be a part of\n\nhis training for his vocation, not merely in the sense of learning the details\n\nor technic of some special trade or occupation, but in the broad sense of\nfitting him to be, in later life, a master-mechanic, fitted to take his place in\n\nThe boy of fourteen\nwho produced 153 bushels of corn on an acre won the championship in his\nstate and taught the practical men of his neighborhood, including his father,\nhow to produce a large yield of corn. It is something beyond the merely\na world-wide democracy as a peer of any other man.\n\nconcrete, the tangible, the rule of thumb, that inspires progress.\n\nScholarship and method are the two things necessary in the training of\nthe teacher.\n\nScholarship, the reserve force of the successful teacher, may\n\nbe acquired by experience, by conversation, or by reading. It is selfevident that it should be acquired thru a judicious blending of all three.\n\nEvery educational agency, the home, the church, the school, and the state,\nshould be levied upon for its contribution to this fund of scholarship. Of\nall these agencies the state has by far the most extensive and most exclusive\ninterest in the efficiency of the individuals or members of its body, and hence\nbefore it can make its contribution serve most efficiently it must have direct\nsupervision and general control over all schools. The passage of the SmithHughes bill is a great leap toward the much-desired goal of vocational\nefficiency, and is perhaps the immediate cause of the present nation-wide\ninterest in the training of teachers for our vocational schools.\n\nIn the evolution of society, scholarship became the dominating factor\nbut it was soon demonstrated that not all\n\nin the equipment for teaching;\n\nscholars were successful teachers.\n\nIt seemed, perhaps, that all scholars were\n\npossest of equal knowledge, technic, or skill, but in some cases the scholar\nfailed to function as a teacher.\n\nAfter years of thought, study, and obser-\n\nvation, that which distinguisht the teacher from the mere scholar became\n\nknown as the skill, the technic, the special scholarship of the successful\nteacher and was past on to posterity as Method in teaching.\nThis method in teaching may be learned by experience just as is the\ntechnic or skill necessary in any other vocation, but it usually takes years\nof time and perhaps makes a bungler or third-rate craftsman out of material\n\n"} {"page": 467, "printed_page": null, "text": "TRAINING OF TEACHERS FOR VOCATIONAL SCHOOLS\n\nDepartment!\n\nthat should become,\n\nif\n\nproperly trained, a master-mechanic.\n\n451\n\nIt should\n\nbe acquired the same as other forms of scholarship, by experience, by conversations, and by reading.\n\nThose who proclaim that a vocation can be\n\ntaught only by a practical man, or a man who has had practical experience\nin that vocation, should, as citizens of a democracy, be fair enough to apply\n\nI\nI\n\nI\n\nthe same truth to the other fellow.\n\nThey should know that teaching is a\n\ntrade, occupation, calling, or profession fully as old as that of brick-laying\n\nand far older than machine-shop work, and, if practical experience is an\nessential to the successful imparting of vocational knowledge to other individuals, so is practical teaching experience an essential to successful teaching.\nThe time has come in the evolution of society when we are ready for\nuniversal education. The day has past when a pair of shoes is made by a\nshoemaker. No longer is the apprentice taken into the home and shop of\nhis indentured\n\npreneur\n\nis\n\nmaster to learn the trade in all its details.\n\nseldom found in\n\nthis\n\nThe entre-\n\nage of specialization, and the general\n\nmanager of one of our great manufacturing plants must have highly specialized workmen if he may run the plant at a profit.\n\nIn establishing a national system of education to insure to the nation an\nefficient citizenship, the spirit, purpose, and aims of education must direct\n\nthe details of the process.\n\nSpecialists\n\nmust be prepared to take their\nWhere shall these speciahsts\n\nplaces in carrying the plans to fulfilment.\n\nbe obtained ?\n\nCan teachers for vocational schools be trained in the shops as they are\nmanaged today? When it is known that in a great printing-plant, for\ninstance, a pressman attends only to the press and its work, and that in\na shoe factory a\n\nman who has workt at his trade for seventeen years\n\nknows only how to cut vamps and counters, it may well be inferred that\nvery few of the men who are working in shops under actual trade conditions\nare trained in the vocation represented.\n\nIn a certain city a practical man\n\nis employed and holds a certificate to teach cabinetmaking.\n\nHe has workt\n\nin a great manufacturing plant for the past fifteen years, but in that time\n\nhe has workt in the wood-turning shop.\n\nHe has never workt for as much\n\nas fifteen minutes in the cabinetmaking shop in his life, and furthermore\n\nhe has never had any training or experience as a teacher of anything.\n\nWhen the problem of training teachers for vocational schools is seen from\nthese different viewpoints, it dawns upon the individual who thinks along\nthis line that the question of preparing teachers for vocational schools,\n\nteachers who can teach young men in such a way that they may be efficient\nworkmen and worthy citizens of a great republic, is a problem that deserves\nthe united effort of all members of the body politic to find and carry out the\nsolution.\n\nWhat shall be the requirements for teaching in a vocational school?\nFor a specific illustration, follow this development of a boy from youth to\nmanhood as he was prepared to teach the vocation of printing.\n\n"} {"page": 468, "printed_page": null, "text": "452\n\nNATIONAL EDUCATION ASSOCIATION\n\n.\n\n[Vocational\n\nThe boy attended public schools, and on entering the junior high school\nfollowed the regular course which offered different types of industrial work,\n\nsuch as shop drawing, bench work in wood, forge work, and printing. He\nwas given this work in connection with the regular academic subjects thru\nthe three years of the junior high school, carrying one of the subjects\n\nmentioned for one-half of the year, one hour and a half each day or seven\n\nand one-half hours each week. He entered the senior high school at the age\nof fifteen, and, having shown exceptional ability and being interested in\nprinting, he elected the industrial course and made printing his major\nThis course was arranged with special reference to printing, that\nsubject.\nis, with such subjects as English, art, design, composition, and related\nThru the years of the junior high school he had been delivering\nsubjects.\npapers for the daily publisht in his home town and thru vacations and all\npossible time thru the school year he did piecework in the jobroom of the\nsame daily. At the age of eighteen he determined to continue in school,\nand entered a university. On account of his past experiences and his interIn addition to the\nest in printing he registered as an industrial-arts pupil.\nrequired subjects in this course he elected such subjects as his advisor\n\nthought would balance his work in printing, as English, art, design, history,\neconomics, and related subjects.\n\nHe had an interest in all work connected\n\nwith printing, and on account of this interest was chosen to a minor place\n\non the staff of the university paper in his Junior year. In his Senior year\nhe was elected as business manager of the daily paper publisht by the student\nbody of the university. Thru his Junior and Senior years he workt as a\nstudent laborer in the printing-plant of the university, where all the publications for the school of agriculture, the experiment stations, and other\nuniversity publications were printed and bound. During his vacations he\ncontinued his work with the home daily and became local reporter for one\nAfter graduation from the university he taught\nof the metropolitan papers.\nprinting for two years in a small city high school and was then elected as\nteacher of printing in a vocational school.\nIf this illustration\n\nmay be taken as an example of a desirable preparation\n\nto teach a vocation, the essential elements of preparation may be determined\n\nby analysis.\n\nTest first for scholarship, both particular and general.\n\nHis\n\nspecial scholarship in printing, the trade he is to teach, is assured by his\n\ninstinctive but well-considered choice of printing as a trade, his long period\nof instruction and apprenticeship thru the secondary school, his work as a\n\ntradesman under actual shop conditions, and his study and practice of such\nrelated subjects as would offer special opportunity and attraction for the\n\nwidest development and application of his chosen art.\n\nAnd, finally, he\n\nhas no doubt learned much from the mistakes of others, in the way of\nrefining his skill, in his work as a tradesman and in his two years' teach-\n\ning experience.\nothers.\n\nHe can do well this special work that he is to teach to\n\n"} {"page": 469, "printed_page": null, "text": "TRAINING OF TEACHERS FOR VOCATIONAL SCHOOLS\n\nDepartment!\n\n453\n\nHis general scholarship is assured by the general fundamental education\nreceived in his early training in the public schools, his special training in the\n\nuse and practice of the English language thruout his high-school and univer-\n\nand the extension of his interests to art, literature, journalism,\nand probably widely different subjects incidental to his schooling. He has\nan accurate estimate of the value of his trade to the world, of its relation to\nother occupations and to the life of the people, and therefore can estimate its\n\nsity years,\n\nHe has the invaluable\nview secured by actual contact and experience with the trade in\n\neducational value to the persons who are his pupils.\ninside\n\ncommercial operation, and the equally invaluable outside view developt by\nhis study of educational principles and history, and the subsequent considera-\n\ntion of his trade as a factor in education.\n\nTo summarize, his own education\n\nor training has been broad enough and yet has been specialized enough to\n\ndevelop in him broad views of life and accurate knowledge of the special\nelements which make up an education for life.\n\nNow at the same time he has acquired method— that second indispensable requirement of the well-equipt teacher.\n\nHe has been well taught by\n\ninstruction, by reading, and by experience, so that he has acquired correct\n\nmethods of work.\n\nBut in addition he has studied the art of teaching and\n\nespecially the teaching of his special trade.\n\nHe has studied the child to\n\nfind out how and why he learns, in addition to studying his trade to find\n\nout what there is to learn.\n\nHe has prepared himself for the vocation of\n\nteaching, in addition to the vocation of printing,\n\nand knows that to be\n\neducational his printing-trade must be, not merely a mechanic art, but a\nvitalized\n\nand inspirational interest.\n\nHe has learned by instruction and\n\nexperience that to educate a human being he must inspire him to think and\nto do, and he is prepared to make his chosen trade function as a factor in\n\neducation.\n\nHe is a successful vocational teacher.\n\nThe vocational teacher must have skill plus teaching ability\n\n—education\n\nHe shall not be eligible\nto teach until he shall have had preparation in the trade in teaching.\nHe\n\nplus the power to inspire educational activity.\n\nshall not be eligible to teach a trade until he shall have acquired skill in that\n\ntrade.\n\nVocational teaching must be no contradiction of terms.\n\neducation must be no paradox.\n\nUniversal\n\nVocational education is only an attempt\n\non the part of the teacher to have done in the right way things that have to\nbe done in one way or another. It is to be desired that in the administration and supervision of our national school system the administrators may\nbe big and broad enough to realize that a teacher in a vocational school\nmust have a conception of the vocation greater than the purely materiahstic;\nthat teachers in our vocational schools while aiming to teach the vocation\n\nmay aim also to develop men competent to grapple with the civic and social\nproblems that must be met in the development of an efficient national Ufe,\n\n"} {"page": 470, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n454\n\n[Vocational\n\nINDUSTRIALIZING THE MANUAL ARTS\nGEO.\n\nHENRY JENSEN, DIRECTOR, DEPARTMENT OF MECHANIC ARTS AND\nPREVOCATIONAL SCHOOL, STOCKTON, CAL.\n\nIt is not\n\nmy purpose to prove to you that manual training must go \"by\n\nthe boards\" to make room for vocational education; indeed there must be\n\nmore added to our earher conception and content of manual training. A\nnewer conception must vitalize the work and give the hoys along with their\nmanual training the elements of practical training for industrial pursuits.\nThe work at first consisted of isolated exercises, or the working drawings\nwere prepared by the instructor. A little later we conceived the idea\nthat students should not work on isolated exercises, but should always be\nmaking something which had a practical value and use. This still included\nworking drawings carefully prepared by the instructor in blueprint form,\nand little by little leaders in manual training adopted the idea of having\neach boy prepare his own working drawings. Not only does the boy\nsecure better technic from this procedure, but it has made it possible to\nget individual work and vary the details in a class where all are making\n\nout the same projects, by suggesting elements of design and variation, which\nhelps to develop initiative and lay the foundation for industrializing the\n\nwork.\n\nStudy of construction and standard technic has been an ideal from\nmanual training. The development of the bench\nprojects with isolated exercises, emphasizing technic and construction, was\nwithout practical application until late in the course. These have experienst\nthe same changes from time to time which have characterized the developthe very inception of\n\nment in the teaching of mechanical drawing.\nFundamental tool processes were analyzed and from the very beginning\nmade a part of the course of study, consisting largely of exercises, but\nlater of live projects which made the work more interesting.\nAs a result of the Russian and Swedish practices, methodical doing\nhas been one of the distinguishing earmarks of manual training from the\ntime we first began to work. In spite of the fact that we must industrialize our manual training, we shall never realize our ideal unless we keep\nstrictly in mind that methodical doing must always be a vital consideration, and I wish to state that in my estimation types of construction must have\nas much right of way in the course of study as a sequence of tool processes.\nHaving acknowledged the earlier ideals and practices of manual training, we must now give to this work a new vitalizing conception which will\ninclude the elements that give the foundation for practical training in\nindustrial pursuits.\n\nThis means that our work must be planned.\n\nStudents and authorities from the vocational and industrial educational\n\ndepartments are unanimous in their plea for more time.\n\nOne of the most\n\nauthoritative statements in this connection is that reported by the special\n\n"} {"page": 471, "printed_page": null, "text": "Department!\n\nINDUSTRIALIZING THE MANUAL ARTS\n\n455\n\ncommittee of the Eastern Arts Association at their Springfield meeting\na httle over a year ago.\n\nIt said in part:\n\nThe time allotted to the manual arts in Grades i to 5 should not be less than 15\nper cent of the entire school time\n\n.... to accomplish this purpose our subject-matter\n\nmust be reorganized and industrialized so as to give a wide variety of experiences that\nreflect the vast industrial and social life of our country.\nIt is this plan that this Association presents as a justification for its\n\ndemand for at least 20 per cent of the school\n\ntime for the manual-arts subjects in the sixth, seventh, and eighth grades.\n\nMr. James W. Van Cleave, formerly president of the National Association of Manufacturers, says, \"Attach a manual-training department to every\n\npublic primary school in the United States.\nas the boy can hold tools in his\n\nBegin the training just as soon\n\nhand or, say, at the age of nine or ten.\n\nGive an hour every school day, under a competent instructor, to the use of\ntools thru all the primary grades.\n\nevery boy.\"\n\nMake this instruction compulsory for\n\nWe do not need to make shops or factories of our schools;\n\nbut the fundamental processes which we are developing must be in keeping\nwith commercial standards.\n\nThe shop method must be modified to meet\n\nthe needs of the individual, and so arranged as to economize time and effort\nin order to secure lasting and individual progress.\n\nIn my estimation our\n\ngreatest weakness has been that we have paid too\n\nlittle\n\ntechnical side of our subject.\n\nattention to the\n\nIt is desirable that a child should know more\n\nthan the mere doing of a thing which requires the use of tools in working\nup materials, whether it be for vocational or educational purposes. It is\nnot surprising that under the pressure of limited time allotment our work\nhas been narrowed down to the' completion of the project itself without\n\nhaving taught the phases of industry which are vitally more important\nthan the technic involved in the school shop.\n\nThe supplementary knowl-\n\nedge of materials must form a part of the course;\n\ntool processes and the\n\nhistorical, industrial, and geographical bearing are most important.\n\nOne author has said:\n\n\"It is a case of the survival of the fittest.\n\nThe\n\nboys that get into the trade are those that we have killed off in the grades.\n\nThose who go thru high school can get better jobs.\" There is a whole\nsermon in this quotation; but I do not concede that the manual training\nwe have had has not contributed to vocational preparation. I say this\nin spite of statements of\n\nmen who are considered authorities.\n\nOn the\n\ncontrary, I feel positively that it has contributed and will contribute more\n\nand more to industrial efficiency. The courses in manual training have\nbeen limited to the seventh and eighth grades. Dependable industrial\nsurveys show you that in the low-grade industries, where most of these\nhave been made, the children are from fourteen to sixteen years of age.\nStatistics show that these children have left school without completing the\nseventh grade, and in the majority of cases without completing the sixth.\nConsequently they have not had any manual training. Yet we are told that\n\nmanual training has not contributed to their efficiency.\n\nMost assuredly\n\n"} {"page": 472, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n456\nit has not!\n\n(Vocational\n\nNeither has the high school, nor the university, nor the gradu-\n\nate school, because the child has not had access to them.\n\nAgain quoting Mr. Van Cleave, who says:\nAs compared with the average, the boy who gets rudimentary instruction in the\n\nwho has served an apprenticeship in the regular way, supplemented by a short period of shop work, has greater initiative, alertness, and versatility.\nmanual-training school,\n\nHe is quicker in grasping new ideas.\n\nHe has greater skill in meeting new conditions,\nHe rises faster and farther, and\n\nand greater power in shapmg them to his purpose.\nwins higher positions and commands a larger salary.\n\nOne of the vital considerations from the industrial and vocational standpoint which should be contemplated to enliven the manual-training pro-\n\ngram is that of drafting;\n\nit\n\nmust assume a definite part in the program\n\nand, with more time devoted to manual training, should be taken up as a\nspecial subject in the seventh grade. I have made a careful study of reports\nfrom a number of cities where mechanical drawing has been a real part of\nmanual training, and while it is true that pupils should make their working\n\ndrawings from the very beginning, even tho this be in the fifth and sixth\ngrades, the consensus of opinion is that in these two grades the work should\n\nbe as simple as possible and may be done with the use of rulers instead of\nusing tee-squares and triangles.\n\nIt is not necessary for me to set forth the\n\nreason why it is impossible to teach pupils to read working drawings with-\n\nout having learned to make them.\n\nThe plan just stated is a debatable one,\n\nand I shall watch with interest our experiment as well as those in other\ncities in order to determine whether mechanical drawing as a course should\n\nbe extended lower down than the seventh grade. In connection with the\ndrawing much more should be done to encourage and develop initiative than\nhas been done in the past.\nIn the fifth grade we do what is called play-project work.\n\nThe first\n\npiece which is made is a small tool the dimensions of which are absolutely\nfixt and do not permit any variation by way of design.\nall\n\nMaterial which has\nbeen squared to size is used, the top needs only to be notcht and the\n\nlegs cut to length.\n\nThe material which has been squared to width and thick-\n\nness so that every corner is ready for a working face and working edge\naffords the opportunity for teaching the pupil to\n\nmark face and edge so\n\nthat he will learn from the very beginning that he must do the laying out\n\nfrom the working face and working edge.\n\nHe does this laying out with a\n\nknife so as not to be obliged to change the method of laying out for squaring ends later on.\n\nThe second piece which the pupil makes is a stand which is like the\nstool except that it is taller and a shelf has been added;\n\nthis is the first\n\nopportunity for individuality of design, and the pupil is taught that variation consists in the placing of the shelf.\n\nThus the pupil is urged from the\n\nvery beginning to make his drawing \"different,\" yet at the same time he\nis\n\nconstantly reminded that being \"different\"\n\nis\n\nnot enough and that it\n\ndoes not reflect good taste on his part unless the piece, tho \"different,\n\n'\n\n"} {"page": 473, "printed_page": null, "text": "INDUSTRIALIZING THE MANUAL ARTS\n\nDepartment]\n\n457\n\nis\n\npleasing to the eye and fulfils the requirement of the purpose for which\n\nit\n\nwas designed.\nAfter the working drawing has been completed, the individuality may\n\nbe further shown by choosing the color of stain as well as the method of\nfinishing.\n\nIn this connection approximate dimensions are taught about real\n\nThe student is encouraged to visit furniture stores, or at least\nwindows and then report to the class. The instructors say\nthat when you tell the students about real things they are more interested\n\nfurniture.\n\nto visit the\n\nthan in the shop work itself.\nIn the high fifth a particular effort is put forth to develop\n\ninitiative.\n\nIn the days of yore every boy had some opportunity for this at home, but\nin our highly specialized\n\nscheme of elementary schools the pupils have\n\nEven in the handwork in the lower grades, which\nis supposed to develop initiative, he does his cardboard work from dictation,\nand weaves a rug on a ready-made loom instead of being permitted to make\nhis own design and then make a loom to fit the design.\nOur plan is that\ntoys, models, and machines are made, and the pupils are given freedom\nin choosing what they wish to make; however, they are not permitted to\nbecome automatons.\n\n.\n\nchange to a different toy after they are well started unless there is a very\ngood reason. They are taught in this connection also that when they decide\nto do a thing they must persevere and complete their task, and in this way\nthey lay the foundation for one of the essential characteristics of success\nin life after leaving school.\n\nThey make such objects as wagons, wheelbarrows, trucks, delivery\nautos, racers, windmills, sand wheels, boats, yachts, U-boats, steamers,\npile drivers.\n\nNow you will ask how a boy can make a working drawing for\nHe cannot. We require a sketch of some kind, a photo-\n\npieces like these.\n\ngraph or a magazine illustration or some model that he works from and\nimproves; this opens a vast field for the study of industry.\nmobile, for example\n\n— have yet to find the boy who\nI\n\nextent of Ustening with eyes, ears, and mouth wide open.\nspecial effort the instructor can trace the\n\nTake the auto-\n\nis not interested to the\n\nWithout much\n\ndevelopment from the gasoline\n\nbuggy to the highly ejficient motor car of 191 7. The effect of vanadium\nsteel on the automobile industry, the modern ingenious time-and labor-saving\ndevices in the manufacture of the automobile, and no end of similar industrial\nMoving pictures and slides are to be had\nstudies are at once made vital.\nfrom the extension departments of the universities and from various manufacturers.\n\nThis is but one of the projects made in this connection.\n\nBy be-\n\nginning the development of initiative in this way, the student forms a habit\n\nwhich will do as much as anything else to help him succeed in life.\n\nIt lays\n\na foundation at once for individual work in the succeeding grades.\n\nIn the past we workt out our course of study on the basis of a stated\n\ngroup of problems representing a series of tool processes as opposed to this\n\n"} {"page": 474, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n458\n\nindustrial viewpoint,\n\n[Vocational\n\nand types of construction which are common and\nWe have done this to the extent that succeeding\n\nessential to the industry.\n\ntypes of construction determined our course of study, for example, one of\n\nour eighth-grade projects\n\nis\n\na mortise and tenon construction such as a\n\ntabouret, umbrella rack, plant stand, telephone stand, or any other similar\nprojects so long as it involves the use of the mortise and tenon, along with\n\na similar amount of surfacing, laying out, etc.\n\nThe student is shown various methods of constructing the tabouret as\nThe instructor exercises\ntact so as to have the slow workman select a construction requiring\nminimum time, while the boy who is always ahead of the class is encouraged to choose a construction which requires greater skill and more time;\nboth beget a product which is of considerably more value than the difsuggested by a blueprint or drawing on the board.\n\nference in time represents.\n\nthe butt construction\ninsight.\n\nIn the case of the dresser box, any box involving\n\nmay be substituted in order to get the industrial\n\nVarious kinds of joints used in making boxes are used in dem-\n\nonstration;\n\nthis box-making is considered from the industrial standpoint.\n\nIndustrially this should include such work as has already been sug-\n\ngested for the fifth grade, and should go farther.\n\nThe manufacture of the\n\nvarious tools used in the shop forms a very interesting and instructive\nstudy.\n\nBoys come to high school without knowing the names of more\n\nthan one or two of the tools which have to be used, and unfortunately have\n\nno idea of their material value.\n\nIn connection with the hardware a study\n\nshould be made of its manufacture, as it affords a study of iron, steels, etc.\n\nIn connection with finishing materials a study of stains (water, alcohol, and\nspirit) is made.\n\nIt is not possible to make a thoro study of forestry, but\n\nevery boy should have a simple vocabulary of woods.\n\nThe school shop\n\nalways furnishes from two to a half-dozen kinds, if one will but look aro\\md\n\nand examine the benches and other pieces of equipment which are necessary\nin every shop.\n\nFrom a commercial standpoint every boy should know the retail prices\nof the various supplies which he uses.\n\nHe should be sent to buy half a\n\ndozen screws of a certain size and then later to buy a gross of the same size\n\nand thus learn the lesson of quantity buying.\nManual training, for the most part, has meant woodworking, and that\nonly cabinet-making. Many schools have made an interesting industrial\ndeparture by having the boys in the high seventh or eighth grade do practical work in carpentry.\nIf the school does not need arbors, toolhouses,\netc., patrons of the school who live in the neighborhood are glad to have\nthe schoolboys work on similar buildings for them. The charge, in every\ncase, is for material and supplies only.\nNearly every school has a working laboratory for concrete work such as\nsteps, sidewalks, lawn benches, etc.\nThe school instruction in this work\nrequires but a minimum outlay for equipment.\nA few shovels and trowels\n\n"} {"page": 475, "printed_page": null, "text": "Department]\n\nINDUSTRIALIZING THE MANUAL ARTS\n\n459\n\nand a watering-pot are all that are needed. Wheelbarrows and additional\nshovels may be borrowed from the janitor. In the beginning tee tiles form\nvery interesting projects.\n\nThis leads readily to jardinieres, made in small\n\nrectangular forms, and should, of course, include a study of composition,\ntesting, and industrial applications.\nThere is an immense possibility for\ndevelopment along the lines of concrete pottery.\nPrinting as a subject from an industrial standpoint is conceded to be\nThe composition of ores, such as iron, copper, zinc,\nvitally worth while.\n\nand lead form excellent industrial material and are used in connection with\nThe study of alloys and learning how they are used to harden\ntype metal fascinates a boy more than does a dime novel. Then there is\n\nprinting.\n\nthe study of chemicals used in printing-inks.\n\nwe go\n\nIf\n\ninto physics,\n\nexcellent examples of mechanical motions and friction are to be found on\n\nAllied industries, such as bookbinding (which can\nthe printing-press.\nbe given practically), photo engraving, stereotyping, and electro t3q)ing\n\ncan be studied at first hand in the larger cities.\n\nEven where it is not\n\npossible to visit these industries the instructor can bring the industry to\n\nthe class by means of books and illustrated lectures.\n\nIf a school has but\ntwo shops, one of these should be a printshop. Education is expression\n(hands, words spoken, and words written). The school printshop does\nmore, with less effort, to teach written English, spelling, punctuation, and\nconstruction than anything of which I know. Boys and girls whom the\nteachers have never been able to interest \"wake up\" when they realize\nthat what they write will be read by the public. Have a school paper and\nmake the English work interesting and practical. The equipment is by\nno means prohibitive. I know of many schools that have made a splendid\nbeginning for less than $500.00. Buy only one family of type if you must\neconomize in this equipment, and start with but one size of body type.\nSheet metal can be made very interesting and can be provided at a\nminimum expense. A few snips, soldering irons, and furnaces are all\nthat are necessary. Much good work has been done using wooden blocks\nin place of stakes for bending.\nTin cans will provide material for all light\nwork the five-gallon oil size, thousands of which are thrown away every\n\n—\n\nday.\n\nWe must get busy and look over our own community and discover inand additions to our universal manual- training\nWe must give the pupils some contact with a\nvariety of fundamental industries.\nI know of what you are thinking, both\nas supervisors and as teachers, that it takes money and equipment, which\nare not available, to live up to what you consider ideal courses. With due\nrespect to your own convictions, I wish to say that you are wrong, and\nthat it is set convictions of this kind that have long interfered with industriahzing manual training.\nVery Uttle literature and textbook material is\navailable, and in every case it means hours, days, and weeks of hard,\ndustrial\n\nsubstitutions\n\n(woodworking) courses.\n\n"} {"page": 476, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n46o\n\npatient \"overtime\" to\ntraining.\n\nwork out\n\nreal\n\n[Vocational\n\nindustrial departures in\n\nmanual\n\nIt is possible to industrialize manual training with but very little\n\noutlay for equipment in addition to that which is included in a well-equipt\nmanual- training woodworking shop. In connection with the electrical work,\nif you merely make a motor which runs, you have failed; to succeed you\n\nmust industriahze the instruction, tho it will not be possible for you to do\ncorrelated work unless the motor actually runs. The\naim in this project is to enrich the pupils' idea of electricity in modern life;\nto acquaint him with the parts of simple motors and their functions; to\nteach the principles of electromagnetism and polarity as illustrated by the\nmotor to furnish elementary experience in hunting electrical trouble, etc.\nA boy gets this if he, and not the teacher, adjusts the motor and makes it\nall of the suggested\n\n;\n\nrun after it is assembled; first-hand experience with electricity is essential\nbecause it is so important in industry and because, by trying, the pupil\n\ncan really find out whether he is fitted for, and feels that he would Hke to\n\nWhere can you get a better form\nwould remind you that deeds are needed\nmore than words. Go back to your school and make your board and your\ncommunity realize this while industrializing the work already provided for\nby adding other courses possible with your \"Hmited\" equipment. Preach,\nteach, and Uve industrial efiiciency, which to be genuine includes conservation and economy.\ntake up, electrical work as a life-work.\n\nof prevocational training?\n\nI\n\nPRACTICAL FINE ARTS—EMERGENCY ART COURSES\nFOR WAR-TIME SERVICE\nARTHUR WESLEY DOW, PROFESSOR OF FINE ARTS IN TEACHERS COLLEGE,\nCOLUMBIA UNIVERSITY, NEW YORK, N.Y,\n\nThe teaching of art suffers at present thru a division of forces, but the\nOur country\nneeds the united effort of all who look for a growth in public appreciation\nof art\nan appreciation that will enrich home and city life, that will demand\ntime has come when teachers of the arts must work together.\n\n—\n\ngood design in building and manufactures, that will banish hideous advertisements and protect from defacement our scenic and historic landmarks.\nWe have made good progress thru education and the public gifts of\ncitizens, but the world of business and manufacture does not recognize\nart as a\n\nhuman necessity.\n\nArt is too often regarded as a luxury or as\nWe have said that industry without art\n\nsomething added to the useful.\nis\n\nbarbarism, but in these days we begin to wonder what barbarism really\n\nThree years ago we called certain nations barbarous, yet we were\naccustomed to buy of them large quantities of art products. To say that\nindustry without art is savagery will hardly do, for the savage sometimes\n\nis.\n\nsurpasses the civilized in art works.\nof our\n\nAmerican Indians\n\nWe are now looking back to the art\n\na people we once called savage\n\n—for motives\n\n"} {"page": 477, "printed_page": null, "text": "Department]\n\nEMERGENCY ART COURSES FOR WAR-TIME SERVICE\n\n461\n\nand color schemes to be developt in our textile design. The Peruvians, a\nthousand years ago, had mastered every form of the textile art known to\nus now.\nIt would be better to say that industry without art is stupidity.\n\nIt\n\nis\n\nsheer waste to produce things that go shortly to the rubbish heap, ox\n\nif\n\nthey last are nothing but eyesores and nuisances.\n\nr\n\nThere is a popular understanding or rather misunderstanding of the\nword \"art.\" When we speak of art as a school subject we are commonly\nsupposed to refer to picture-making\nor \"practical.\"\n\n—a pursuit not considered as \"useful\"\n\nPeople seem afraid of the word \"art\" as denoting some-\n\nA distinction is made between\nand \"applied,\" \"decorative\" or \"industrial,\" art. We have lately\ninvented a new term, \"practical arts.\" It was fear of the unpractical and\nnon-useful that brought this name into being; but now the word \"practical\" is ceasing to have a definite significance.\nWhen you vainly try to open a car window, when the handle comes off\nyour new desk, when you read that \"the fire was caused by a defective\nflue, or poor insulation\" you know that you are on the trail of the practical\nman. When we have art-trained craftsmen car windows will open easily,\nhandles will stay put, chimneys will be tight, and wires will be safe. Stuthing beyond the bounds of everyday life.\n\n\"fine\"\n\ndents share the popular impression regarding art-school work.\n\nAn applicant\n\nfor admission to art courses often says that the work must be \"practical\"\n\nas a living is to be made from it.\n\nA teacher of the graphic arts in one of\n\nour new vocational schools wishes that the boys would not so constantly\nthink of art work as a \"job\" that will help bring a little higher wage; shows\n\nthem that it is a training for power and efficiency\n\n—something that\n\nsuperior quality and higher values to their output.\n\nwill give\n\nThe fact is that these\n\nyoung people have not been taught the meaning of art, and are using\n\"practical\" as a mere catchword.\nIt\n\nis\n\nunfortunate that the academic people divided art into\n\n\"fine,\"\n\n\"applied,\" \"industrial,\" \"decorative,\" and even \"practical,\" and so have\n\ncaused divided effort.\n\nSuch classifications may be useful administratively\n\nto distinguish different departments of a school, but they are, on the whole,\n\nvicious as they imply differences that do not really exist.\n\nThat they are\n\nnot actual differences is shown by the coming together of drawing and\n\nmanual training associations under the single name, \"arts association.\"\nIn the art-producing countries of the Orient there is no distinction\nbetween artist and artisan, nor was there any in Greek or Gothic days.\nAnyone who creates a fine arrangement of line and color is an artist, no\nmatter what material he uses. If the public could once understand this, the\nterms \"fine and applied art,\" \"decorative art,\" \"industrial arts,\" and\n\"practical arts\" would disappear, and art study would take its proper\nplace.\nTo make useful things without considering shape and color is an\noffense against good taste.\nSantayana holds that the beginning of art\n\n"} {"page": 478, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n462\n\n[Vocational\n\nappreciation is the desire to make things look well. A workman may not\nbe able to control the shape or color of the machine he is building, but if\n\nhe takes an interest in its appearance he is on the way to appreciating art,\neven to becoming a creator of art.\n\nAs Mr. Flexner classes art and literature\n\ntogether in the modern school I will quote him, with one word changed, as\nsaying, \"Art is to be taught in the Modern School primarily for the purpose of\n\nWe hope to train persons\n\ndeveloping taste, interest and appreciation\n\n.... to care vitally for art ...\n\ntho not perhaps without a suspicion\n\n.\n\nthat this is the surest way of liberating creative talent.\"\n\nThe cause of the misunderstanding of the nature of art may be due to\nthe persistence of seventeenth-century academic ideals in our art teaching;\n\nfrom that period we inherit the theory that correct drawing of nature's\nforms is the first requisite in an art course, and that design is an inferior\nsubject.\nIt is a common error in art teaching to mistake a part for the v/hole and\n\nput the emphasis in the wrong place.\n\nThat glorification of nature-copying\n\nsuited the taste of a past age when kings and their ministers dictated to the\nartist how\n\nand what he should produce.\n\nThe modern art teacher faces\n\ndifferent problems and abandons the seventeenth-century dictum.\n\nby drill is not in favor with modern educators.\n\nTeaching\nWhile favoring a departure\n\nfrom tradition I cannot sympathize with anarchists in art who say, \"Away\nwith the past.\" Any attempt to ignore race experience is contrary to the\nprinciples of evolution in human progress.\nLet us rather profit by what the\npast has accomplisht, and build upon it. However, the jolt that has been\ngiven us by Cubism and modernist art is sure to do us good in the\nlong run.\n\nThe question of devising an art course that shall be of great use to the\nwhole community, shall meet modern needs, and shall enlist the interest of\nother educators is the task before us now; whether our theories are workable we cannot know until they are tried out.\n\nI can speak only of a theory\n\nof art teaching which by experience I have found workable.\n\nA work of art is produced by one who has a vision, an image of excellence,\n\nand can give it visible form.\n\nThe teacher's part is to help the\n\npupil to see, not nature, but visions of excellence, and to find a way to give\n\nthem outward form as design, or construction, or painting. This outward\nform is created by choice and arrangement, using brush, pencil, charcoal,\nmodeling tool, chisel, loom, or even a machine. Compare different forms\nof art, in cathedrals, houses, statues, carvings, landscape gardens, pictures,\n\ndesigns, lettering,\n\nmental to all.\n\nand you will find that what I call structure is fundaconsist of lines, masses of dark and light, and\n\nThey all\n\ncolors built into fine relationships.\n\nThe art course should give definite\n\nexperience in building up art-structure progressively from simple beginnings.\n\npression\n\nThis will develop appreciation and will encourage individual ex-\n\nwhich alone makes\n\nart\n\nworks worth anything.\n\nWith such\n\n1\n\n"} {"page": 479, "printed_page": null, "text": "Department]\n\nEMERGENCY ART COURSES FOR WAR-TIME SERVICE\n\nexperience\n\nwe should combine freehand drawing, mechanical drawing,\n\n463\n\nmuseum studies, and observation as helps in applying creative powers.\nAn art course with this broad foundation should and does give definite\nhelp in the problems of everyday\n\nand surroundings;\n\nlife:\n\nin planning a house, its interior\n\nin arranging things in the house, furniture, pictures;\n\nin buying the floor and wall coverings, dishes;\n\nin making articles for the\n\nhousehold, for use or wear; in planting the garden and park; in judging\npictures, sculpture, buildings, handicraft, art manufacture, dress.\n\nsuch help\n\nis\n\nThat\n\ngiven I could prove by the testimony of those who have\n\nhad the experience and found it serviceable in their life-work.\n\nFrom this\n\npoint of view we can say that the fine arts are, in a high degree, practical.\n\nLast month each department of Teachers College, Columbia University,\n\nwas asked by Dean Russell to state what service it could render the nation\nWhat could an art department do in war time ?\nin these days of war.\nArt belongs, so we supposed, to times of peace. Art is the one influence\nthat binds all nations of the earth together. Art rises above hate and\nstrife.\n\nEven if we hate a people we cannot hate their art.\n\nFollowing the\n\nadvice of the President we felt that art teachers who could not serve in\nfield or hospital should keep to the work for which they have been trained.\n\nThey must find ways in which their profession could serve the nation.\n\nWays were found, and emergency courses were at once organized.\nis\n\nHere\n\nthe list of what was done and what was planned to be done if needed:\nFine-arts courses for those who volunteer for the nation's service; occu-\n\npations and industries for home, camp, and hospital.\n\nThese courses are of\n\ntwo kinds: (a) instruction in the teaching of occupations involving line\nand color and the use of art tools; (b) instruction in simple art work that\nmight be useful to soldiers and nurses in the field, to the disabled, to convalescents, to children, and to those who are suddenly thrown upon their\n\nown resources for earning a livelihood.\n1.\n\nDrawing with pencil, chalk, and colored crayons for field work and\n\ndemonstration teaching.\n2.\n\nPainting: camouflage and protective coloring for naval and military\n\npurposes.\n3.\n\nPublicity:\n\nwar.\n\nRed Cross, and Liberty Loan posters;\n\nthrift\n\nand\n\ngarden posters; postcards and color work.\n4. Stenciling and dyeing: decorations, banners, signals, and flags.\n5. Clay and papier mache modeling for hospitals, pottery substitutes\nfor metal; making of cheap plates and dishes; plaster-casting models of\ntrenches showing the method of construction.\nmaking, from used tin cans, camp utensils, coffee\n6. Tin-can work:\npots, kettles, dishes, candlesticks, hot-water bottles, and many other useful\narticles; soldering and repair.\n7.\n\nHome furnishing; room coloring; interior painting.\n\n8.\n\nWindow gardens; table gardens; flower arrangement.\n\n"} {"page": 480, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n464\n\n[Vocational\n\nWood-block printing on fabrics.\nWeaving: improvised looms, grass curtains, mats, rugs, baskets;\nrush weaving for chairs and stools.\n9.\n\n10.\n\nDesigning of costumes for service; painted hat trimmings; design-\n\n11.\n\ning for embroidery and lace.\n\nHandicrafts for those unable to walk: painting boxes, cards, and\n\n12.\n\ntoys;\n\nlinoleum printing, stamp printing, cut paper, colored paper beads,\n\nwood toys, etc.\n13.\n\nPhotography: the camera, developing and printing, making of blue\n\npaper.\n\nOne would not ordinarily think of fine arts as related to war relief, yet\nhere is an example: Lace making is one of the arts for which Belgium is\n\nfamous.\n\nThe late Madame Van Schelle conceived the idea of gathering\n\nupon her estate in Belgium a large number of the destitute and starving\nwomen and children, and of providing them with shops and material for the\nmaking of lace. These families are to have healthful surroundings and to\nbe made as comfortable as possible. But such an industry must have a\nmarket\n\nin America.\n\nThis could be secured from the large department\n\nstores provided that the designs could be adapted to American needs.\n\nOur\n\nColumbia design students undertook these adaptations, following instrucAfter months of labor in preparation and as\ntions from the large dealers.\nshe was bringing her plans to completion, Madame Van Schelle was taken\nfrom us. But others will continue the work and it will succeed.\nMany people in the war zone have been trained in handicrafts or\npractical fine arts and can, with our help, turn their skill to advantage.\nThey only need our interest and appreciation.\n\nTHE RELATION OF ART TO VOCATIONAL EDUCATION AND\n\nMANUAL TRAINING\nBENJAMIN W. JOHNSON, DIRECTOR, DEPARTMENT OF MANUAL AND INDUSTRIAL\nEDUCATION, SEATTLE, WASH.\n\nNot very long ago I had to make adjustments in the individual programs\nAt this time the\nof some of the students desiring changes in their studies.\nhome economics course had a minimum of art requirement for those electing\nthis course.\nThe conviction of those responsible for this requirement was\nthat every girl needed to know something of the principles of art as applied\nin the home and to the person.\nWhile the claims of the home might be a remote interest for the girl's\nrealization now, there was no doubt of the immediate interest of the young\n\nlady in herself.\n\nSweet sixteen has a beauty and a charm that easily defy the analysis of\nart principles and need no aid of embellishment to delight the eye.\n\n"} {"page": 481, "printed_page": null, "text": "ART AND VOCATIONAL EDUCATION\n\nDepartment]\n\n465\n\nThe instructors in the art course of the school did not realize their\nThe\ntechnique would be too faulty. Brush and colors must be preceded by\n\nopportunity of beginning at this point of interest with the instruction.\ntracing in line, sketching, perspective,\n\nand\n\nstill-Hfe\n\nstudies.\n\nSo these\n\nstudents sought reUef from \"art\" and gave as their reason that they had no\ntalent for art, and anyway they didn't see what use it would be to them.\nOf course, they couldn't explain why they studied Latin or any of the\nstandard scholastic requirements of the school on any such basis of its use\nto them now or hereafter.\nThis experience was a beginning in the changes made to put the art\ninstruction of this school upon a new basis of application, for which a young\nIt is an interesting story to tell how it was done\ngirl could see some use.\nand the effect it had upon these same girls of later classes, who flocked into\nthe art classes delighted to discover that art was the making of things\n\nbeautiful as well as painting pictures.\n\nMy topic, I take\n\nit, is\n\nthat of art classified as the special art.\n\nclassification considers art\nskill in\n\nTho this\n\non the basis of the product, the acquiring of\n\nproduction, and the principles underlying beauty in form, shape,\n\nline, light and shade, and color, it seems to\n\nbasis of art is also included.\n\nme that the esthetic and social\n\nEsthetic appreciation, the sense of beauty,\n\ngrows out of artistic expression.\nI shall\n\nnot attempt any extended classification of the different arts.\n\nThe \"art\" referred to in my story, that the girls wished to omit, had not a\nqualifying adjective. Art there was misunderstood and represented a kind\nof \"educational luxury and superfluity.\" The art course was for the\nstudy of the beautiful with the limited conception that beauty lay in representation only and was divorst from any other use and service.\n\nThe newer point of view is now generally accepted that art is not a\npastime, and that when applied in enriching the practical needs of Hfe it\nserves in its right function as a means of expression and for the development\nof appreciation of the finer feelings and emotions of Hfe.\n\nThe terms \"major\" and \"minor\" are sometimes used to classify two\nThe major arts are those capable of giving expression to the\n\nkinds of art.\n\ngreat emotions of life, such as sorrow, repentance, and the sins and virtues\nof Hfe; while the minor arts give expression only of joy in accomplishment\n\nthru materials fashioned primarily for service to man.\n\nService first, and\n\nthen a refinement of the service thru a more perfect adaptation to the end.\n\nThe minor arts, then, embody the idea of man's activities, and the materials\nof wood, clay, stone, textiles, etc., are the means to give expression to the\nemotional and imaginative impulse in forms having a social value. Th.ese\ndistinctions\n\nare\n\ninteresting\n\nto\n\nfollow\n\nand may help\n\nin\n\nclarifying our\n\nideas.\n\nI doubt, however,\n\nthe\n\nwisdom of the implication conveyed in the\nThe conviction is growing\n\nterms \"major\" and \"minor\" as applied to art.\n\n"} {"page": 482, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n466\n\n[Vocational\n\nthat ideas, thoughts, emotions, as exprest by the craftsman thru materials\nand forms serviceable to man are as valuable to him in his spiritual and\ncultural development as any exprest thru the so-called finer arts of hterature,\npoetry, and music. This distinction is an academic one. Dr. Dewey\nsays, \"What we call art springs from a desire to make things 'look well.'\nThe raw materials may be put together in a rude way for mere use, or may\nserve a higher use by being put together in a fine way, satisfying a strong\ndesire of human nature.\"\n\nWhat then is the relation of art to vocational education and to manual\ntraining ?\n\nVocational education is differentiated from general education by its aim\n\nand purpose.\nefficiency,\n\nDr. Bagley states that vocational education is for specialized\n\nthat general or liberal education is for adaptability to changing\n\nconditions.\n\nDr. Snedden characterizes the two types of education, the\n\none for production, the other for consumption.\n\nThe part that art would\n\nhave in such specialized training, would depend entirely upon the vocational\nobjective of the training.\n\nA recent bulletin issued by the Metropolitan Museum of Art, entitled\nArt Education, an Investigation of the Training Available in New York City\nfor Artists and Artisans, gives some interesting information upon the indus-\n\nThe hst of industries\ntries in which art, line, mass, and form play a part.\nwas made after a careful study of the numerous vocational surveys and\nother reports, and by special investigation. This list comprises about 250\nThe number\ndifferent industries, from advertising design to wig-making.\nof those engaged in the professions in which art plays a part is something\n\nover 100,000.\n\nThe conclusion here seems to be that art in relation to voca-\n\ntional education has rather a limited field.\n\nTaking the other side of the question, what are the conditions in the\nDr. Prosser states, in an address, \"The\n\nother fields of work and labor?\n\nPlace of Art in Industry,\" \"It is probably safe to say that today under\nthe conditions which surround the workers of our day few of them have a\n\nchance to exercise ingenuity and esthetic sense and individuality in the\n\nmaking of things, save those who are employed as designers in the office of\nthe concern making blueprints, which the worker is required to follow\nThere are about ten milHons employed in the distributive\ncarefully.\ncallings of transportation, trade, clerical occupations;\n\nthirty millions in\n\nmining, agriculture, domestic, and personal service.\n\nIn none of these\n\nvocations is there any need of training in art as a tool or a trade.\"\n\nthru a long enumeration the\n\nSo on\n\nsum of which is that of the forty millions\n\nengaged in gainful occupations less than a miUion have any opportunity for\nIn addition to these facts about the\nself-expression in the things they do.\nworkers, there is the further fact of the replacing of the hand with the\n\nmachine and with factory production, which still further eliminates art as a\nmeans of expression in the work done.\n\nI\n\n"} {"page": 483, "printed_page": null, "text": "ART AND VOCATIONAL EDUCATION\n\nDepartmentl\n\n467\n\nThat all these workers have a need for art appreciation to become better\nand more discriminating consumers of the arts is unquestioned. Such art\ntraining in appreciation should be and is a necessary part of liberal education, but not of specialized vocational training.\n\nThe relation of art to manual training is, or should be, very close\nManual training is here used as applying generally to all forms of\nconstructive handwork when used as an agent in general education, and is in\n\nindeed.\n\nsharp distinction to speciaHzed tool instruction for vocational ends to\nselected groups.\n\nThe growing significance of the social meaning of education, that the\nchild is to participate in the various constructive activities in response to his\n\nI\n\nnatural interests, but that these are to be guided and selected to give him\ntypical expression in the fields of art and industry adapted to child Hfe and\n\nthe school conditions, has given the manual arts a new meaning in education,\n\nwith a subject-matter far wider than the teaching of tools and materials.\n\nIn this enlarged field of service manual training is the vehicle for the\ninstruction in art applied to industry.\n\nThe power and the desire to do and\n\nthe appreciation of what is done by others cannot be better developt in the\n\ni\n\ngrowing child than by the manual arts.\n\nWhether we take the subject-\n\nmatter for the manual arts on the material side, such as work with clay,\n\nwood, metal, etc., the productive side, or on the utilities side, the work and\nstudy about man as a worker and his needs in food, clothing, shelter, etc.,\nthe consumption idea, the very fundamentals of good art must be followed.\nThe adaptation of materials to purposes with an ideal in mind makes for\n\ndeveloping taste.\n\nSkill is also developt, the\n\nbeginning of craftsmanship\n\nwith reference to a standard of excellence.\n\nThe adaptation of forms to spaces, using tool, pencil, and brush, will\ntoward appreciation and will awake the\n\nstart the interest of every child\n\nexceptionally gifted one to the possibiUties of the fine arts in architecture or\npainting.\n\nIn any event the great majority of the pupils are to be appreciaBut only by taking\n\ntors of art rather than producers in any technical sense.\n\nsome part in creative production, not solely for the production of beauty,\nbut for the expression of strong desires or feehngs, can a wholesome and\nnatural attitude of appreciation be developt.\n\nGood manual arts should be good industrial design, for the object should\nits workmanship should be skilful and its\n\nadequately fulfil its purpose;\n\nconstruction consistent; the materials should be adapted to the end sought,\n\nand their qualities for beauty in form and color and arrangement be fully\nutilized; and, when consistent with the service, ornament may be devised so\nas to further reinforce the service of the object.\n\nSuch a consummation of art and of manual training as educational\nmeans is not magnifying the one above the other, but is the correlation in\nthe spiritual unfolding of the child to the world filled with beautiful things.\n\nIn\n\nfulfilling\n\nsuch a function they will be restored to the all-important\n\n"} {"page": 484, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n468\n\n[Vocational\n\nplace in the curriculum that they occupy in the scheme of the things\nof\n\nlife.\n\nThe relation of art to vocational and manual training is determined\nby our conception of art. If it has to do with the luxuries, the superfluities of life that the leisure class only can enjoy, we need spend Httle, if\nany, time upon it in the public school. If it is what I believe it is to be in\nour schools, a fundamental factor in every individual's living, a means of\nexpressing thought, emotion, ideals, the individual's desire to communicate\nand cooperate with others, then it deserves to be given very much more\nconsideration in the school curriculum than it now receives. The vocations\nrequiring art training are comparatively limited, but there is the more need\nfor art instruction to give appreciation of, and enjoyment in, the work of\nManual training as a part of general education is the best means\nothers.\nfor giving a beginning in art instruction as applied art or industrial art.\n\nFinally, the value of these applied arts is not to be measured in intellectual\n\nterms.\n\nThought, feeling, the emotions, if you please, having an ideal and\n\nstriving to realize it, are possible of expression in the work of the hands\n\nThe clothes we wear, the homes\nwe make for ourselves, the work we do, the recreations we seek, are all\nevidences of our standards of art, of esthetic refinements. Thru these\nthings we also express our desire for the approval of others, to please others.\nOur motive is in its last analysis social. Art, then, is for the very great\nwithout any other intellectual expression.\n\nmajority the simplest way, more so than thru the written or spoken word,\nfor self-expression to others.\n\nTHE BETTERMENT OF HOMES IN URBAN COMMUNITIES\nTHRU EXTENSION WORK IN HOME ECONOMICS\nMARY r. RAUSCH, ASSISTANT PROFESSOR OF HOME ECONOMICS, EXTENSION\nDIVISION, UNIVERSITY OF WASHINGTON, SEATTLE, WASH.\n\nWhat is a home ?\n\nmoney to make a home ?\n\nDoes it take\nDoes the woman who has a mansion always have\n\na homelike atmosphere?\n\nThe things that live longest in the memory of\n\nIs it just a place to eat and sleep ?\n\nmost of you are the things you remember in your own home when you were\na child.\n\nThe real home must come from within, that is, it must have a sound\nIt can still be a home even\n\nheart, and the home should create relationships.\nif\n\nthe bread be baked in a bakery and the washing be done in the laundry,\n\nor the house heated\n\nby a municipal furnace or hghted by a municipal\n\nlighting plant.\n\nI hope every man and woman here today takes an interest\n\nin the home.\n\nIf you love your home each flower that blooms has a sweeter\n\nperfume, each bit of furniture has a deeper meaning, and everything in the\n\nhome seems richer.\n\n"} {"page": 485, "printed_page": null, "text": "Department)\n\nTHE BETTERMENT OF HOMES THRU HOME ECONOMICS\n\n469\n\nThere has been very Httle done to help the women who Kve in cities,\nand it is the purpose of the University of Washington to carry this message\nConditions have changed so\nof better homes into such communities.\ntremendously that we must readjust ourselves in order to enjoy the modern\nhome. The first thing the woman of today wants to learn is to do things\nin the shortest way, to take the short cuts.\n\nA girl is not born with the\n\nability to make a dress, to furnish a house, to get up a good dinner, any more\n\nthan a man is born with the abiHty to build a magnificent church, or to\nargue a case in court, or to treat a very sick patient.\n\nAll work in the home\n\nshould be directed toward making a home attractive, and should be con-\n\nducted with the maximum amount of comfort and convenience and the\nminimum of expense. The really vital needs are very few and simple the\n\n—\n\nsanitary home, good, pure food, good, healthful clothing; these are vital in\n\norder to attain our best growth physically, morally, mentally, and spiritually.\n\nMost people spend the greater part of their income for these. There\nand want. One woman will tell you\n\nis a great big difference between need\n\nshe cannot live decently on ten thousand a year, another can just exist on\nfive\n\nthousand, still another is actually happy and feels that Ufe is worth\n\nliving and that she can save on one hundred dollars a month.\n\nThe woman of today must know how to have a restful home.\n\nShe\n\nrealizes that color, form, and arrangement have much to do with happy home\nlife,\n\nand that the comfortable chair, good reading-light, and good wall\n\npaper have much to do with the comfort of the family. She must also know\nthe right kind of food to give her children so that they will become efl&cient\n\nmen and women.\n\nShe must also know something of finance, and she must\nknow something of the value of materials; she must have a convenient as\nwell as a comfortable house.\nThe woman of today must put away what is\nunimportant; she must know good literature, must wisely and carefully\nselect friendships for her children,\n\nand must use the influence of personal\n\neffort for humanity that is so widespread in this day and age.\n\nIn the next fifty years we shall see a tremendous change in the home.\nThere will be fewer servants and the woman of the home will have to do\nthings.\nShe will have every convenience, and she must learn to five more\nsimply, to eat more simply,\n\nand to let the unimportant things go.\n\nNo\n\nmatter how many obligations and responsibilities she may have, no matter\n\nwhat size her income is, the woman of today ought to bring her brain to\nbear so that she will be a satisfactory American mother and a successful\nhome-maker. Every young child has a right to the home environment\nwhich will give chance for the best development.\ntheir just recognition in the\n\nhome.\n\nHuman values receive\n\nThat there is great need of science\n\napplied to household management is evident.\n\nIt is not only a knowledge of\n\n•music, Hterature, and history, but it is the practical things, the everyday\n\nnew woman needs, and you cannot separate science and practice.\nNo proficiency in Hterature will compensate a mother whose child has been\n\nlife that the\n\n"} {"page": 486, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n470\n\n[Vocational\n\ntaken away thru germs that have been brought in in the milk bottle.\nskill\n\nNo\n\nwith brush or pencil will compensate her for the loss of a child who\n\nbrealjs down and is delicate because he did not sleep with open windows, or\n\neat the right kind of food in the first few years of his life, or because he was\n\nWill the greatest efficiency in Greek help the\nyoung mother who is far away from home and her mother, whose husband\nis sick with tuberculosis, whose children delicate, and who knows absolutely\nnothing about the feeding and care of the sick? In the next twenty-five\nyears our schools of home economics and sociology will do wonders for the\nhome.\nOne thing must be taught, and that is the principle of cooperation. I\n\nnot properly attended to.\n\nam convinst that many people are failures in life because they do not know\nhow to cooperate with others.\n\nThe woman is the purchasing agent;\n\nshe\n\nspends most of the money, and if she fails insolvency will result.\n\nWe have\n\nhardly dreamed of the possibihties of the woman of the future.\n\nHouse-\n\nkeeping, Hke everything else, is either a pleasure or drudgery, according to\nthe brains and the knowledge that we put into it.\n\nMany American house-\n\nkeepers consider the details of real economy beneath them.\n\nThe extension\n\nworker must show that it is not easy to run a home, but that it is the details\nthat make the real home. There never was a time in the history of the\nworld when the housekeeper had such tremendous responsibility placed in\nThere are eighty thousand homes in the United\n\nher hands as she has now.\nStates.\n\nTwenty miUion women are joining the ranks of the G. A. W.\n\nWe\n\nhave an added task, and the woman worker in the home must render expert\nservice to the nation.\n\nWe Americans love our homes and we want to make them the best\nhomes in the world, but no matter how good a housekeeper a woman may\nbe, if she interferes with the comfort of the family and the development of\nthe home she is a poor mother. Sometimes we say that a woman is a very\ngood housekeeper. We may mean that she can make good bread or coffee,\nbut we may also mean that she has no idea at all of the real needs of the\nfamily.\n\nIt is the elimination of. waste in the industrial world that produces\n\nIt will be the same in the home, but it is not done by magic,\nbut by steady, careful thought and good hard work. All work becomes a\npleasure when we have a special education for it. The geologist breaks a\nrock all day and is happy, the laborer breaks rock and is unhappy doing\nthe same work; but the geologist has the broad vision and the laborer the\nnarrow one. After all, daily duties and earning daily bread are about the\n\ngreat results.\n\nsweetest things in Kfe.\n\nNo one loves to mop the kitchen, or wash the dishes\n\nthree times a day, or do the rough, dirty work, but we must not forget to\n\nteach our girls that cleanliness is a form of beauty and that we want beauty\nin everything in our homes.\n\nIt is beauty to make a bed properly.\n\nthat you can pray better at the side of a bed that is well made.\n\nI believe\nI think\n\nthat the only true culture is that which comes thru a real love for good.\n\n"} {"page": 487, "printed_page": null, "text": "Department]\n\nTHE BETTERMENT OF HOMES THRU HOME ECONOMICS\n\nhonest work.\n\n471\n\nWhen you teach a woman to set the table properly, to put\n\nthe cloth on so that it hangs evenly, to put the knives and forks where they\nbelong, are you not teaching fine art?\n\nThe esthetic side of the home is\n\nnecessary for refined people, and it must be considered.\nhealth for pleasure, the higher Hfe for fancy dress.\nthere must be sacrifice\n\nDo not sacrifice\n\nIn our housekeeping\n\nand there must be love and faith.\n\nproperly directed, is a valuable asset.\n\nEconomy, if\n\nIt does not require much intelligence\n\nto spend five dollars but to spend five dollars and make it do the work of\n\nten dollars requires a great deal of intelligence.\n\nExtension workers have\n\nthe happy privilege and duty to carry these different messages to the housekeepers, to break thru the jungle of prejudice, for there are still people who\nbelieve that fish is a brain food and that molasses will make your hair grow.\n\nFor patriotic reasons the housekeeper should strive this year for the highest\nefficiency in housekeeping and in the study of conservation of food and\nelimination of waste.\n\nIf possible, pay cash, for it is hard to pay for bread\n\nTry to get along with as little as possible\nIt is just as necessary to know\nhow to select food or clothing as how to prepare or make it. The extravagance in most homes, I believe, is caused by the food and the running\nCommercial value is now placed upon proper feeding by manexpenses.\nGive up prejudice skim milk is cheap and\nagers of large groups of people.\nvery nutritious, valuable food and might well be used in making soups,\npuddings, bread, etc. Time, trouble, skill, and knowledge are necessary\nto use cheap things and make them valuable.\nSave food, do not put too\nmuch on the plate. Cut bread on the table as it is needed. If you burn\nfood, or half cook it, or season it badly, you are wasteful.\nRemember that\nhigh price and high nutritive value do not go hand in hand. It is easier\nto cook certain high-priced things, but every woman of small means should\nbe willing to take extra trouble and to learn how to do things right, now\nmore than ever. Do not be ashamed to economize. Help to set public\nopinion against waste in public places. Ask yourself. Do I get good return\nor meat that has been eaten.\n\na good driver can turn in a small space.\n\n—\n\nfor every dollar\nselected,\n\nmanipulate ?\nis\n\nspent?\n\nIs this a wise purchase, are the utensils well\n\nwith intelligence, or are they old-fashioned, heavy, and hard to\n\nDo not be ashamed of saving the pennies.\n\nMore business\n\ndone with five-cent pieces than with twenty-dollar gold pieces.\n\nEvery\n\nwoman ought to know whether the food she buys will increase the efficiency\nof her family, or whether there is something else which would give just as\nI believe that every woman ought to know how\nToday no woman need be ashamed about telling\nother women what Uttle economies she is practicing. She must not be\nashamed of it any more than she would be ashamed to be seen in a good\n\ngood results at lower cost.\nto do something useful.\n\nwashable dress or a clean gingham apron doing her housework.\n\nEvery family should spend a certain portion of the income for what we\nhigher hfe. Its members ought to have a vacation, they should\n\ncall the\n\n"} {"page": 488, "printed_page": null, "text": "472\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Vocational\n\nenjoy a good picture, or a play, or the purchase of a new book or picture\neverything we call the higher life.\nIt is important to lay stress on the cultivation of good manners.\n\ntimes success in Hfe depends on\n\nthis.\n\nSome-\n\nCourtesy is a contagious disease,\n\nand the child should be taught to say \"good morning\" and \"thank you.\"\nA woman of good manners is pretty certain to be a person of power. You\ncannot measure manners by the amount of silver on your table, for the\npoorest people sometimes have the finest manners. Do not have \" company\nmanners.\" Keep your manners polisht as you keep your face clean. First,\nbecause self-respect demands it; and secondly, because respect for your\nneighbor demands it. These are a few of the many questions that the\nextension worker deals with.\n\nThe housekeeper of today stands face to face with a tremendous task.\nThe work that is being done in the homes will shape the lives and health of\nthe coming generations. We must learn to leave out the drudgery, and\nsubstitute wholesome, happy labor.\nWe must have a restful home. We\nmust know the relation of good food, proper exercise, fresh air, recreation,\ngood clothing, to health and growth of mind and body. In England, under\nthe stress of war, old ways have been broken down and things have been\ndone in two years that, without the war, would never have been accomphsht.\nEvery woman is confronted with a big problem in her home, and it means\nas much to her as the problem that the big leader has to solve for the state.\nLet us get rid of all false estimates and decide to have a real home, a quiet\nhome with some good books and pictures, a few friends, with our own garden\nif possible, and with some pleasures that bring no pain, for all this will more\nthan make up for anything you may have to sacrifice in the way of wealth\nor the empty joys of the world. After all, is it not the happy home life\nthat makes life worth living to all of us ? The world is a busy place, full\nIn the\nof bustle and hurry, but in the home we should find rest and peace.\nreal home we meet sorrow as well as joys, and we find time for the pressure\nThe extension worker must help to inspire the\nof a loving hand, a smile.\ndoer of the daily round of tasks. She must think, try, hope, and pray.\nTake a deeper thought for the home, with your head held a little higher and\nyour heart beating a little faster as you think of your own home, and use\nyour influence to see that every young woman in your school this year\ncarries home the thought that it is a wonderful privilege to help to make a\nhome and to do the plain, common things which are really the grand things\nDo not be afraid to live simply. You can always influence those\nin hfe.\naround you for better things. Remember that the tall mast on the big\n\nvessel often goes to all ports of the world during the lifetime of the boat, but\nit\n\nwas born and grew up quietly in some far-away forest.\n\nI\n\n"} {"page": 489, "printed_page": null, "text": "MUSIC DEPARTMENT\nSECRETARY'S MINUTES\nOFFICERS\nPresident\n\n—A.\n\nMusic\n\nJ. Gantvoort, teacher of public-school music and sight reading, College of\n\n—Herman E. Owen, supervisor of music\n\nCincinnati, Ohio\n\nSan Jos6, Cal.\n\nVice-President\nSecretary\n\n—M. Teresa Finn, supervisor of music\n\nSt. Louis, Mo.\n\nFIRST SESSION— Tuesday Forenoon, July io, 191\nThe meeting was called to order by A. J. Gantvoort in the Unitarian Church at 10:00\nPresident Gantvoort welcomed the department with an excellent address, after\n\na'.m.\n\nwhich he introduced Mr, W. H. Boyer, music supervisor of Portland, who greeted the\nmusicians with enthusiasm.\nThe regular program was then presented:\n\n\"The Place of Music in the Public Schools\"\n\n—A. C. Barker, former superintendent\n\nof\n\nschools, Oakland, Cal.\n\n\"The Music Preparation of the Grade Teacher as Provided in Teachers' Colleges\"\nLaura J. Soper, Harris Teachers' College, St. Louis, Mo.\n\"Music Appreciation in the Elementary and Grammar Grades\" Kathrjoi E. Stone,\nsupervisor of music, Los Angeles, Cal.\n\n—\n\nThe report of the Committee on Standardization of Songs for the Grades was presented by A. J. Gantvoort, chairman:\n\nAt the National Education Association meeting in New York last summer Mrs.\nHarriet Baker-Low read a very informative and suggestive\n\npaper which caused the\n\nappointment of a committee of ten which was instructed to do the following things:\n1.\n\nTo prepare a list of six songs for each grade, especially to be used in schools where\n\nmusic has just been introduced.\n2.\n\nTo prepare a list of twelve artistic unison songs to be sung from memory by high\n\nschools, with the idea of their being used in the social circle.\n3. This committee was to work with two similar committees appointed by the\nMusic Teachers' National Association and the Music Supervisors' National Conference.\nThe latter body met in March in Grand Rapids, and appointed five of the National\nEducation Association committee and five new members. The Music Teachers' National\n\nAssociation did not appoint a committee.\n\nEverybody seemed to be afraid of this work, and after many letters and some personal\ninterviews, I finally received four lists of the two sets of songs mentioned, the last of the\n\nfour reaching me here yesterday.\n\nA close scrutiny of the four lists submitted shows a\n\nwide divergence of opinion in the songs for the grades, but quite a unanimity in the songs\n(unison) for high schools, which I therefore submit as far as agreed upon or suggested\nby Messrs. Eamhart, Dykema, and Dann. Messrs. Dann and Dykema agreed on the\n(i) \"America,\" (2) \"Star-Spangled Banner,\" (3) \"Old Folks at\nHome,\" (4) \"Old Kentucky Home,\" (5) \"Annie Laurie,\" (6) \"How Can I Leave Thee?\"\n(7) \"Love's Old Sweet Song,\" (8) \"Silent Night,\" (9) \"Sweet and Low,\" (10) \"Home,\n\nfollowing eleven songs:\n\n473\n\n"} {"page": 490, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n474\n\n[Music\n\nSweet Home,\" and\n\n(ii) \"Auld Lang Syne.\"\nMr. Eamhart's list contains only Nos.\nand lo, and Mrs. Low's list is wholly different. It is evident from this that the\ncommittee will need more time for deliberation, and since some of the members of this\ncommittee have not answered repeated letters, the chairman would like to be empowered\n5, 6,\n\nto select those who will work.\n\nRespectfully submitted,\n\nA. J. Gantvoort\n\nSECOND SESSION—Wednesday Forenoon, July ii, 1917\nThe meeting was called to order in the Unitarian Church at 10:00 a.m. by President\nA. J. Gantvoort.\n\nThe following papers were presented:\n\"Music a Required Subject in the High School and Patriotic Music in All Grades\"\n\nHerman E. Owen, supervisor of music, San Jose, Cal.\n\"Music Appreciation in the High School\" M. Teresa Finn, supervisor of music,\nSt. Louis, Mo.\n\n—\n\nPresident Gantvoort appointed the nominating committee as follows:\n\nchairman,\n\nKathr5ai E. Stone, Los Angeles, Cal.; Laura J. Soper, St. Louis, Mo.; William B. Kinnear,\n\nLamed, Kan.\n\nHe then announst for the audience a surprise, consisting of a new poem,\n\nset to the tune of \"Marching thru Georgia,\" that would be the \"Soldier Song\" of our\n\nAmerican boys and would rival \"Tipperary.\"\n\nMr. Gantvoort led with enthusiasm the\n\nseveral hundred singers in singing \"Canning the Kaiser,\" by Upton Sinclair.\n\nThis song\n\nwas sung at the evening session with great enthusiasm by the entire audience. The\nwords of the song will be found in the secretary's minutes of the evening session, July 11,\nGeneral Program.\n\nTHIRD SESSION—Thursday Forenoon, July 12, 191\nThe meeting was called to order in the Unitarian Church at 10:00 a.m. by President\n\n,\n\nGantvoort.\n\nThe nominating committee reported as follows:\n\n—\n\nPresident Osbourne McConathy, professor of public-school and community music.\nNorthwestern University, Evanston, 111.\nVice-President M. Teresa Finn, supervisor of music, Soldan High School, St. Louis,\n\n—\n\nMo.\n\n—Philip C. Hayden, editor of School Music, Keokuk, Iowa.\n\nSecretary\n\nThese officers were unanimously elected.\nThen followed a most interesting Round Table discussion on \"Courses of Study and\nCredits for Music in High Schools.\" The leader was Miss Finn, of St. Louis, Mo.\n\n—\nSight-Reading Discussion—Leader, A.\n\nThree-Minute Discussions Miss Holman, McMinnville, Ore.; Miss Magers, Salem,\nMr. Owen, San Jose, Cal.; Miss Hefner, Pittsburgh, Pa.\n\nOre.;\n\nJ. Gantvoort; Mr. Kinnear, Lamed, Kan.;\nMajor Clancy, Muncie, Ind.; Miss Minnie Wolfe, Miss Caroline Copple, Miss Tila\nRansome, Miss Kirkup, Portland, Ore.\n\nMiss Ruth C. Pepper, Seattle, Wash., askt for a discussion on allowing the subwork for singing. Mr. Findley, of Oregon, and Mr. Hicks, of\nVancouver, B.C., led in the general discussion resulting in the unanimous vote that singing\nwas the more important and nothing should be substituted for it, but that all additions\nwere most useful.\nMr. Owen moved that Mr. Gantvoort and his chosen committee continue the work of\n\"Standardization of Songs for the Grades.\" This was seconded by Mr. Kinnear and\n\nstitution of orchestra\n\ncarried.\n\nThe meeting closed with the singing of songs from Child Life by the composer.\nMrs. H. H. Lemmel, Secretary\n\n"} {"page": 491, "printed_page": null, "text": "PRESIDENTS ADDRESS\n\nDepartment]\n\n475\n\nPAPERS AND DISCUSSIONS\nPRESIDENTS ADDRESS\nA.\n\nJ.\n\nGANTVOORT, COLLEGE OP MUSIC, CINCINNATI, OHIO\n\nWe have met here today to discuss those things which are of vital\ninterest not only to ourselves as music teachers but also to the social life\nof the nation.\n\nTime was, not so many years ago, when music in many\n\npubHc schools was grudgingly given a place in the curriculum, but that time\n\nThe thinking educator of today is beginning to realize\n\nhas happily past.\n\nthat the value of instruction in music to all children is equal to that of the\n\nIn the last ten years the civic and social life\ndemanded music, both vocal and instrumental, as a\n\nfundamental \"three R's.\"\nof the nation has\n\nnecessary psychological factor in the acquirement of general happiness, a\nfactor far more important than many of the studies taught in the public\nschools,\n\nschool.\n\nwhich are rather generally discontinued after the child leaves\nWe are not warring upon these subjects, for we are aware that the\n\ntraining, whether cultural or disciplinary, thus received bears fruit somewhere in the life of the child; but we feel that proper musical training is at\nleast of equal value and therefore deserves at least equal support.\n\nWe spoke just now of proper musical training and this statement\nrequires some explanation.\n\nProper musical training is not merely a matter\n\nof method, the use or non-use of the syllables, from the exercise to the song,\n\nfrom the song to the exercise, etc., but that greater, higher something that\nbrings the soul into direct contact with the beautiful.\n\nThe love of the\n\nbeautiful is inherent in us all, and the soul needs but this contact with the\nbeautiful in song and instrumental music to desire and seek expression in\ntone.\n\nTone in music and even in speech draws heart to heart and soul to\n\nsoul so that they melt into one another and thus become a powerful expression for the brotherhood of man, unequaled by anything except possibly the\n\nBut even those messages become more\nwhen uttered by the experienst singer, who thoroly grasps their\nmeaning. Some years ago I had the pleasure of hearing the great baritone,\n\ngreat messages of the Master.\neffective\n\nSantley, in the part of the narrator in Bach's passion music.\nI forget the pathos that he put into the words,\n\nwept bitterly.\"\n\nNever shall\n\n\"And Peter went out and\n\nThe great audience was moved to tears.\n\nWe have all\n\nread these words and have felt their meaning, but when a great artist with\nheart and mind and soul expresses this pathos in melting tone, we can see\n\nand hear Peter and weep with him.\nThe demand for community music which has swept over this broad land\nof ours in the last few years has made some of us see that many of the songs\nwhich we taught to the children did not take root in the home and in the\nhearts of the parents. For this we are partially to blame, but only partially.\nSome of the songs taught to the children were taught but for an occasion\n\n"} {"page": 492, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n376\n\n[Administration\n\nidea of city planning has grown up in France since the war, and, as they\n\nfrankly\n\ntell\n\na matter of preparedness\n\nus, it is\n\n—preparedness for peace,\n\nbecause they realize that when the war is over they must be ready to meet\nthe economic competition of the other countries of Europe.\n\nThey are\n\nplanning great port developments, great terminal yards, great arteries of\ntravel, and, in fact,\n\nmaking complete, comprehensive plans for the con-\n\nstruction of their towns and cities, so as to handle traffic in a way that will\n\nmean the least loss of energy and time. If the French nation in time of\nwar can have the vision to carry out such ideas in the big, broad way that\nthey are doing today, is it not all the more reason that we in America, with\nall our prosperity, should work out our own problems in a like scientific and\ncomprehensive manner ?\n\"In England, town-planning work is further developt. They have had\na compulsory town-planning law for eight years, and the town-planning\nThe architects are working out wonderinstitute for three and a half years.\nful plans now for London; not only for London proper, but for the whole\nsurrounding area of 1,500 square miles, by bringing the transit facilities,\nboulevards, streets, parks, playgrounds, public buildings, etc., all into one\ngreat comprehensive plan.\"\n\nRecent reports tell us that in southern Albania the Italians have already\norganized public service, built five hundred miles of excellent roads, and\n\nopened one hundred elementary schools, with Italian and Albanian teachers,\n\nand are giving special instruction in agriculture.\nIn Germany these principles have long been the rule; not only have\ncities been planned along the most scientific lines, but the whole system\nhas been linkt together by a wonderful system of intercommunication.\nThis, coupled with a wonderful system of industrial education,\n\neveryone a skilled worker in some\n\nhas\n\nfield,\n\nmaking\n\nmade the country almost\n\ninvincible in its fight for the domination of the world.\n\nOur country, tho only upon the threshold of a great struggle, is already\nalive to its\n\neconomic shortcomings.\n\nIf,\n\nafter almost three years of the\n\ngreatest struggle known to history, France\n\nand England find it necessary\nand existence to carry forward extraordinary plans\nfor the improvement of their cities, as a national policy, is it wise on our\npart to abandon or postpone the very things which seem most vital to our\nown success ? Is it going to require bitter loss and untold agonies to bring\nus to a full realization of our responsibilities, or are we to profit by the lessons which have been so dearly bought by others ?\nWhat has been said of city plans and public improvement appHes with\nfor their preservation\n\nequal or greater force to our schools:\n\nif the\n\none is necessary for our economic\n\nwell-being, the other is absolutely indispensable, for upon it rests the very\n\nfoundations of our government.\n\nAnd never before in the history of this\n\ncountry was there greater need or a more serious crisis than at the present\n\nmoment.\n\nJ\n\n"} {"page": 493, "printed_page": null, "text": "Department]\n\nSTANDARDIZATION OF SCHOOL BUILDINGS\n\nThere must be no halt in the onward movement.\n\n377\n\nNot only must school\n\nbuilding continue unabated and the schools be brought to the highest\nefficiency, but the whole scheme of industrial education must be organized\n\nin a manner to make up for the depletion of the world's skilled workers.\n\nThe apprentice system is gone. Immigration of skilled workers is at an\nWhere, then, can we look for relief except thru the schools? A\ngreat constructive work lies before us, not only in the readjustment of our\neducational system to meet the new conditions, but in the buildings to\nend.\n\nhouse it as well.\n\nWhen President Wilson issued his war proclamation and called upon the\npeople of the United States to conserve their resources for the struggle\n\nahead, he did not mean that they should stop spending money.\n\nThere is\n\nThe markets of the world are opening to\nour fields and industries and the demand is growing with every passing\nevery reason to the contrary.\n\nThere should be no curtailment of building enterprises, and least\nThese are both consistent with the maintenance of\nour prosperity, and the country is and will remain prosperous. Building\nhour.\n\nof all of schoolhouses.\n\ncosts are high, but they will remain so regardless of the period of the contest\nin which the country is involved, and a restoration of former building costs,\nin\n\nmy opinion, cannot be expected. We are face to face with a new,\nWe are upon a new basis of values, which is\n\ndisturbing readjustment.\n\nmaking itself felt in all activities, and in the main this readjustment has\ncome to stay.\nIt is recognized that food, fuel, and government supplies must take\nprecedence over anything else in the trasportation facilities of the country,\n\nand the inadequacy of this agency is one of the principal reasons for the,\nhigh building costs, but surely this cannot be to the extent of paralyzing\npublic\n\nwork and improvements.\n\nIf,\n\nafter\n\nproper investigation, these\n\nagencies are found to be inadequate, steps should be taken at once to bring\n\nthem into harmony with the greater demand.\n\nIf\n\nan industry so funda-\n\nmentally important as the building industry is crippled by unwise transportation regulations, or unsound public sentiment, there is serious danger\nof an early surplus of unemployed labor and a genuine embarrassment to\n\nthe government in obtaining from the business interests of the country the\n\nfunds with which to finance the war.\nSchool-building practice\n\nis\n\nconstantly changing with the course of\n\nstudy and the enlarged uses of the plant.\nplanted.\n\nSchools can no longer be trans-\n\nA successful building in one community may be entirely out of\n\nplace in another.\n\nThey are individual, and a standardization which would\n\ndiscourage the free exercise of individuaUty, both in plan and exterior\n\ntreatment, would be lamentable in the extreme.\n\nWe have just fairly emerged from the time when all school buildings\nwere the same the country over.\n\nThey were mere buildings, and, while\n\nthey fulfilled their function in providing a place in which to teach, they\n\n"} {"page": 494, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n478\n\n(Music\n\nof the grade teacher in a teachers' college necessitates a clear idea of what\n\nwe mean by teachers' college.\n\nPerhaps a college in which teachers in\n\nparticular are trained, might better express our meaning.\n\nThe more entirely\n\nsociety demands that the public schools shall take over all the training of\nall the children\n\n(including those who may be mature in years, but are still\n\nin youth in habits of study,\n\nknowledge of the English language, ideals of\n\ndemocracy, or adjustment to institutions), the more must be demanded\nof the\n\nman or woman who is to become the guide in this increasingly\n\ndiversified social existence.\n\nWe fully realize the growing responsibilities placed on the teachers of\nAmerica.\n\nEven greater responsibilities are placed on those of us on whom\n\ndevolves the planning of courses for the coming teachers.\n\nWe must look\n\nahead with a broad enough vision to meet the present need of our democracy\n\nand to create a deeply grounded, persistent determination in every new\nteacher constantly to add something definite each year to his or her equipment. The time is past for an acceptance into the profession of any but the\nvery best obtainable for the teaching corps.\n\nFor entrance to teachers' training work, we must require at least\nEven from this we should accept\n\ngraduation from an A-class high school.\n\nbut the best of each class.\n\nWe are accepting only those graduating in the\n\nupper two-thirds of the high-school classes, or those who pass an examination\nequal to this standard. This brings to us students who have already formed\nthe habit of success.\n\nThis means much to the prospective teacher.\n\nWhile we are limited to the normal courses, where the choice of electives\nwas very restricted, this demand for the highest in rank not infrequently\neliminated those students who spent considerable time on any particular\nstudy not required and not credited.\n\nThis many of our more progressive\n\neducators are realizing, and our better schools have adopted systems of\ncredits for a\n\nnumber of studies, among them music, pursued outside of\n\nschool.\n\nMany schools, and we are glad to say that we. are of this number, are\nnot only giving credit for outside study, but are inaugurating courses including definite and accredited training in\n\nany medium of musical expression\n\nthat may be deemed practicable.\n\nIn St. Louis the regular grade teachers' course covers a period of two\nDuring this two years' course, one hundred and five hours of class\n\nyears.\n\nwork is given in music and is divided as follows: during the first twenty\nweeks much of the time is devoted to the study of the reading and analyzing\nof the material used in the St. Louis schools; during the second twenty\nweeks the work includes study and discussion of methods, children's voices,\n\ntheory and technique of music, and preparation for the apprentice term;\nduring the third twenty weeks the student is an apprentice and tries out\nthe plans suggested or studies the work of experienst teachers; during the\n\nfourth twenty weeks much of the work is cultural.\n\nBelieving thoroly that\n\n"} {"page": 495, "printed_page": null, "text": "MUSIC PREPARATION OF THE GRADE TEACHER\n\nDepartment]\n\n479\n\nthe teacher who loves music understandingly and believes it to be one of the\n\npotent factors in making her teaching intensely interesting will instinctively\n\nput all her best spirit into the teaching of music, we have planned to have this\nterm one of inspiration. We use every mechanical device obtainable, put\nevery interesting music book that is practicable into the library, secure any\ntalent possible, and discuss all musical events as they occur.\n\nThe coopera-\n\ntion between the physical-education department and the music department\nis very close.\n\nWhen the grade teacher is actually in the work, one of her problems is\nusually to adjust her ideals to those of the subject supervisor.\n\nToo often\n\nthis form of leadership became a blind following of the, at least partially,\n\nblind.\nSo long as we demand so diversified a program for the grade teachers\nwe cannot hope that every grade teacher will become a brilliant teacher of\nevery subject. In fact, if we could only forget objects and say she is\na brilliant teacher, and then have her teach intensively all subjects, we\n\nwould not need to worry about the adjustment between supervisors and\nteachers.\n\nTo help in increasing the interest thru knowing more about the subjects\nwe started extension classes. These are open to all teachers and are planned\nto meet any needs as they arise.\nDuring the regular training course in music\nevery possible phase of this subject should have been made so clear to the\ngrade teacher that her selection in extension work may be such as will make\nmost effective her work with the children. What has music to offer that\ncan help me in geography, would not then be asked, because the answer is a\npart of the regular course idea.\n\nThis idea was that thru its origin in folk\n\nsong and dance music became the expression of the emotions of the peoples.\n\nThese were emotions, many times the outgrowth of their occupations or\ngeographical situations, and therefore the repetition of this folk music leads\nto the most intensive study of present commercial and national investigation on the part of the child-singer.\n\n—how can we present the dominating emotions and\n\nAs to the history\n\nconditions of a people to children unless they feel something of the conditions\n\nand emotions of those people; and how can that be done better than thru\nemotional expression?\n\nthis\n\nEither to hear played or sung or to sing or\n\nplay themselves these folk feelings understandingly means real comprehen-\n\n—\n\n—\n\nAs to the nature-study do we see, do we hear how do we know that\nwe hear or see ? Each teacher should be helpt truly to see and hear and to\nknow that this hearing and seeing are accurate. This conscious power to\nsion.\n\nhear is the direct duty of the music department of our training schools for\n\ngrade teachers.\n\nWe are offering between 191 6 and 1921 the following extension courses\nin music:\n\nprimary methods, intermediate methods, upper-grade methods,\n\njunior high-school methods, high-school methods, voice culture, appreciation based on the music in the grades, the phonograph as an aid in grade\n\n"} {"page": 496, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n48o\n\n(Music\n\nteaching, development of music beginning with the Netherlands school,\n\nancient and mediaeval history of music, modern history of music, harmony,\norganization and conducting of orchestras,\n\nchorus,\n\nteaching music to\n\nforeigners, orchestral instrumentation, cantata, theory of music, great form\n\nin music, teaching music appreciation,\n\nThe\n\nchamber music, supervision.\n\nlive grade teacher who has the possibiHty of the pursuit of as many of these\n\ncourses as she can plan to study can but have her outlook on all subjects\n\nconsiderably broadened.\n\nUnder this arrangement it is now, without ex-\n\npense or loss of time, possible for a teacher in the grades to take sufficient\nextension work to give her the required credits for her degree in education,\n\nthus insuring us teachers of the selective classes and of leaders who have\n\nbroad vitalizing interests.\n\nThe\n\nThe greatest work that can be done is the broadening of vision.\n\nbroadening of the teacljer's own vision and of that of some fifty developing\nchild-minds is a keen pleasure to any teacher.\n\nThe planning with purpose-\n\nful teachers for this broadening of their own visions and of that of the hun-\n\ndreds of others with whom they come in direct contact is undoubtedly the\n\nsupreme joy of teaching. When we are confident that the subject we are\ndealing with is one of, and possibly the most vital, of all subjects in the\nmaking for worthy world-citizenship, we plan, we work, and grow to feel\nthat we are, ourselves, a part of this wonderful climax of universal brother-\n\nhood that is sweeping away the wrongs of the untrained and placing the\nselector and selected in a comradeship that means mutual understanding\n\nand universal peace.\n\nMUSIC APPRECIATION IN THE ELEMENTARY AND\nGRAMMAR GRADES\nKA.TKRYN E. STONE, SUPERVISOR OF MUSIC, LOS ANGELES, CAL.\n\nMusic teaching in the public schools of today is being influenst by\nvarious tendencies in modern educational thought.\n\nSocial needs are being\n\ndiscust in order to determine what the curriculum shall present.\nvisors\n\nare awakening to a broader conception of their\n\nrealizing\n\nSuper-\n\nwork and are\n\nmore fully the important place music occupies in the field of\n\neducation.\n\nA course of study for elementary schools has generally been planned to\ngive the child a rich song experience, and out of this to develop the under-\n\nstanding of the elements of music.\n\nLittle stress,\n\non the training that leads to general culture.\n\nand university of today the reverse is true.\n\nif\n\nany, has been placed\n\nIn the high school, college,\n\nMusic appreciation is receiving\n\na great deal of attention in these advanst schools. We must acknowledge\nthat this phase in music education, so obvious in an American audience,\nhas been neglected.\n\n"} {"page": 497, "printed_page": null, "text": "Department!\n\nMUSIC APPRECIATION IN THE GRAMMAR GRADES\n\n481\n\nThe ultimate aim of music teaching in the public schools is to lead the\nchild to love, to know, and to appreciate music in as many phases as possible,\n\nthat he may have a big, broad interest in the subject, and thus make life\nfuller and more complete.\n\nFrom the beginning, music should be a part of the child's daily life.\nBeyond question, his ear and voice must be trained to appreciate melody\nand rhythm. He must be taught a list of choice songs, a conception of\nbeautiful tone, and a sense of interpretation that calls forth his spiritual\nnature. He must grow in power to think and to do for himself in all subjects, and music is no exception; therefore he needs to sing alone, unaided\nby instrument or voice. The teacher may say, \" We haven't time to train\nthe individual pupil.\" Oh, yes, we have. Follow the plan suggested by\nMr. Giddings, and see how feasible and practical it is. The individual\nmethod of sight-singing is the only method that develops real thinking\nand doing. Be that as it may, technique must not be confused with music\nnor substituted for it.\n\nIf\n\na song vocabulary of 'perhaps thirty or forty\n\ntime-honored folk-songs and standard unison songs could be taught thruout the grades and reviewed in chorus from time to time, pupils would be\n\nready to take part in home, social, or community singing.\n\nWhen the hearts\n\nand souls of men are poured forth in song, community music, beyond doubt,\nIf \"our boys\" in the\nis one of the highest forms of art manifestations.\ncamp are able to sing the patriotic songs and songs of home, think of the\ncheer, courage, and enthusiasm that will be aroused anew.\nPeter Dykema, of Wisconsin, and Harry Barnhart, of New York, are\ncertainly bringing about a new patriotism, a new religion, the religion of\n\nhumanity.\n\nConceive, if you can, the wonderful moral uplift and the great\n\nunity of soul that is brought about when thousands of men and women unite\nin a patriotic song.\n\nSomeone has said, \"A nation can be psychologically\n\nmade or doomed in a song.\" To be sure, there must be part-singing in\ngrammar grades, that the natural love of harmony may be satisfied.\nMental power should have been acquired, in order that the part-songs\nWhat can the elementary\nschools do to stimulate a greater appreciation of music in general? Is it\npossible to improve or perhaps create a musical atmosphere in the school ?\nWould not a new interest be awakened by the introduction and discussion\nof a picture, perhaps of a familiar song composer or a visiting artist or some\n\nmay be learned with little or no difficulty.\n\norchestral instrument?\n\nFrom the earliest school years the child should be given opportunity\nWhat about the school marches ? Are they chosen\nwith care? Let us remember they should be musical, no matter how\nsimple.\nIf the \"Soldiers' Chorus\" from Faust, or perhaps the \"March\"\nto hear good music.\n\nfrom A'ida were to be played on the piano, or by the school orchestra, I am\nsure that the marching would improve and the music would be stimulated.\n\nWould it not be well to register the name of the march, the source, and the\n\n"} {"page": 498, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n482\n\n[Music\n\ncomposer on the bulletin board, then play it over and over in order that\nSuppose we familiarize the child with\nmarches a year thru the eight years; surely this would\n\npupils might grow familiar with it ?\nsix splendid\n\nstrengthen appreciation.\n\nWould not the \"Star-Spangled Banner\" and other patriotic songs mean\nmore to the child if he knew the stories that inspired them ? Let us not\nforget that this is the psychological hour to inculcate patriotism, and that\ninspired song offers one of the greatest opportunities to awaken it.\nCan\nwe not encourage better music in the home?\n\nMany parents give their\n\nand fail to surround them with good\nDo they fully realize the effect of beautiful music on the child?\n\nchildren private music instruction\n\nmusic.\n\nWhat about the Victor records played in the home ?\nof musical literature ?\n\nAre they choice bits\n\nLet us, as music teachers, seek cooperation in the\n\nhome, and thus unite home and school in building ideals in music.\nIs it possible to arrange school concerts and present artists ?\nDoubtless\n\nmany a child has received inspiration thru the real art of a live musician.\nIf concerts are impossible, the Victor in the schoolroom can do much to\nI hear you say, \" But we have no\nand invite every class to sing a song.\nParents will flock to your performance and gladly pay the admission price,\nwhich may be only ten cents. This concert will perhaps enable you to pay\nthe first instalment on a Victor, if not to meet the entire cost. Records\ncould be bought on the instalment plan, or perhaps be borrowed or donated,\nor better still, the school library might establish a circulating library of\n\ncreate a lively interest in the best music.\n\nVictor.\"\n\nIf not,\n\ngive a song-fest,\n\nrecords.\n\nLet us take fifteen minutes each week for a month, and give a Victor\nprogram, playing three records within the child's capacity of appreciation.\n\nLet us write the program on the board, briefly explain the records, and\nA good plan is to play the record\ndirect pupils to listen to certain features.\npoints of the lesson.\n\nand then repeat it, keeping in mind the\nNext month let us give a contrasting program in\n\nperhaps the same way.\n\nIn these listening lessons pupils may be led, little\n\nto the close, then in fragments,\n\nby little, to note and discuss voice, instrument, rhythm, tempo, pitch, power,\ntheme, modulations, and accompaniments. They should be encouraged\nto talk freely of what they hear, and to state favorite records and their\nreasons for choice.\n\nIf\n\na list of ten records, to illustrate definite points,\n\ncould be studied in every grade each year, the results, I am sure, would\n\nmore than compensate for the time expended.\nFolk-songs and national songs, the orchestra, the instruments of the\norchestra, the opera, the oratorio, and the symphony may be brought to the\nschools thru the Victor. Interest in the composers and artists may also\nbe awakened. Stories of the operas, oratorios, or the symphony may be\nbriefly told.\n\nThese lessons should correlate with English, spelling, geog-\n\nraphy, history, and literature.\n\nThe use of the Victor in preparing pupils\n\n"} {"page": 499, "printed_page": null, "text": "Department]\n\nMUSIC IN THE HIGH SCHOOL AND GRADES\n\n.\n\n483\n\nIn our city we\nto appreciate a concert program cannot be overestimated.\nhave proved that much can be accomplisht in this way. We endeavor to\nhave two or three splendid concerts each year, and make effort to prepare\npupils beforehand for the program. This year we were fortunate in secur-\n\nNew York Symphony Orchestra, at\nThe former attracted about twenty-seven hundred pupils,\n\ning the Flonzaley Quartet, also the\n\nreduced rates.\n\nand the latter forty- two hundred; which filled our largest auditorium.\nPrograms and program notes had been sent to the schools, and lessons were\ngiven which enabled the pupils better understand and appreciate the\nmusic they were to hear.\n\nThe various instruments were discust; the classi-\n\nfication and seating position were noted.\n\nMr. Damrosch, the leader of the\n\nSymphony Orchestra, in a very happy way gave a brief explanation of the\norchestra and the various numbers, and thus added to the general knowledge\n\nand appreciation.\nIf this or a similar plan could be carried on, year after year, the public-\n\nschool pupils of today would grow in musical intelligence and in higher\nideals of living, and the audiences of tomorrow would demand the greatest\n\nand best.\n\nMUSIC, A REQUIRED SUBJECT IN THE HIGH SCHOOL, AND\nPATRIOTIC MUSIC IN ALL THE GRADES\nHERMAN E. OWEN, HEAD OF MUSIC DEPARTMENT, HIGH SCHOOL,\nSAN JOSE, CAL.\nSince\n\nits\n\nintroduction in the Boston schools by Lowell Mason music\n\nhas advanst rapidly.\n\nIt is no longer considered a ''frill,\" as evidenst by\n\nthe hearty indorsement of our foremost educators, but is recognized as one\nof the leading subjects in the curriculum.\n\nThe introduction of music in\n\nthe schools, both city and country, has progrest until there is scarcely a city\nof consequence in the United States where it is not a required subject in the\n\ngrades, and in several of the states it is required in all of the country schools\nas well.\n\nMusic developt later in the high school than in the grades.\n\nUntil within\n\na few years it consisted almost wholly of desultory chorus work.\n\nAt present,\n\nhowever, the progress of music in the high schools, where it receives reasonable and consistent support from school officials, seems limited only by the\n\nnumber of well-trained teachers of music that it is possible to secure.\n\nAll\n\nthe arguments put forth in favor of music as a required subject in the grades\nare of equal force as a high-school subject, and many more may be advanst\nfor the high school which do not apply necessarily to the grades.\n\nSince at least two or three years of study in English composition and\nliterature are required in the high school in continuation of the reading and\n\ngrammar begun in the grades, does it not seem reasonable that a limited\namount of music should be required to round out the mu.sig l;)egun iii tl;e\n\n"} {"page": 500, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n484\ngrades ?\n\n[Music\n\nAt present most students drop their music on entering the high\n\nschool, at the very time when it should mean most to them.\n\nSince music\n\nand literature contribute largely to the spiritual side of life, the neglect of\neither subject will tend to dwarf this side of the youth's life.\n\nThe reasons for making music a required subject in the high school may\nbe groupt under three heads:\n\nthose relating to the pupil, to the school,\n\nand to the community and the nation.\n\nMusic serves, not only as a means\n\nof moral training to the pupil thru the judicious use of good songs, but also\nfirst rank.\nThe fact that chorus and\nensemble work demand the subordination of the individual to the group,\n\nas a disciplinary subject of the\n\nand further require that all participants be in harmony, not only in\nrhythm and tone, but in spirit as well, has a good influence upon the\nindividual.\nThe value of such a study as harmony purely from the\nintellectual viewpoint is equal to^that of algebra and demands the same\ndefinite, logical reasoning.\n\nWe have come to believe that a man's life is influenst to a great degree\nby the use of his leisure. The choice of one's entertainment will depend\nlargely upon the ideals fostered in youth, and if the student has never progrest beyond the ''ragtime\" stage, be it in music, in literature, or in any\nother subject, he is not likely to have large ideals when he enters the public\nlife of his community.\nEven a limited amount of instruction in the\nappreciation of music and contact with the higher forms of music cannot\nfail to have a beneficial effect upon the pupil in forming a correct taste and\nin counteracting to an extent the influence of the cheap, so-called \"popular\"\nmusic which abounds on every hand. It is quite natural that the people\nshould wish to be entertained, and one of the chief reasons for the study of\nmusic is its value as a recreation. In a subject Uke music, however, which\nmay give such a large degree of pleasure, it is easy to overlook the building\nof a careful foundation in giving temporary enjoyment.\n\nHence the insin-\n\ncere teacher is tempted to neglect this fundamental training for the more\nsuperficial, which\n\nmay make an immediate and somewhat brilliant showing,\n\nbut which can never produce the best permanent results.\nLet us now turn to a consideration of the benefits which come to the\nschool from making music a required subject.\n\n''\n\nSchool spirit,\" that elusive\n\nbut important thing of which we hear so much these days, is best fostered\n\nby the singing of good school and patriotic songs. Assembly singing is a\nsource of pleasure and an important force for good in the schools, but unless\nthe majority of the pupils are able to read simple music somewhat readily,\nthe list of songs is limited to a small number which have been pickt up\nmore or less at random. It is impossible to teach many songs by rote to the\nentire assembly of a large school; hence assembly singing is a thing of the\n\nBut this would not be true had the pupils\nThe inclusion of music in the list of required\n\npast in most city high schools.\n\nbeen taught to read music.\n\nsubjects would aid the earnest, conscientious teacher of music to place music\n\n"} {"page": 501, "printed_page": null, "text": "Departmentl\n\nMUSIC IN THE HIGH SCHOOL AND GRADES\n\non a correct basis.\n\n485\n\nThe different musical organizations of the school, such as\n\nthe band, the orchestra, and the glee clubs would be benefited by a musical\n\nrequirement.\n\nMany students who are eligible to these organizations do\n\nnot enter them for causes which this requirement would correct.\n\nOften only\n\na little impetus is needed to influence a careless, or perhaps a timid, pupil to\ntake up such work to his own advantage and that of the school. The\nmusic department is called upon many times during the year to assist other\ndepartments and organizations of the school in various programs. The\nteachers of the department would find it much easier to serve these various\ninterests if a larger percentage of the students was prepared to take part.\n\nThe minimum requirement for music in the Polytechnic High School\nof Los Angeles is two recitations each week for one year.\n\nThis ruling has\n\nbeen in force a number of years and has proved very satisfactory. In a\nlarge high school, where music is well establisht there are so many different\n\nmusic courses and activities open to the student, both during school and\nafter school, that it should work no hardship to any pupil to meet the music\nrequirement.\n\nEven the frankly unmusical pupil will find his place in the\n\n\"music appreciation\" class, where he will find pleasure as well as profit\nOther work which might be\nin learning better how to listen to music.\navailable is: sight-singing, theory, harmony, history of music, and chorus;\nalso the band, the orchestra, the glee clubs and mandolin club, as well as\nclass lessons in voice, in piano, in violin, in clarinet, in cornet, in mandolin,\n\nand in ukelele.\n\nThe last part of my general subject, \" Patriotic Music in All the Grades,\"\nfurnishes one of the strongest reasons for making music a required subject\nin the high school.\n\nUnless some definite requirements are made in con-\n\nnection with the study of patriotic songs, the few songs which are known are\ngenerally learned in a haphazard way with little attention to the meaning\nof the words.\n\nThe singing of patriotic songs is spasmodic in most schools.\n\nThere is an over-indulgence on patriotic days, such as Washington's and\nLincoln's birthdays, then these songs are forgotten for the rest of the year.\n\nThe value of singing such songs would be greater, and the results would be\nmore permanent if the songs were first studied with sufficient care to be\nlearned thoroly, then sung often enough for the children to become familiar\n\nThe excessive drill necessary at times to get up a program for\nsome special occasion not only interferes with the regular work, but causes\nthe children to become so tired of these songs that they lose altogether the\njoy of singing. This condition would be obviated and the singing would be\nmuch more spontaneous if there were a definite place for a careful and system-\n\nwith them.\n\natic study of our leading national songs.\n\nPupils of the schools should be\n\nrequired to commit to memory two or three stanzas of a number of the best\npatriotic songs and folk-songs.\n\nIt is easy for young people to memorize\n\nsongs, and it is unfortunate that any should be allowed to go thru school\n\nwithout storing their minds with some of the gems of song and poetry.\n\n"} {"page": 502, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n486\n\n[Music\n\nMany men and women who are now barred from singing at social gatherings\nregret that in their youth they did not learn the old songs which are the\n\ncommon heritage of the race and which are enjoyed by all.\n\nMany look upon community music as a fad, as it is conducted at present,\nand believe that it will soon run its course. The revival of community singing, however, as a nation-wide movement is on the whole hopeful, not only\nfor the cause of music, but for a deeper, purer patriotism.\n\nThe thoughtful\n\nsinging of songs of a high type which breathe spirit of a true, unselfish\n\ndevotion to home and country cannot help having a very great influence\nfor good.\n\nA little pamphlet containing fifty-five songs and choruses com-\n\npiled and edited by a committee\n\nfrom the National Conference of Music\nand published by C. C. Birchard & Company will prove a\nveritable boon to the people interested in community singing.\nA committee from the National Education Association on the revision\nof some of our national songs has recommended arrangements of the follow\"\ning songs:\nStar Spangled Banner,\" \"America,\" \" Columbia, the Gem of the\nOcean,\" and \"Hail Columbia.\" A committee appointed by Honorable\nP. P. Claxton is now considering the same question.\nIt is to be hoped\nthat the action of these committees may result in an official version of these\nsongs which will be accepted by all. It then will be possible for the people\nSupervisors,\n\nin a great convention like this, representing all sections of the country, to\n\nand spiritual harmony without being\nannoyed by having their neighbors on either side singing the song in a\ndifferent way, according to the version accepted by the various localities.\nHaving establisht a definite, official version of our leading national songs\nthere still remains an important duty before the question of a correct singing\nof these songs is finally brought about, and that is the placing of this correct\nversion and only this version before the people. This will require the\nsing our national songs in musical\n\ncooperation of the music publishers in furnishing correct copies, especially\nin\n\nnew books.\n\nAlso the host of teachers and musical directors thruout\n\nthe country will need to hold strictly to this version.\nIt is regrettable that\n\nwe have so few patriotic songs of real merit,\n\nand, in the case of the more important of these, the music has been borrowed\n\nfrom other nations.\n\nWe have no song approaching in musical worth and\n\npatriotic fervor \"La Marseillaise,\" but this war may bring out such a song.\n\nWhen such a song is produced it will be less boastful and less militaristic,\nand it will breathe a higher form of patriotism with a larger vision of the\nbrotherhood of man than is exprest in the songs of the nations of today.\n\nMUSIC APPRECIATION IN THE HIGH SCHOOL\nM.\n\nTERESA PINN, SUPERVISOR OF MUSIC, ST. LOUIS, MO.\n\nThe youngest nation, our own United States, noted for its marvelous\ncommercial enterprises, now ranks as the most prosperous and wealthiest\nnation in the world.\n\nPursuant with its policy of aggrandizement in the\n\n"} {"page": 503, "printed_page": null, "text": "Department]\n\nMUSIC APPRECIATION IN THE HIGH SCHOOL\n\ncommercial world the arts have not flourisht.\n\n487\n\nHowever, the strong love\n\nfor literature, sculpture, and music has been in the hearts of the Americans,\n\nand with the cultivation of our land, the peopling of our states, and the\nextension thru the west in these last three decades we have added manynames to the lists of great composers.\nInstrumental and vocal music has been taught by teachers of known\n(but more frequently unknown) ability, and comparatively few were reacht.\nA thoro knowledge of music and the equipment for musical writing was not\ntaught even to the most talented pupil.\nMusic in the public school from a crude selection of songs fifty years\nago has advanst in a marvelous degree, and we now have a wealth of\nmaterial that inspires love and desire for a knowledge of music. The glee\nclubs and orchestras of the high school have always been in favor, and we\nfind a persistent demand for the founding of orchestras in the smaller towns.\n\nOnly in the last few years have high schools added a music course that\nallows the talented in music to remain in school and follow their chosen\n\navocation and yet receive a thoro elementary education.\nof appreciation in\n\nThe general idea\n\nmusic has been an ear-training knowledge of rhythms\n\nand standardized works of great musicians, a recognition of their style, and\nfrom that the composer's name. We often find this knowledge in people of\nno musical attainment, who have attended concerts frequently. Music\nin its classic form is as definite as architecture.\nThis form must be correlated with theory, harmony, and history, as they are all closely affiliated.\nIn order to accomplish this we now have a four years' course of study in our\nhigh schools. With the marvelous educational records in the mechanical\ninstruments at our command, and a talented supervisor, this work may be\nreadily exemplified to the student. Appreciation of music is a subject of\nsuch magnitude that in this discussion we must only sketch the main\nhistorical development.\nReverting to the music of the savages as the oldest\ntype, we find a reiteration of monotonous and rhythmical repetition, and\nlater peculiar melodies in endless, insistent recurrence, the notes\n\non the\n\nreed furnishing the melody and the percussion instrument the rhythm.\n\nThe folk-songs appeal to all classes and may be taken up as one of the\nFolk-songs are the spontaneous efforts of\n\nearliest steps in instruction.\n\nnature to give utterance to the need of poetry and music, giving the heart\n\nemotions and soul aspirations.\n\nAs early as 1087 a.d. we find a school for\n\nfolk-songs; there were morning songs, love songs, dance songs, battle songs,\n\nserenades, and roundelays.\n\nThe rope dancers or jongleurs of France, the\n\nstrollers of Italy, the vagrants of Germany, carried these songs from coun-\n\ntry to country.\n\nAs their skill grew, so their musical lore increast, and from\n\ntheir association with their noble patrons we find an added refinement and\ntheir\n\nnames changed to troubadours in France, minstrels and waits in\n\nEngland, meistersingers in Germany.\n\nbecame\n\nteachers.\n\nIn\n\nthe\n\nfolk-songs\n\nFrom being accompanists, they\nwe generally find the subject,\n\n"} {"page": 504, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n[Music\n\ndevelopment, frequently transposition, and recapitulation.\n\nMany interest-\n\n488\n\ning examples of these rare songs (found in all modern songbooks) should be\n\nplayed, sung, and taught in the grammar grades, and are delightful for\nanalyzation.\n\nThese songs of natural origin, ballads, serenades, and rounde-\n\nlays, were most popular, and our earliest Flemish schools made use of their\n\nuntrammeled melodies for contrapuntal development.\nEvery high-school student in the gymnasium studies more or less of\nthe folk-dances, and it is a matter of absolute interest to introduce the old\nhomophonic dances. Orientals, our own Indians, and even our schoolboys,\nneed only a markt rhythm on a tom-tom or drum to start their dancing\nBalance your phrases, have positive accents, and you have the oldest\nfeet.\ndance form, and also our present-day type of music.\nOur great composers early adopted the old folk-songs and primeval\ndance melodies, or tunes, and by the aid of an exquisite finish of trill or\nappoggiatura, transposition of theme from tonic or keynote to the fifth or\ndominant, contrasted phrases, major reverting to minor, and a skilful\nIllustrations may be drawn\ninversion, have evolved wonderful pieces.\nfrom Corelli and from Bach's exquisite gavottes, and Mozart's and Beethoven's minuets. A polonaise of Chopin will inspire any young heart, and\neven those ignorant of music will listen enthralled to this martial and ani-\n\nmated Polish dance. The saraband, originally a peculiar oriental dance,\nwas introduced by the Moors into Spain, and has become one of the\nPurcell was most effective in this style and\nfavorite Spanish dances.\nHandel's aria ^'Lascia ch'io Pianga\" has attained a marvelous popularity.\nBach's sonata in A minor introduces four dances, the saraband, courante\n\n(now obsolete), allemande (also obsolete), and gigue.\n\nThe gigue, a dance\n\nof endless repetition and positive accent, we have retained in all countries\n\nas our jig.\n\nBy the combination of several dance forms, all in the same key, were\nGermany the \"Suite\" and in England\nOne of the most famous examples of these \"Lessons\" that can\nbe shown the student of music is Handel's \"Harmonious Blacksmith,\" composed for Princess Anne, daughter of the Prince of Wales. With the\nmechanical perfection of the violin by Cremona and Brescia in Italy, com-\n\nevolved compositions called in\n\n\"Lessons.\"\n\nposition of this style of music became most popular, and early in the seven-\n\nteenth century these composers and Corelli arranged church chorals and\n\nmadrigals misnaming them sonatas, viz., \"Sonata da chiesa,\" \"Sonata da\n\n\"Sonata da camera.\" These were afterward given their logical\nAs music it was monotonous on account of being\nwritten in one key, and with the rivalry between the improved violin and\n\nballo,\"\n\nplace with the suite.\n\nthe introduction and gradual perfection of the harpsichord (whose strings\n\nwere plucked by quills), instrumental compositions were demanded and\ngreat technique was required of the performer. Thus the rondo form\n\nbecame the\n\nstyle.\n\nThe word \"rondo\"\n\nsignifies\n\n\"round\" and denotes\n\n"} {"page": 505, "printed_page": null, "text": "Department]\n\nMUSIC APPRECIATION IN THE HIGH SCHOOL\n\n489\n\nOne of the most worthy specimens of the rondo form\nHenry Purcell's wonderful song, \"I Attempt from Love's Sickness to\nFly\" (constantly heard on the concert stage today). Contrast that with\nBeethoven's finale, the rondo of the \"Waldstein\" sonata, and realize the\ngreat advancement in construction. The rondo is commonly used as the\nconstant repetition.\n\nis\n\nfinale of the sonata form.\n\nThe sonata form, which was the sequential development of the suite\nand the rondo, is often called ''developt ternary\" (or three-part form):\nthe first part, the exposition or announcement, written in the tonic transposed to the dominant, the development and elaboration, and last, the\nrecapitulation.\nBeethoven's \"Sonata Pathetique\" exemplifies this beautiful form.\nThe sonata form may be used in any part of the sonata, but is\nusually the last, the rondo, or finale.\n\nThe Church of Rome in its steadfast adherence and search for system\nin music had retained a chant used at the Last Supper until the year 180.\n\nConstantine, in the year 300, tried to systematize the scale.\n\nAmbrose,\n\nearly in the fourth century, developt from a heterogeneous mass of music\n\nborrowed from all nations a rhythmic system, and later Gregory evolved\nthe church music used for\n\ncentury.\n\nmany centuries and revived this twentieth\n\nEarly music was written in pothooks, hangers, and straight lines,\n\nbut gradually improvements and spacing were used: colored lines, red for\nthe key of F, and later yellow for the key of C\nof a four-line staff.\n\nand in 1050 Guido made use\nThe intervals of the fourth and fifth were advocated\n\nfive hundred years before Christ;\n\nit\n\n;\n\nwas only in the Christian era that the\n\nthird was considered other than a dissonance.\n\nTo Palestrina, 1528-1594, a\n\ntalented melodist and also a contrapuntist, we owe the marvelous church\n\nmusic whose masses to this day have never been surpast.\n\nHis great develop-\n\nment of system and modes gave this period the name of the Renaissance.\nItaly at this time stood for the best and greatest in music.\nThe nobility had studied the Greek tragedies enacted before Christ\nin the time of Aeschylus, Sophocles, and Euripides, and wisht to revive the\nchoruses, solos, and orchestral accompaniments of the ancients. All had\nfollowed the rules of church music, the result being somber, with funereal\narias and choruses.\n\nFinally Peri succeeded in giving to the world its first\n\nmodern opera, Eurydice, which was performed in Florence in 1600 and in\n1894 was revived in New York. Its melodic sequences are vastly strange\nto the modern ear, and its harmony, while thin, is still most interesting.\nOpera progrest rapidly, and this needs little exposition, as our American\nnation is more interested in opera than in any form of music. A drama with\nmusical setting and action appeals to all, and our highest exponent, Wagner,\ncalls to his aid imagination, intellect, and soul in his marvelous creations.\nThe oratorio, a religious musical drama without action, had its origin about\nthe same time (1600) in Italy and has attained eminence thru Bach's\nPassion Play, Mendelssohn's Elijah and greatest of all Haydn's Creation\n\n"} {"page": 506, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n490\n\nand Handel's Messiah.\n\n[Music\n\nBach, noted for his polyphonic writings, was a\n\ngreat harpsichord and organ player, and up to his time the thumb had not\n\nbeen used in playing harpsichord, clavichord, or organ.\n\nHandel made\n\nuse of the thumb, but to Bach we owe our present hand position and the\n\nsystematized use of the thumb in his two- and three-part inventions and\nother great works.\n\nHaydn and Mozart had supreme genius, but to Beethoven, the most\nincessant worker, with his heaven-born inspirations we owe the greatest\n\nHis works are vaster, more archaic, broader and more individual,\nmore concise and unified, and his nine symphonies (for we all know the\nsymphony is the orchestral sonata) are the criterion of excellence. The development of the orchestra is interesting alike to the musical and the nonmusical. Our great American composer Horatio Parker says that \"the\norchestra speaks in a living, growing language. It is by far the most\neloquent of the tongues by which composers can express themselves.\" A. E.\nWinship writes: \"The cabaret sweeps the multitude within its net, because\nit is known that all ears will swing and sway with rhythm.\nThe ear needs\nto be aroused, stirred, and thrilled. No other sense has been so neglected.\"\nAnd again, \"There are some in every school who can only have melody\nstirred in them by the melody of song and there are few if any who will\nin music.\n\nnot respond to melody.\"\n\nWe know that this is so, therefore let us give\n\nto the pupils in our grammar schools melody of the best and song of the\n\nsimplest and the highest, and, having attuned their ears, we shall find many\nin our high schools who will elect the music course, realizing that knowledge\nof\n\nform causes an enthralling interest in each movement, development,\nand continuity of the whole; that counterpoint is the con-\n\nconnection,\n\nstructing of several melodies that can be sung or played simultaneously\n\nwithout breaking rules of harmony.\n\nThe inhabitants of all regions sing spontaneously and naturally; and\nif\n\nappreciation of music is fostered and taught in the schools there will be\n\nlisteners\n\nwho are an inspiration, and many inspired composers developt,\n\nfor music is inherent in us.\n\nLet our American boys and girls in these United States give new life\nto the songs of joy and peace to gladden the home;\n\nsongs of effect and\n\nendeavor to gladden their labors; songs of martial uplift and bravery to\nstir our nation;\n\nand songs of praise to our Creator that we may attain the\n\nhighest and best.\n\n"} {"page": 507, "printed_page": null, "text": "DEPARTMENT OF CHILD HYGIENE\nSECRETARY'S MINUTES\nOFFICERS\n\n—L. N. HiNES, superintendent of schools\nVice-President—Lewis M. Terman, associate professor of education\n\nCrawfordsville, Ind.\n\nPresident\n\nSecretary\n\nLeland Stanford Junior University, Stanford University, Cal.\nNew York, N.Y.\n\n— C. Ward Crumpton, director of physical training\n\nThe Department of Child Hygiene held two sessions at the Shattuck School in PortThe first session was held at 2 oo p.m., Wednesday, July 1 1 and the second at 9 00\nA.M., Friday, July 13.\nThe president of the department, L. N. Hines, superintendent\n\nland,\n\n:\n\n,\n\n:\n\nof schools at Crawfordsville, Ind., presided at both meetings.\n\nFIRST SESSION—Wednesday Afternoon, July ii, 191\nAt the Wednesday afternoon session, the program was as follows:\n\n\"The Tacoma System of Health Supervision\"\nTacoma, Wash.\n\n— E, A. Layton, Director of Health,\n—\n\n\"Sanitation of the Rural Schoolhouse in Oregon\" Marvin S. Pittman, Oregon\nNormal School, Monmouth, Ore.\n\"Physical Training versus Athletics\" Charles H. Hunt, director of physical education, Lewis and Clark High School, Spokane, Wash.\n\"Some Factors in Human Efficiency\" Miss Alice Ravenhill, fellow. Royal Sanitary\nInstitute, London, England.\n\n—\n—\n\nIra C. Brown, chief medical inspector, Seattle, Wash., and N. K. Foster, chief medical\ndirector, public schools, Oakland, Cal., could not\n\nbe present on account of duties con-\n\nThe topic treated by the former was \"Getting Results in Medical\nInspection.\" The paper by the latter was on \"Preventive Medicine in the Schools.\"\nThese papers were read by title and were sent in for publication in the Proceedings.\nnected with the war.\n\nSECOND SESSION— Friday Forenoon, July 13, 191\nThe program for the second session was as follows:\n\n—Horace\nstate superintendent of public\n\"Some Phases\nChild- Welfare Work\" — Martha Randall, assistant in Department\nPublic Safety\nWomen, Portland, Ore.\n\"The Work of the School Nurse\"—Emma C. Grittenger, superintendent. Visiting\nNurses' Association, Portland, Ore.\n\"Oral Hygiene—\nRelation to Economic and Educational Efficiency\" —Henry\nCline Fixott, Lecturer, North Pacific College\nDentistry, Portland, Ore.\n\"A Suggested Program\nSex Instruction\" — Bertha Chapman Cady, Berkeley, Cal.\n\"A\n\nState Program for School Health\"\ninstruction, Indianapolis, Ind.\n\nEllis,\n\nof\n\nof\n\nfor\n\nIts\n\nof\n\nfor\n\nDr. Walter B. Swift, Boston, Mass., was prevented by sickness from being present\nto present his paper on\n\n\"How to Prevent Speech Defects in Public Schools.\"\n\nThe nominating committee, with Dr. Wm. Burdick, superintendent of physical education in Maryland, as chairman, reported the following persons as nominees for the\noffices of the department:\n\n—\n\nPresident Dr. E. A. Peterson, head of the Department of School Hygiene, Cleveland,\nOhio.\nVice-President Dr. Arthur Holmes, dean of faculties. State College, Pa.\nSecretary Mary E. Lent, Public Health Nursing Association, New York, N.Y.\nThe report of the committee was adopted. There being no further business the\ndepartment adjourned.\n\n—\n\n—\n\n491\n\n"} {"page": 508, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n492\n\n(Child Hygiene\n\nPAPERS AND DISCUSSIONS\nSANITATION OF THE RURAL SCHOOLHOUSE IN OREGON\nMARVIN\n\nS.\n\nPITTMAN, DEPARTMENT OP INSTITUTES AND RURAL SCHOOLS,\nSTATE NORMAL SCHOOL, MONMOUTH, ORE.\n\nTeachers, preachers, reformers, creators of whatever sort, have learned\nthat to proclaim the evil, to describe the ugly and foul, to portray the pitiful\n\nand poor mean only ill-will of the guilty, brutality to the pure and the\ninnocent, and depression for all. They have learned, therefore, to work on\nthe creative, constructive side, to paint health and strength, to portray\nbeauty and goodness, to laud the great and the true, to make the mean, ugly,\nand unworthy appear all the worse in comparison with the worthy, the\nbeautiful, and the good, rather than to reveal faults by directing attention\nto them alone.\n\nThe school authorities of Oregon, following this psychological principle,\nhave selected a number of points which are fundamental in a good rural\nschool, stated them briefly, clearly, and printed them upon a card which is\nentitled, \"Requirements for a Standard Rural School.\"\nThis card is put\nup permanently in some conspicuous place in every rural school, where it\nmay be seen constantly by teacher, pupils, and patrons, and thus serves\nas a constant reminder to them to live up to its ideals. This, supplemented\nby the enthusiastic boosting and constant encouragement of the county\nsuperintendent and rural supervisor, stimulates active cooperation on the\npart of the entire community to high educational ideals.\n\nFive of these requirements look to the sanitation of the school and the\ngood health of the children. The fact that attention is called to each of\nthese phases is an ever-present precept teaching its own truth and inviting\nfurther investigation. More than five principles of sanitation are treated,\ntho they appear under only five heads as follows: proper lighting, equip-\n\nment, heating and ventilating, grounds, and sanitation.\nIt is left for the local authorities to determine what proper lighting is.\n\nInvestigation reveals the\n\namount of light required, the direction of the\n\ncompass from which it should come, how it should fall upon the child and\nthe teacher best to protect their eyes, the sort of window shades that are\n\nmost suitable, the tint of the schoolroom walls and ceiling, and other features\nwhich affect the proper lighting of a room. In this particular the card\nis deficient.\nThere should always accompany it a booklet which would\nclearly explain in terms not too technical the scientific reasons for each and\nevery point required in the standard.\n\nAs to the equipment the standard requires:\n\nteacher's desk\n\nand chair,\n\ndesks for the pupils properly adapted and placed, suitable blackboards, and\n\nwindow shades in good condition. All of these requirements look to the\nsanitation and good health of the school, but such large hberty in interpre-\n\n"} {"page": 509, "printed_page": null, "text": "SANITATION OF RURAL SCHOOLHOUSES IN OREGON\n\nDepartment]\n\n493\n\nis\n\nallowed that many times they fall far below the health-giving\n\nstandard.\n\nQuite specific advice should be given to guarantee the sort of\n\ntation\n\nchair and desks for teacher and pupils to be restful, bracing, health-giving.\n\nCare in the selection of the blackboard and in the placing of it is of no less\nimportance.\n\nThe grounds are to be kept clean and free from papers. At least three\nWalks are to be provided if\n\npieces of play apparatus are to be provided.\n\nnecessary.\n\nThis at first glance seems to have little to do with sanitation,\n\nbut upon closer investigation we can see\n\nhow vital it is.\n\nClean play-\n\ngrounds mean that they must be, not only free from rubbish, but also\ndrained, free from water, and provided with the necessary walks to guarantee\n\ndry feet.\n\nA very large part of the sickness of children comes as a result of\n\nwet feet.\n\nThe play apparatus emphasizes the necessity for activity and\n\nhappiness which are necessary elements of good health.\n\nHeating and ventilating have received a great deal of attention in the\nthe Oregon rural schools in recent years.\n\nThe standard calls for a jacketed\nIt calls for window\n\nstove properly situated, as a minimum requirement.\n\nboards or some other approved method of ventilating.\n\nThis requirement\n\nhas led to a very general investigation of this problem by practically every\nschool board in the state.\n\nAs a result, furnaces, Waterbury, Smith, and\n\nother approved types of heaters, properly installed, have been put into\n\nhundreds of rural schools, and but few schools in the entire state still have\nthe old, unjacketed stove with its radiated heat, democratically situated\nin the middle of the room with no special privilege to any and with death-\n\nVentilation, the natural adjunct of heating, has\n\ndealing danger to\n\nall.\n\nreceived an equal\n\namount of attention, and the wholesome atmosphere\n\nwhich greets one as he enters the Oregon rural school testifies to the changed\norder of things since the days \"when the air of the schoolroom smelled not\nlike itself, I swear, but of the children there.\"\n\nUnder the subject of sanitation are the following provisions: Pure\ndrinking water,\n\neither\n\ndrinking fountain or covered\n\ndrinking-cups, and individual or paper towels.\n\ntank,\n\nindividual\n\nOutbuildings, at least two\n\ngood ones, to be sanitary at all times and free from marks. This has led to the\ninstallation of water systems, bubbling fountains, and other sanitary means\nof securing water free from contaminating sources, to the careful analysis of\n\nwater supply annually in many cases, to a closer supervision of the health\nof the school, and to the prevention of the spread of contagious and infectious diseases.\n\nAs a helper to the teacher in doing this work and also in\n\nkeeping the grounds clean and the outbuildings in good condition, a health\nofficer has been appointed or elected from among the children.\n\nThis advice\n\nhas done much to stimulate the pride of the children in cleanliness and\nsanitation.\n\nSanitation, in the\n\njudgment of the Oregon school authorities, is the\nWhile it may be wonderful to\n\nimportant phase of medical science.\n\n"} {"page": 510, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n494\ncure, it\n\nis\n\nmore wonderful to prevent.\n\n[Child Hygiene\n\nThey believe that this is to be\n\naccomplisht, not so much by law as by education, not so much by forbidding\nas by inspiring.\n\nThis explains the Oregon standard school card and the\n\neffort which Oregon is making to teach every day to all of the children the\n\nlaws of good health in a simple guise that all can understand and in a form\nthat all will be inspired to obey.\n\nTHE TACOMA SYSTEM OF HEALTH SUPERVISION\nEDWIN A. LAYTON, M.D., DIRECTOR OF HEALTH, PUBLIC SCHOOLS,\nTACOMA, WASH.\n\nThe purpose of this paper is not to discuss ideals, but to describe a\nprogram of health supervision as it is being carried out in the Tacoma\nschools.\nThe aim in the health supervision is preservation and promotion\nof health\n\nand prevention of disease.\n\nIn this time of vast destruction of\n\nhuman life and impairment of health, there is no more patriotic service nor\ngreater economic necessity than child conservation.\n\nIt is a positive move-\n\nment, and the endeavor is to make health more contagious than disease\n\nand good health as \"compulsory\" as school attendance.\nIn the Tacoma school system hygiene and physical training is a distinct\ndepartment.\n\nIt\n\nis\n\nrecognized that every educational effort has a health\n\naspect, but the supervision of health, as here outlined, includes in its scope:\n\nhealth examination at school entrance, annual inspection of\n\nall pupils,\n\nsystematic effort to obtain relief for remediable defects, free dental service\n\nand vision tests in worthy cases, special examination of pupils, the control\nof communicable diseases, school sanitation, care of accidents and minor\naihnents in schools, nurses' home visitation, and the supervision of school\nlunches.\n\n\"System\" is necessary in order to discover just what one should do and\nIn this work there is danger of distraction and\ngreat need of concentrated effort. Health work must be both generalized\nand speciaHzed. It is largely supervisory and advisory. It is essentially\neducational, and results depend upon compelling people to take voluntary\nto enable one to get it done.\n\naction for the improvement of health.\n\nADMINISTRATION\n\nThe health activities are under the direction of the educational department of the schools. Health work is closely articulated with the school\nsystem and bears its proper relation to the whole process of education.\nThe present force consists of a director of health, a medical inspector, a\nThe work is\ndentist, two nurses, and volunteer workers in special lines.\ncontinued eleven months in the year. The cost is about forty cents for\neach enrolled pupil.\n\n"} {"page": 511, "printed_page": null, "text": "THE TACOMA SYSTEM OF HEALTH SUPERVISION\n\nDepartment!\n\n495\n\nThe director of health is head of the department and devotes full time\nThe medical inspector, a woman physician, is employed for\n\nto the work.\n\npart time and\n\nspecial\n\nis\n\nexaminer and advisor of high-school and older\n\nThe dentist gives part time, which is confined to the dental chair\nat the central office. The nurses are assigned to districts and each follows\n\ngirls.\n\nan itinerary in visiting schools.\n\nOffices are establisht in the central building\n\nin connection with other administrative offices of the schools.\n\nHours are\n\n8:30 to 9:30 and from 3:00 to 5:00 every school day and on Saturdays\nfrom 9:00 to 12:00. The nurses assist in office and clerical work, keep\n\nAn aid in administration is a Health Bulletin, issued at the\n\nrecords, etc.\n\nopening of schools.\n\nSCHOOL SANITATION\nIt is regarded as fundamental to see that school children are provided\n\nwith healthful surroundings and that the health is safeguarded in every\n\nway under the conditions of school life. Every effort is made to maintain\nthe highest standard of sanitation. The following are some salient features\nof the sanitary supervision:\n\nBuildifigs\n\nand grounds.\n\n—^The grounds\n\nfor\n\ntwenty-five\n\npermanent\n\nbuildings average about one hundred and twenty-five square feet of play-\n\nground space for each pupil. One high school has nine acres and a stadium\nseating approximately forty thousand; the other has ten acres of ground.\n\nMost of the buildings are modern, brick, two-story structures.\n\nFloor space\n\nand air space per pupil, Hghting, etc., are according to accepted standards.\nFloors are oiled.\n\nWalls are finisht in neutral or buff tints.\n\nThe buildings\n\nare kept in good repair for sanitation and safety.\n\nHeating and\n\nventilation.\n\n—Naturally various kinds of heating and\n\nWhatever the system, however, stress\nupon service, and in such an equable climate, with a humid atmos-\n\nventilating systems are in operation.\nis laid\n\nphere, absence of strong winds, etc., it is found that satisfactory sanitary\n\nconditions can be maintained.\n\n—Water pure and supplied by\nPaper\neach twentyare: boys—one seat\n\nDrinking water, lavatories, and toilets.\n\nis\n\nadequate and accessible drinking fountains in every building.\ntowels are provided.\nfive\n\nand adequate\n\nToilet facihties\nurinals;\n\ngirls\n\n—one seat\n\nfor\n\nfor\n\neach\n\nfifteen.\n\nThere\n\nis\n\nfrequent inspection of plumbing and of ventilation of toilet-rooms.\nService.\n\n—This includes practical talks to janitors on sanitation. There\n\nis insistence\n\nupon cleanUness as the basis of sanitation, and the best service\nDustless sweeping and careful dusting is\n\npossible in the particular plant.\n\nhe rule.\nSwimming-pools.\n\n—The sanitation and safety of the four swimminginfluence\n— the purification of the water and\n\npools has two aspects\n\ntheir\n\nupon the health. The first includes bacteriological analysis, filtration\nand chemical purffication, change of water and disinfection as necessary,\nexclusion of persons having any communicable disease, and shower baths\n\n"} {"page": 512, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n496\n\n[ChUd Hygiene\n\nThe second includes temperature of the water at from 74 to\n\nbefore using.\n\n78 degrees and of the air a few degrees higher, window ventilation, careful\nlaundry of towels and suits, keeping girls' hair dry, and finishing with cold\nshowers.\n\nHEALTH EXAMINATIONS\nHealth examination at school entrance.\n\n—The supervision of health begins\n\nwith an examination to determine the physical fitness of the prospective\npupil to undertake school work. As far as possible, these examinations are\nmade in the early summer before entrance, and are completed during the\nearly days of school.\n\nAfter the school census is made, a circular letter is\n\nsent to those parents whose children have reacht school age, suggesting that\n\nsuch an examination will be of mutual benefit and naming the time and\nplace, etc.\n\nThe value and some of the results may be enumerated:\n\n(i) pa-\n\nrental cooperation is solicited at a most opportune time, more or less of an\n\nimpression is made at the very beinning that there is a relationship between\nhealth and education, and, whether or not the parents respond, they must\n\nadmit that the schools are concerned with the child's welfare; (2) those\nwho naturally take advantage of such an examination are those who have\nsome reason to question the child's preparedness or to be concerned about\nthe effect of school life upon his health; (3) the possible early discovery and\ntimely relief of physical handicaps to normal progress in school avoid\nunnecessary, inevitable, and humiliating failure of the pupil and save futile\neffort of the teacher at the expense of normal children.\nHealth inspection in the classroom. Nurses make a routine inspection of\nall pupils during the first month of school, and at other times as there may\nbe occasion. With the aid of the teacher, all conditions are noted which\nrequire attention according to fixt standards.\nBroadly speaking, this\nmeans any condition which may affect the health and progress in school,\nor conditions which affect the welfare of others. Briefly, these are: defects\n\n—\n\nof sight and hearing; diseases of eye, ear, nose, and throat;\n\ndecayed teeth;\n\nand speech defects; organic diseases;\ntuberculosis; and all communicable diseases, etc.\nThe value of health inspection depends upon the powers of observation\nand intelligent discrimination of nurses and teachers, and an effort is made\nto instruct both very specifically in this respect.\nNurses and teachers use\ngreat care and tact in expressing opinions as to physical and mental conmalnutrition;\n\nmental, nervous,\n\nditions or suggesting forms of treatment.\n\nEven the physician is very dis-\n\ncreet in making a positive diagnosis, and makes recommendations advisedly.\n\nSpecial examinations.\n\n—By a\n\nsuperficial\n\nexamination in the school, of\n\nthose referred to, there is still further sifting, and special cases are segregated\n\nand studied, and systematic effort is made to obtain relief.\n\nIn many cases\n\nthe parents are askt to bring the child for a health conference to the central\noffice, after\n\nschool hours or Saturday morning.\n\nputting the parents to a little trouble.\n\nNo apology is made for\n\nPhysical examinations, therefore.\n\n"} {"page": 513, "printed_page": null, "text": "THE TACOMA SYSTEM OF HEALTH SUPERVISION\n\nDepartment!\n\n497\n\nare made only with the consent and in the presence of parents or guardians\nand when there is ample time and adequate facilities. It is specifically\nstated that these appointments are for advice and not for treatment.\nThis arrangement is eminently satisfactory. It is regarded as being\n\"half the battle\" to get those responsible to recognize the need and to\nunderstand the benefits that may be secured. With the desire created to do\nsomething about it, ways and means may be devised; and with parental\n\ncooperation gained thru this personal consultation, results are sure to follow.\nSpecial examinations are made of teachers, of candidates for such athletics\n\nas football, and of juvenile-court cases.\n\nDIVISION OF REUEF\n\nCooperation\n\nis\n\nthe keynote in getting things done for the relief of\n\nremediable conditions.\n\nRelief is afforded by the schools and thru coopera-\n\ntive agencies:\n\nRelief afforded by the schools.\n\n—The system of health supervision con-\n\ntemplates the fullest cooperation of all concerned with the well-rounded\n\ndevelopment of the child.\n\nHelpful suggestions are made to principals and\n\nteachers concerning the health of pupils,\n\nof relief:\n\nand right motives and methods\n\nThe following are the principal forms\n\nsecure their cheerful cooperation.\n\n(i) Nursing, which embraces those conditions and minor ailments\n\nfor which it is not necessary to exclude the pupils from school and which\n\ncan be cared for satisfactorily by the nurse, as infected wounds, uncleanliness, pediculosis, scabies, impetigo,\ninjuries.\n\nringworm, toothache, and first aid in\n\n(2) All accidents occurring on the grounds during school hours are\n\nreported immediately to the director of health, who renders first-aid service,\n\nmakes investigation, and assures himself that the child will be given proper\nattention.\n(3) The school dentist treats those who are considered deserving\nand for whom it is likely that nothing will be done unless it be by the schools.\nFull consent of the parents is obtained.\nDental work is confined to extractions, treatments, and cement and amalgam filHngs.\nSpecial emphasis is\nplaced upon dental prophylaxis. (4) Teachers are instructed to make\nan annual test of sight and hearing of every pupil. Parents are encouraged\nto pay for glasses, but frequently they are furnisht free.\n(5) Lunches are\nserved in six schools on a cooperative plan and are self-supporting. They\nare important factors in the promotion of health.\n\nLunches are often pre-\n\nscribed for the malnourisht, and many pupils are fed free.\nRelief thru cooperative agencies.\n\n—While remedial measures are employed\n\nto a certain extent, what the schools actually do is insignificant compared\nto what they succeed in getting done thru sympathetic cooperation with the\n\nhome and the various health and social agencies.\nThe Home The first step after the discovery of any defect is to notify\nthe parents. The matter may be allowed to rest here, or is followed by a\nhome visit by the nurse, or an appointment with the school physician. The\n:\n\n"} {"page": 514, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n498\n\nspirit of cooperation is cultivated\n\n[Child Hygiene\n\nthru parent-teacher associations, etc.\n\nA markt result of the work is the more hearty response of the home.\nThe Professions: It is the aim to conduct the health activities in such a\nway as to merit the good-will and cooperation of doctors, dentists, and\nspecialists.\n\nAs a matter of fact, there is but little difficulty in making ar-\n\nrangements for professional services according to the patient's circumstances.\nHospitals and Sanatoria: Private hospitals generously provide their\nfacilities for half-price to children\n\nrecommended by the schools as deserv-\n\nReal charity cases are urged to avail themselves of\nthe services of the county hospital and medical staff. There are reciprocal\n\ning consideration.\n\nrelations\n\nbetween the schools and the tuberculosis sanitarium and the\n\nanti-tuberculosis league.\n\nProvision is made for children unable to attend\n\nschool, and a most important cooperative work is in keeping the children\n\nwho have been at the sanitarium under observation.\nCity Health Department: To avoid overlapping and to secure better\ncooperation it is agreed that the director of health in the schools shall have\nspecial jurisdiction in all pubHc-health matters touching the public schools\n\nand be regarded a member ex officio of the city health department. In the\nmatter of communicable diseases it is understood to be the function of the\nschools to exclude and to report all cases, while the city health department\nshall place these cases under quarantine, or isolation, and release them at\nthe proper time for re-admission to school.\n\nRECORDS AND REPORTS\nRecords are designed to be a help and not a hindrance, and to show\nthe needs as well as the accomplishments with the least time and trouble.\n\nCare is taken that records do not become bulky and burdensome, that the\nsystem is of service, and that one in no sense becomes a slave to the system.\nHealth record. ^This is a 4 X 6-inch card in two colors on the face of\nwhich are enumerated the usual defects and diseases of school life, with\n\n—\n\nspaces for eight years' record.\nefforts\n\nOn the reverse side findijigs are noted and\n\nand results are recorded.\n\nThis card\n\nis\n\nmade and kept only for\n\npupils who are under observation.\n\nThe chief feature is the system of filing.\n\nA covered box, with a capacity\n\nis provided for each school.\n\nThere is an alphabetical guide;\n\nof 1000 cards,\n\na guide card for each grade or room; and special guides, as \"new cases,\"\n\"school nurse,\" \"physician,\" \"dentist,\" \"notify parents,\" \"visit home,\"\n\"excluded,\" and \"contagious diseases.\"\n\nThus, instead of writing, cards\n\nare simply shifted.\n\nThe method of use is somewhat as follows: At the opening of school,\nAs pupils are referred to\nCards for those kept\nmade.\nones\nnew\nrecord\ncards\nfound\nor\nare\nby rooms^\nunder observation are filed by rooms or under special headings. Cards\n\nall cards carried forward are filed alphabetically.\n\n"} {"page": 515, "printed_page": null, "text": "PHYSICAL TRAINING VERSUS ATHLETICS\n\n499\n\nkept for reference only are returned to the alphabetical Ust.\n\nAt the close\n\nDepartment!\n\nof the year cards are gone over and if of no further use are destroyed.\n\nRegister of defects and diseases.\n\n—This\n\nis a sheet\n\nSjX i3§ inches with lines\n\nThere are forty-one columns under the six headings, \"History,\" \"Diagnosis,\" \"Effort,\" \"Treatment,\" \"Results,\" and\n\" Remarks.\" There is a sheet for each grade in each school, and every pupil\nfor twenty-four names.\n\nhaving a record card is registered according to his classification at the\nbeginning of the first semester.\n\nThis register has great possibiUties.\n\nIt is at once an accurate system of\n\naccounting, a record and tabulation by grades of health conditions, a ready\n\nindex of all pupils under observation at a given time, a convenient classification of defects allowing special investigation,\n\nand a permanent record\n\nof needs and results by the year.\n\n—Records of special cases and investigations\n\nSpecial.\n\ncentral office.\n\nare\n\nare. kept at the\n\nReports and recommendations concerning health matters\n\nmade to the superintendent as there may be occasion.\n\nA table of\n\ncontagious diseases is corrected daily, and a monthly report is made by\nschools.\n\nA monthly summary of nurses' reports is also made.\n\nFinally, a\n\nsemiannual statement is made of all work done, so far as it can be tabulated.\nLimitations of the system are recognized, and such subjects as better\nprovision for defectives and open-air schools are being approacht from the\n\nhealth side.\n\nThe Tacoma public schools are disposed to provide the very\n\nbest in sanitation and health, and by prevention and correction, by teaching\n\nand training in right habits of thought and action, to bestow good health as\nthe better part of wisdom.\n\nPHYSICAL TRAINING VERSUS ATHLETICS\nCHARLES H. HUNT, DIRECTOR OF PHYSICAL EDUCATION, LEWIS AND CLARK\nHIGH SCHOOL, SPOKANE, WASH.\nSeldom, if ever, in the history of the world has there been such an\nawakening as that which is calling the American people to preparedness.\nDeveloping from fanatacism filled with wild and impossible schernes, there\nhas gradually grown a real desire to understand and achieve by careful study\n\nand personal sacrifice a real national preparedness.\n\nThe percentage of\n\nrejections of those applying for enlistment in our Army\n\nappalled us.\n\nand Navy have\n\nAltho statistics have been available for many years, we failed\n\nto give them any attention until the Great War and its attendant horrors\n\nmade vivid our real need of physical preparedness.\nThe nation is no stronger than her men, and the men are no stronger\nthan their bodies.\n\nWhen from 72 to 83 per cent of the men applying for\n\nservice were rejected,\n\nis it\n\nany wonder that the aroused public sentiment\n\n"} {"page": 516, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n500\n\n[Chad Hygiene\n\nWhy have you trained the\nmind and neglected the body? Why have you taught so diligently the\n\"three R's\" and allowed faulty posture to cause spinal disorders and in\nother ways incapacitate the student physically for the battle of life ? The\nhas askt the educational world the questions:\n\npublic\n\nis\n\nno longer indifferent;\n\nthat much.\n\nthe preparedness issue has accomplisht\n\nThe people are caUing for action, and they seem ready to sup-\n\nport a reorganized and adequate physical- and health-education program.\n\nAs long as school administrative heads and the public consider athlong will we as\na nation lack physical preparedness. The average high-school physical\ndirector is told that winning teams are desirable, and if he accomplishes\nthis and gets thru his gymnasium work some way or other he is a sucBut this is not the true function of the director. Athletics are\ncess.\nworth while when properly conducted, and winning teams are good things,\nbut are really only a small part of a strong physical program and consequently should not be given the place of first importance. The coaching of\nwinning teams takes much time and energy, and naturally that time given\nletics, as commonly conducted, physical education, just so\n\nto a few, usually the best physical specimens of the school, robs the bal-\n\nance of the student body of that which they so much need.\n\nIn a study of the students of the Lewis and Clark High School, of\nSpokane, Wash., covering a three-year period, some interesting facts have\n\nbeen disclosed. Of the fifteen hundred male students examined, the examinations coming at the beginning and the close of each semester, about 38 per\ncent were what I called below normal in strength for the age.\n\nAbout 8 per\n\ncent of these were excused from regular gymnastics and given orthopedic or\ncorrective gymnastics in small groups with special work for each case.\n\nOut\n\nof the 38 per cent below normal which included a large portion of the 8 per\n\ncent corrective students, thirty-two and a fraction left school before the\n\nsecond examination at the close of the semester.\n\nSome of these left for\n\neconomic reasons, and others because they were unable to do the school work\nrequired; but giving due allowance for this fact, there are a great many\nstudents leaving high school because they are physically unfit.\n\nI feel\n\ncertain that the number leaving school from this group could be cut down\n\nconsiderably by examining the students in time in the elementary schools\n\nand giving corrective gymnastics.\nOf the students taking general gymnastic work, which included a program of apparatus work, calesthenics, maze running, and recreative games,\nthe average gain in strength for the first semester's work was 278 points.\nEleven students showed no gain, probably owing to rapid growth or illness.\n\nAmong the 8 per cent corrective students, the increase averaged 409 points.\nThe highest strength test made by a beginning Freshman was 1447 points\nand the lowest test totaled only 196 points. The average for Freshman in\nThe Sever formula for\nthis school for the three years was 7S7tV points.\nstrength test was used.\n\n"} {"page": 517, "printed_page": null, "text": "t\n\nPHYSICAL TRAINING VERSUS ATHLETICS\n\nDepartment]\n\n501\n\nA test given to a group of thirty representative athletes who participated in the major sports showed the following:\n\neighteen gained an aver-\n\nage of 208 points, seven lost an average of 179 points, five showed no\nappreciable change. While this group is small and many contributing influences must be taken into consideration, still they demonstrate the fact\n\nthat from the physical-hetterment standpoint regular gymnastics are superior\nto competitive sports.\n\nDuring the examinations of the teeth I found that a large percentage\nused a toothbrush but seldom, and over 90 per cent were troubled with\nconstipation and\ntrouble.\n\nknew of no rational method of doing away with this\n\nWe need more health talks straight from the shoulder, and we\n\nneed to teach a practical physiology in the elementary schools and follow\n\nup in the high school where the student will take a more active interest\nNo program of physical education is meeting the needs of\nthe student that does not have as its foundation the teaching of the rudiments of health education. The fact is well known that much physical\ndisability might have been corrected or prevented had the student been\nexamined soon enough and the proper orthopedic work given. I cannot help\nbelieving that our tendency to overemphasize winning athletics has had\nsomething to do with the case.\nDuring the last school year the spectators' gallery in our g5minasium was\ncondemned, making it advisable to dispense with a representative basketball team.\nThis is what resulted. We formed an interclass league of eight\nteams with ten or more players on each team, giving us a squad of over a\nhundred in place of the usual fifteen or twenty. So successful was this league\nand so strong the interest that we formed a second league of thirty-eight\nteams with some four hundred players. We played the game in two tenminute periods or ten minutes on the floor and ten off. While we were\nhandicapt by lack of playing space, as only space for one game at a time is\nusually provided for in our gymnasiums, our results were well worth while.\nNot one scheduled game was forfeited. The boys learned the rules and\nplayed better and faster basket-ball. Fair play and strict adherence to\nrules and officials' decisions were the result, and, better than that, almost\nevery boy in the Lewis and Clark High School, whose physical examination\nshowed him fit to play the game, had some part in it. We followed the\nsame scheme for field and track and had equally good results, incidentally\nwinning every meet we entered with a well-balanst team. Instead of having\none one-miler we had thirty-four who could do it in fair time, and six who\ncould do it in very good time. We had a greater percentage of men on the\nscholastic honor role and a better school spirit.\nOur teams were made up\nof all the students and represented students interested and active in every\nschool activity.\nWe had fewer spectators, but more performers.\nNever have we had a better opportunity to put our ideas into actual\npractice than that which the preparedness agitation is now giving us.\nWe\nit\n\nin the subject.\n\n"} {"page": 518, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n502\n\n[ChUd Hygiene\n\nWe shall need a much larger force of\nWe must have the even more liberal support of the\n\nshall need money and equipment.\n\ntrained directors.\n\nboards of education, and they must think twice before appropriating on so\nsmall a scale for physical education as to cripple if not defeat it in the first\n\nAdministrative heads must insist upon and encourage a rational\nprogram of work in preference to the developing of winning teams. We\nneed more health instruction and physical examination thruout the\nplace.\n\nstudents' school life.\n\nSuch a program conscientiously followed would soon do away with a\nlarge part of our so-called physical disability, and American efficiency would\nIt would mean a tremendous economic saving, but better than all it would give every American boy and\ngirl a chance to meet life physically as well as mentally equipt to take up\n\nbe increast in every line of endeavor.\n\nthe duties of life.\n\nSOME FACTORS IN HUMAN EFFICIENCY\nALICE RAVENHILL, FELLOW, ROYAL SANITARY INSTITUTE, LATE LECTURER ON\nHYGIENE, UNIVERSITY OF LONDON, KINGS COLLEGE\n\nFOR WOMEN\n\nA most important factor in efficiency has been hitherto regrettably\nobscured by the omission to revise well-intentioned dogmas of the past in\n\nEven now the community at large seems\n\nthe fuller hght of later learning.\n\nreluctant to accept what the late Sir Francis Galton insisted should animate\n\nconduct with all the force of a powerful religious motive, namely, a general\nrealization of the unutihzed, inherent capacities in human nature coupled\n\nwith the noble and patriotic duty of their development thru the multiplication of thrwing, gifted famiUes.\n\nbook to the majority.\n\nAfter fifty years, this teaching is still a closed\n\nIt behooves the more thoughtful, therefore, to inter-\n\nest the rising generation in the promotion of conditions for themselves and\ntheir successors corresponding to those which have contributed in the past\n\nto the high standards of achievement among such of our predecessors as were\n\nconspicuous for their abiUties;\n\nwho attained to standards of conduct which\n\nmodern youth must be fired to emulate and surpass. Ignorance is no plea\nThe factors which characterize the\nfor the disregard of these truths.\nfinest quality of human material have long been tabulated for our information,\n\nbased upon evidence collected over many years with all precautions\n\nnecessary to scientific accuracy.\n\nHuman nature varies in its grades of\n\ncapacity over a relatively wide range.\n\nA study of the family history of\n\nhundred world-renowned men shows conclusively that power\nmanifested in some form of rare ability in these selected individuals was\nseveral\n\nreflected in a higher general level of attainment among a striking proportion\n\nof their relatives in preceding and succeeding generations.\n\nAnd there is a\n\nsufficiency of evidence to justify the conclusion that, given favorable con-\n\n"} {"page": 519, "printed_page": null, "text": "Department!\n\nSOME FACTORS IN HUMAN EFFICIENCY\n\n503\n\nditions plus a good quality of nature, the proportion of such gifted mem-\n\nbers of any nation is susceptible of great increase.\n\nUnquestionably the representatives of these selected families possest\n\n—characteristics which manifested themselves\nFirst and foremost\namong these comes energy, or fulness\n—energy, however, so conquite definite characteristics\n\nto a greater or less degree in every case past in review.\nof vitality\n\ntrolled that its exercise always results in achievement.\n\nNext in order comes\n\ncapacity for keen perception, for accurate observation, for fine distinction in\nthe field of senses.\n\nA third distinguishing quality is initiative coupled\n\nThen follows a markt\npower of adaptabiUty to unfamiliar conditions; a love of liberty; an everpresent courtesy, or consideration for others; and always good health over\na considerable period of Hfe. Is it not time that our young people were\nwith industry and associated with perserverance.\n\nacquainted with these facts ?\n\nIs it not time that they were trained to trace\n\nthe connection between these factors in human efficiency and the responsi-\n\nWould not two essential foundations for the goal we\nhave in view be by these means well and truly laid ? The pubHc conscience\n\nbility of parenthood ?\n\nmust be awakened to what one writer calls the \"holiness of generation,\"\nand equally must it be trained to realize that the purpose of education is\nthe utilization of knowledge for the welfare and advancement of the race.\nIf this premise be accepted it becomes necessary to re-adjust a prevalent\nmisconception as to the significance of that unpopular and much misunderstood subject, economics. If the history of the word be traced onward\nfrom the meaning attached to it by the Greeks to that assigned to it today\nby a nation most precise and apt in its vocabulary, the French, we shall\nperceive that, far from being confined solely to the right regulation of house-\n\nhold affairs or to the restriction of expenditure, it is now employed to signify\nthe wise and judicious use of all or any of our resources, and covers the intelli-\n\ngent planning and correct arrangement of work to this end.\n\nTo many\n\nminds the thought will be unfamiliar that this word \"economy\" applies\nalso to the wise and judicious use of human material, and that an important\n\nfactor in efficiency is such wise arrangement and judicious control of conditions that the highest quahties of nature are the product.\n\nPerhaps this\n\naspect of our subject will be more famiUar if designated by the name assigned\nto it by the pioneer of eugenics, who classified under the designation \"nur-\n\nture\" the numerous factors under our control by means of which the\nresources of nature can be quickened into activity.\n\nThese multiple agencies\n\nin vital development may be again subdivided into two main groups:\n\nthose\n\nand those rankt under the head of\neducation. To the first group belong food and cleanliness, air and sleep,\nconditions of light and warmth, occupation and companionship. To the\nassociated chiefly with environment\n\nsecond is assigned the formation of habits, the development of latent gifts\nand of the power to use them, the acquirement of experience thru a study\nof the arts and sciences, and, generally, the adjustment of self to society.\n\n"} {"page": 520, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n504\n\n[ChUd Hygiene\n\nBut the following quotation from a recent writer indicates how wellit is to separate successfully and accurately into water-\n\nnigh impossible\n\ntight compartments these multiple factors in efficiency, interwoven as are\n\nnature and nurture by countless intricate threads.\n\nHe writes:\n\nEducation, by which is meant not merely school instruction, but the influence of\nhome and the surrounding society, is not a less necessary condition of national vigor\n\nthan wages, sanitary regulations, and the like; the spiritual as well as the physical training\nof children, the nature of their amusements, the bent of their interests, the character of\ntheir aims and ideals at that critical period when the boy or girl is growing into manhood\n\n—\n\nor womanhood\n\nall\n\nthese are things which conduce directly, as well as indirectly, to the\n\nvigor of the race.\n\nSo, if nature is to be sound and luxuriant, if nurture is to be intelligent\nand well adjusted, we find ourselves called upon to cultivate a more intelligent public opinion and to expend the conception of parental responsibility\non the one hand, and on the other to extend our own sphere as educators\nuntil it embraces the uttermost ramifications of our complex social constitution.\n\nTake, for example, the formation of good habits as one of the most\npotent factors in human efiiciency, indispensable to the harmonious working\nof the individual mind and body, essential to the happiness of the family\n\ngroup, and influential in the maintenance of the right relations by society.\n\nThe process must begin at birth and be systematically continued for many\nsucceeding years.\n\nIt demands of both parents a general acquaintance with\n\nthe order of development of the physical and mental functions and of the\n\nconditions favorable to the acquirement of a sound and balanst nervous\n\nsystem;\nsleep\n\nwell nourisht, suitably stimulated,\n\nand\n\nexercise.\n\nand abundantly refresht by\n\nUpon such a firm foundation the teacher,\n\nskilled\n\nin his craft, should be able to superimpose his edifice of physical, mental,\n\nand moral training and instruction; but, unless he be assured of parental\ncooperation, his efforts may be frustrated by needlessly accentuated and\ndetrimental inequalities of growth, nutrition, and consequently of development, in the pupils to whose interests he devotes his powers. Combination\nof forces is here again an integral factor in achievement.\nFor example, it\nis an accepted physiological fact that the actual quality of brain tissue is\ndetermined before birth; for this our ancestors are responsible. But for\ncontrol of the bodily functions from early infancy; for opportunity to\nexercise all the\n\nfundamental muscular coordinations;\n\nfor the habit of\n\nprolonged, quiet sleep; for a sound digestion; for the experience acquired\n\nby means of ample, free play;\n\nfor prompt obedience; for courtesy to com-\n\npanions; for a thirst to learn what, why, and how, before school days begin;\nfor all these habits parents are responsible.\n\nOn the other hand, for abihty to concentrate attention;\n\nfor training\n\nin the correct methods of study; for the spirit of ready cooperation and a\n\nrespect for the rights and wishes of others; for a sense of obligation to train\n\n"} {"page": 521, "printed_page": null, "text": "Department]\n\nSOME FACTORS IN HUMAN EFFICIENCY\n\n505\n\nfor effective self-support; for the realization that opportunities for personal\n\nadvancement carry associated responsibiUties for public service; all these\nand many more factors in human efficiency call for the united, sympathetic\ninfluences and example of home, school, and community.\nCoordination and cooperation are recognized as the keynote of success\nby those interested in the promotion of efficiency in agriculture, in commerce, and in sport. How much more should they ring out loud and clear\nto insure corresponding harmony of methods and ideals in the educators,\nactive in home, school, college, workshop, and office.\nIs it too much to hope that coincidently with these prerequisites to the\neconomical rearing of an efficient race the mutual suspicion may be banisht\nwhich too commonly prevails among taxpayers, parents, educational and\nmedical experts, and school trustees ? I reiterate these facts at the risk of\nwearying my hearers; for the date at which this active cooperation between\nthe man in the street and the specialist shall merge from the stage of pious\naspiration into that of productive practice depends largely upon the teaching\nprofession and its ally, the press.\n\nWe all know that human existence rightly regulated could be one of harWe all agree with Francis Bacon that \"knowledge\n\nmonious equilibrium.\n\nis first to be acquired and then put in action, in order that the harp of man's\n\nbody may be tuned to harmony.\" But do we sufficiently impress upon the\npubHc, and more especially upon the young public with which we are so\nclosely associated, that it is, as Bacon pointed out, our duty to \"gather this\nexcellent dew of knowledge,\" because it \"is a rich store for the relief of man's\nestate\"; the word \"estate\" being employed, as was customary in those\ndays, to include man's physical condition as well as his personal property.\n\nWe have gathered a sufficiency of that \"dew\" to understand that costly\ndisharmonies in our human economy result from a faulty quaUty of inherited\nnature; from detrimental conditions before and after birth.\n\nWe all know\n\nthe importance of suited food, exercise, rest, occupation, and surroundings.\n\nWe all know that the body is furnisht with a marvelous system of defensive\nWe all know the direful effects of\n\nagents against disease and misuse.\n\nneglect, of insufficient training, vocational or otherwise;\n\nwe all know that\n\neven such details as a habitually asymmetrical posture hampers mental and\nphysical efficiency.\n\nBut convention, inertia, absence of a health conscience,\n\nfailure to grasp the responsibility of knowledge, contribute to two disastrous\nresults.\n\nFew who possess this knowledge exemplify it by personal practice\n\nperhaps the most potent channel of influence, and few feel it incumbent on\n\nthem to preach the new gospel to the unlearned at all ages.\nIn some cases moral, religious, or scientific arguments would carry\nthe most weight; in others, more stress must be laid on the economic\naspects of the matter; but to all the light of right knowledge must be\nIt can now be demonstrated to taxpayers, as a result of carefully\nconducted investigations, that public funds are grievously wasted when\n\nbrought.\n\nL\n\n"} {"page": 522, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nSo6\n\n[Child Hygiene\n\nschools are ill lighted, poorly ventilated, or inadequately cleaned, because\nof the detrimental effects upon the pupils.\n\nThat large classes, long lesson\n\nperiods, and overworkt teachers are the falsest possible economy can also be\n\ndemonstrated.\nefficiency\n\n—there\n\nOr\n\nto\n\nturn to another far-reaching agency in\n\nhuman\n\nis no further excuse for public ignorance of the fact that to\n\npermit conditions which encourage the multiphcation of the poorest quality\nof human material, and to accept, without giving careful heed to possible\n\nre-adjustment of controling factors, the steady limitation of families among\nthe most desirable elements in the population is cutting at the very foundations of national stability and progress.\nSociety at large must comprehend the extent of the moral and economic crime which leaves the youth\nof a nation untrained in a sense of racial responsibility.\n\nThe educational expert must come more out into the open and preach his\nrevised conception of his art, which he has permitted too long to be tinctured\n\nby mediaeval limitations.\n\nIt is he who must point out at all times that the\n\nend of learning is the betterment of life, not merely personal enjoyment\nor advancement. He must take a firmer stand on the revision of methods\nand subject-matter within his province; his appeal to parents and public\nmust be framed on fines which compel their attention. Finally, he must\nenfist in his support a press which will present facts with becoming gravity\nand insistent emphasis, so that the national attitude toward the quality of\nhuman life and the standard of achievement of each individual unit may\nbecome one of individual responsibility a responsibility based upon a\nsense of the reverence due to humanity at its best, and characterized by\n\n—\n\nunited and vigorous activity in raising the standard of efficiency to levels\nhitherto\n\nunattained,\n\nbecause detrimental,\n\nbut preventable conditions,\n\nsluggishly and most uneconomically condoned have been permitted to interfere with those primary factors, a sound inheritance, good nurture, intelli-\n\ngent education, and a highly developt sense of personal responsibifities,\ndomestic, social, and racial.\n\nA STATE PROGRAM FOR SCHOOL HEALTH\nHORACE ELLIS, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nINDLA.NAPOLIS, IND.\nFirst and foremost in any rational program of reformation must be a\ncampaign for education. The popular mind must be urged to activity,\nbecause voluntary action is rarely possible. In a state program for school\n\nhealth this campaign for education must be insistent, scientific, continuous.\n\nRighteous movements, like the progress of the world at large, have their\nperiods of Dark Ages when all that is known and all that is felt which tends\nto the\n\nupward impulse slumber.\n\nThe fires of intelligence can be kept\n\naHve only by constant exhortation to alertness on the part of the fire-keepers.\n\n"} {"page": 523, "printed_page": null, "text": "Department!\n\nA STATE PROGRAM FOR SCHOOL HEALTH\n\n507\n\nThe old adage \"Health is wealth\" is true. Health is happiness, also,\nand efficiency in living as well. When the poet sings,\nI'd like to be a boy again,\n\nA care-free prince of joy again,\nI'd like to climb an apple tree,\n\nJust like I used to do,\n\nhe emphasizes a health condition in childhood, which, if guaranteed to the\nschool children of today would give ample assurance of a stalwart sturdiness\nin the race.\n\nThis campaign of education for our schools should set forth\n\nthru public discussion, thru the public press, thru the parent-teachers\nmeetings, thru the institute, in a concrete, sane, and scientific way the factors\nentering into health, its conservation, and its protection.\n\nIn a general way teachers should be advised to take particular charge\nof children when they arrive at the school buildings in the morning or after\n\nthe noon recess.\n\nThey should guard against wet feet, damp clothing, or\n\nextremes of heat or cold.\n\nThirstiness, depression, nervousness,\n\nand even\n\nhunger are some of the things which will appear in any group of children\n\nnewly arrived at the school, if proper inquiry be made.\n\nJust here the\n\nteacher, in a complete sense and in a legal sense, stands in loco parentis.\n\nHow can she hope for a successful day if she neglects these fundamentals ?\nNegligence is inexcusable and will cause great suffering among the children\nand thwart the noblest academic purpose of the future. The teacher's\ncare should be as watchful when pupils return from play.\nFar more important than conducting recitations is this regard for the health and comfort of\nthe pupils of the school. But the teacher's special obhgation comes in the\nafternoon when the pupils make ready for the homeward trip. Plenty\nof time must be allowed to prepare every child for the outdoor experience.\n\nThe energies are at low tide, wherefore the danger is intensified.\n\nChildren\n\nmay not be trusted to robe themselves for stressful weather conditions.\nThe personal attention of the teacher is absolutely vital in every case. The\nsuccess grade of a teacher should be determined very largely by her\nefficiency in these particulars.\n\nBut this campaign of education should go much farther.\n\nConcrete\n\ninstruction must be given teachers, school officers, and pupils on how to keep\nwell as well as on how to ward off disease.\nUpon careful inquiry it has\nbeen determined that instruction of the most elementary character is needed.\n\nSome first suggestions here follow: There are four groups of organs of\nelimination of the waste products of the body:\n\nkidneys, and the intestines.\n\nthe skin, the lungs, the\n\nIf these four organs be kept in normal func-\n\ntioning condition, children will have rugged bodies\n\nand be able to with-\n\nstand the attacks of disease germs surprisingly well.\n\nIf these organs\nbe neglected, school children succumb speedily to the slightest attack.\n\nThe\nin the\n\nskin.\n\n—Much nonsense and foolishness have been indulged\n\nmatter of bathing.\n\nin,\n\nPromiscuous bathing may be very dangerous.\n\n"} {"page": 524, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n5o8\n\n[Child Hygiene\n\nNot all constitutions are able to withstand the shock of a daily cold bath.\nBathing in water is not a guaranty against filth. Be rid of the thought\nof a daily water bath.\nThe proper bath, which all people young and old\nshould take daily upon rising in the morning, is the frictional bath. Five\nminutes each morning, devoted to the vigorous rubbing of the body with a\nmoderately coarse towel without water, will insure the opening of the pores\nof the skin and thus allow the skin to perform the normal function of carrying\noff the waste products of the body, which, if allowed to remain in the body,\n\npoison and destroy the tissue.\n\nChildren should be urged to use the little\n\nrubber Japanese mitts.\n\n—\n\n—\n\nDeep breathing is not chest breathing it is abdominal\nWatch a baby breathe and you will understand what is meant\n\nThe lungs.\nbreathing.\n\nby deep breathing. Chest breathing means constriction of the diaphragm\nwhich in turn means the utter expulsion of all air from the lower lobes of the\nlungs; and when this air is kept habitually from certain portions of the\nlungs, those portions become enfeebled and form a certain abode for tubercular and other germs.\nLet the children have plenty of fresh air, teach\nthem deep breathing and nose breathing, and the lungs will guarantee\npurity of the blood thru nature's process of osmosis.\n\nThe kidneys.\n\n—Here again\n\nis\n\nthe\n\nsource of great\n\nteachers shyly avoid discussion of the subject.\n\ndanger, because\n\nThere is a popular notion\n\nthat diabetes follows in the wake of riotous living or drunkenness.\n\nIt is\n\nnot uncommon for men and women aUke, whose lives are above reproach,\nto suffer from this sad affliction.\nIf the skin be neglected and the lungs\nbe neglected, then a triple responsibility falls upon the kidneys, and dis-\n\nThey cannot do their own work of eHmination and the work\ntwo other vital organs of elimination. Urge children to drink large\nquantities of water daily; not less than three pints, probably more.\nIn\ncase of violent playground exercise they ought to drink much more than this.\nIt is vastly more important to wash the body frequently and thoroly with\n\naster follows.\nof\n\nThose strange acute pains in the back, of\nwhich many good people complain, suggest unerringly kidney trouble.\nThese will all disappear in fact will never occur if care in the safeguarding of the kidneys be exercised.\nThe intestines. This question about the intestines is thought to be of\nsuch a deHcate character that no word may be spoken concerning it, and\n\nwater inside than outside.\n\n—\n\n—\n\n—\n\nyet the fact is that most of the diseases, excepting contagions, follow as\nthe result of the neglect of the intestines.\n\nIntestinal sluggishness means the\n\nstoring up in the system of all the violent poisons of the foods taken into\n\nbody after the nutritive parts have been separated out. Troubles\nConstipation is a crime to childhood and is utterly\nunnecessary if care be exercised on the part of parents and teachers.\nChildren and adults too, particularly teachers, should drink much good\nwater daily; drink two glasses of warm water before breakfast; eat\nthe\n\ninevitably follow.\n\n"} {"page": 525, "printed_page": null, "text": "Department]\n\nA STATE PROGRAM FOR SCHOOL HEALTH\n\nsparingly of meat; eat much fruit and green vegetables;\n\n509\n\neat whole- wheat\n\nbread.\nIf care be exercised in the matter of diet, irreparable injury to the body\n\nwill be prevented.\n\nIf disregard of these simple suggestions be allowed, dire\n\nconsequences ensue.\n\nWhy should parents and teachers neglect this all-\n\nThe day for pills and castor oil and those other horrible\nnostrums, once regarded indispensable, is gone. One or two ripe, juicy\napples for each school child is worth vastly more than all these old-time\nimportant matter ?\n\npoisonous stimulants.\n\nIn this state program for school health the second campaign is the\ncampaign of action concerted action. The schools, the city clubs, the\nmunicipal officials, and state authorities must do team work. A little\nspasm of voluntary effort here, and a little one there, by any one of the\nagencies here named, yields small results. The movement must be general.\nWhen Boulder, Colo., was told frankly by a distinguisht biologist of her\nstate university that there existed in her municipal limits a positive menace\nto every life within the city, young and old ahke, thru the rats which infested\nthe dump heap a bubonic plague menace, a diphtheretical menace, a\ntyphoid menace forthwith the City Council, the University, the Woman's\nClub, the public schools, the state Board of Health, organized a sensible\ncampaign against the danger and speedily eliminated it. This team work\nin action means success, just as team work made the Panama Zone the most\nhealthful locality in the world.\nSo will concerted action yield similar\nreturns to any community.\nThis state program of health would be incomplete without a third campaign the campaign of appreciation. Here the pubHc press, the platform,\nthe pulpit, the round table, the open forum, play their important role.\nA \"well done,\" after a campaign of education and action, freely bestowed\nupon those making the campaign satisfies a soul naturally hungry for some\nsort of appreciation.\nBut it does vastly more than that. It guarantees\nagainst retrogression, stagnation, and a recurrence of old-time conditions.\nIt is not the little bronze badge that is valuable, but if voted by a city\n\n—\n\n—\n—\n\n—\n\ncouncil to a club for its services in upholding a valuable ideal, its value\n\nmay not be estimated.\na\n\ncity,\n\ntrophies\n\nSo also of the loving cup, the banner, or the statue;\n\na school, an individual, displays with conscious pride the\n\nwon by its citizenship in defense of good things.\n\nlittle\n\nWhen men\n\nseriously give attention to these three factors in a state program for school\n\nhealth, length of years, efficiency in service, and happiness undreamed of\n\nattend its citizenship.\n\n"} {"page": 526, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n5IO\n\n(Child Hygiene\n\nSOME PHASES OF CHILD-WELFARE WORK\nMARTHA RANDALL, ASSISTANT IN DEPARTMENT OF PUBLIC SAFETY FOR\nWOMEN, PORTLAND, ORE.\nI propose to give\n\nsome concrete cases illustrating different situations\n\nwhich have a vital bearing upon the lives of children, and to tell you of some\nThese cases, with\nefforts which are being made to improve conditions.\ntheir contributing causes, have come to my personal attention in my work\nas nurse in the Women's Protective Division of the Department of Public\n\nSafety of the city of Portland.\n\nI shall tell you, without any attempt to\n\ngloss over the bald facts, some of the more aggravated and recurrent cases,\n\nand I trust you will not accuse me of overdrawing my picture. I say\nrecurrent, not in the sense that the same girl returns often, but referring to\nthe type of case.\n\nAn orphan girl, eleven years old, was placed with a man and wife having\nno children of their own.\n\nThe husband within a few months began to take\n\nindecent liberties with the child, cautioning her not to tell his wife.\nfinally seduced her and continued to mistreat her for years.\n\nHe\n\nA short time\n\nago the wife went away for a visit, leaving the defenseless girl alone with this\nman. His conduct became so unbearable that the girl left his house, took\nrefuge with a neighbor,\n\nand confided the whole story, which was in turn\n\nShe is an innocent, sweet, normal girl. If some\nsympathetic woman, her teacher, for instance, had encouraged the girl's\n\nbrought to our ofi&ce.\n\nconfidence and had observed her in her deprest mood, she might have been\n\nsaved much.\nAgain, a foster-father seduced his thirteen-year-old daughter.\n\nShe\n\nwas a mother a few days before her fourteenth birthday, which was spent\nThe family consisted of an aggressive fire-eating mother,\nin a rescue home.\na colorless, inefficient father, whose only solace was this girl, and a brother,\na weak, tractable boy of twenty. The mother and the boy paired off; this\nI investigated the case, which\nleft the father and the girl to do likewise.\nwas reported by the neighbors.\n\nI brought the girl to our office where, with-\n\nout coercion, she told the whole truth, and said that mamma had told her\nif she told anything on papa they would take him away and the family would\nstarve.\n\nThis girl is mentally subnormal.\n\nShe lived in the shadow of the\n\nschool building and did not return to school at the opening of the second\n\nterm.\n\nA keenly interested teacher might have called or inquired and\n\nreported to the attendance department and thereby have saved the girl's\nreputation in the neighborhood and lessened the opportunity of the foster-\n\nparents to wreck the Uves of the children they had pledged themselves to\nprotect.\n\nI agree with\n\nsome of our most progressive social workers that\n\ngirls from eight to eighteen should not be placed in famihes.\n\nThe state or\n\ncommunity, as you please, may furnish schools or academies where these\ngirls can develop as normally as the more fortunate girl does in her\n\n"} {"page": 527, "printed_page": null, "text": "SOME PHASES OF CHILD-WELFARE WORK\n\nDepartment)\n\nboarding-school.\n\n511\n\nThere should be no stigma by institutionalizing attacht\n\nthereto.\n\nAnother type is the stepfather.\n\nA degenerate, shiftless sort of man\n\nmarried a woman of weak intelligence who had a ten-year-old girl.\n\nThe\n\nmother allowed the stepfather to take the girl about with him, and he took\nadvantage of his opportunity.\nThese cases point out a fact that is borne out by my observation of\nnumbers of cases coming thru our department a yearly average of 650\ngirls\nthat frequently the seducer of the very young girl is a man years older\nthan herself.\nThe most serious phase of the bad-housing problem, from our point of\n\n—\n\n—\n\ncontact,\n\nis\n\nthe\n\nman boarder in the family of adolescent girls, especially\nThis man often occupies the best room in\n\namong our foreign population.\n\nthe house, frequently the parlor, and receives the most attention, by virtue\nof his addition to the family treasury.\n\nSo it is small wonder that the\nA promise of marriage\n\ngrowing girl mistakes her relationship to him.\n\nsometimes quiets every fear.\nI\n\nam developing a wholesome respect for the interested, not meddle-\n\nsome, neighbor who demands a high moral standard for her neighbor's\nchildren as well as for her own.\n\nMake note of the old mother-hen when\n\ndanger to her Uttle brood is near.\n\nHere are some examples of ignorance of parents and poor nutrition of\nA mother called to know if it would be safe to bathe for the first\ntime her four-months-old baby. Another mother brought her three-yearold child to find why he did not grow strong and walk. Upon questioning,\nshe admitted that she had never given him any solid food. The other\nextreme is a mother who fed her new-born babe Eagle brand milk from the\ncan with a spoon, and continued until the seventh week, when the babe\nwas examined by a welfare organization. A month-old babe was fed scraped\nbacon fat in soup. The child was all broken out, and the mother took\nchildren:\n\nA father phoned to know if it were not time that his six-months-old\nbabe should begin to lose the thick crust formed on its head. A three-\n\nalarm.\n\nyear-old child walked crooked from the time he began walking.\ntion revealed a dislocated hip.\n\nwrong.\n\nExamina-\n\nThe mother had not observed anything\n\nA six-months-old child had curvature of the spine from constant\nA four-year-old child has twelve decayed and\n\npropping up in a gocart.\n\nthree ulcerated teeth, and his mother wonders why he is weak and poorly\nnourisht.\n\nA boy seven years old has enlarged liver, decayed and ulcerated\n\nteeth, and adenoids.\n\nAs a fitting climax to this depressing recital is the picture of a man,\ntubercular for seventeen years, married for twelve years to a courageous\nlittle\n\nwoman, who has five children, three of whom have tuberculosis.\n\nThis man boasted that he would marry and show the world his healthy\n\nL\n\n"} {"page": 528, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n512\n\n[ChUd Hygiene\n\nThe burden of his mistake falls heaviest upon the children, and\n\noffspring.\n\nfails to prove his\n\ncontention.\n\nI was privileged to serve for one year in social work in a neighboring\n\ntown, and my most serious problem there was the broken home.\n\nOf the\n\neighteen mothers on my calling list at one time, fourteen had been deserted\n\nby their husbands; forty-nine children were left to these mothers to provide\nwith home, food, clothes, education, companionship, and recreation.\nAnd what of the girl in industrial life ? There is a definite and traceable\nconnection between the girl's wage and her morals. It is absurd to say that\nit is altogether the cause, and equally absurd to say that it has no bearing\non her morals. It is not alone the low wage paid the girl, but rather a\npart of the low-wage system which gives the girl crowded rooms, poor\nsanitation, narrow and cheap amusements.\n\nThis system made her father\n\npoor and unhappy, irritable and stern; made her mother hurried and weary,\n\nand a poor guide for young life; made the home dirty, crowded, and disagreeable.\n\nIn this age of personal appearance you may readily see why shoplifting\nenters largely\n\nadornment\n\nupon our records.\n\nMost frequently it is some article of\n\n—cheap jewelry, cheap perfume, powder, rouge, manicuring\n\narticles, silk hose, etc.\n\nI might say in passing that the merchant has some\n\nresponsibility on this point when he displays his merchandise so temptingly\n\non open counters, where the child has only to pick it up.\nWhat can we say to warn the too-trusting mother who knows that her\ndaughter is innocent of any misconduct, simply because she is her daughter ?\n\nWhat can we say of the mother who accompanies her daughter to the public\nand the high-school dances for the only apparent reason of defying the\ndance-hall inspector, who attempts to maintain decent decorum on the\nfloor ?\nDo not imagine that the poor girl is the only recreant and her\nmother the only failure.\nI know of no one who knows so much of the social evil in the schools\nand dares say so little as the teacher. The policy of most school authorities\nis to cover these things up rather than to admit their existence and fight\nthem. But the teacher should take an intelligent interest in the laws which\nprotect our workers. What do you know of the laws which protect women\nand children in industries, and what is your interest with labor laws,\nminimum-wage laws, child-labor laws? What influence are you exerting\nto see that women shall be represented on all boards which have to do with\nwoman and girl wards of the state? If you believe in training for your\nown profession, why not train workers for our dependents, delinquents, and\ndefectives ?\n\nOregon has recently enacted a law for the compulsory commitment\na law compelling the father to support his\nan improved mothers' pension law; a law creating a\n\nof feeble-minded children;\n\nillegitimate child;\n\n"} {"page": 529, "printed_page": null, "text": "F\n\nTHE WORK OF THE SCHOOL NURSE\n\nDepartment)\n\nhospital for diseased congenital cripples.\n\n513\n\nIn the city of Portland we have\n\nmany splendid organizations for the betterment of conditions for mothers\nand children where information and materials are gladly furnisht.\nThe Congress of Mothers alone has examined over 6,400 babies, has\ngiven lectures, and has distributed Uterature broadcast. Our parentteacher groups are doing a great work, and our present juvenile court is\ncooperating effectively to prevent deUnquency rather than to rescue the\nchild.\nWe believe we have in Portland one of the most efficient childlabor organizations in the country. We have medical inspection of schools\nunder the city health department. The work is splendid, tho the force is\ninadequate. We have in Portland over 43,000 grade pupils and but one\n\n—\n\nschool nurse.\n\nTHE WORK OF THE SCHOOL NURSE\nEMMA C.\n\nGRITTINGER, SUPERINTENDENT, VISITING NURSES' ASSOCIATION,\nPORTLAND, ORE.\n\nThe work of the school nurse as a definite factor in our educational\nsystem is no longer a matter for discussion.\n\nIt is true that it still has many\n\nlimitations and defects, but one need point out only a few of its results in\n\norder to prove even its present value.\nBriefly, the school nurse serves to increase both school attendance and\n\nShe also reduces the school expenses for the education of\n\nschool efficiency.\n\n\"repeaters\"\n\n—the children who take more than one year to make a grade\n\nby discovering and securing the removal of health handicaps which retard\nthe child and keep him from doing his best work. In fact, the result of the\nwork of the nurse reaches farther than the school; for protecting the health\nof the child at school also protects the health of the younger children at\n\nhome and the school, the parent and the teacher,\nmakes the schoolhouse a safer, more healthful place for\nthe boys and girls, who are the community's most valuable asset, and who,\n\nhome.\n\nIt brings the\n\ncloser together;\n\nit\n\nduring their period of development, spend so large a proportion of their\n\ntime in school.\n\nThe duties of the school nurse may be divided into two groups: her\nwork at school with the children, together with that of her assistance to the\nphysician and teacher in all matters relating to the health of the child;\nand her work with the parents at home. Where medical inspectors are\nemployed, the nurse usually assists with the physical examinations. Sometimes, especially in the smaller communities or rural districts, the inspection becomes the duty of the nurse.\n\nBut in either case it is always her work\n\nto \"follow up\" the children to their homes and assist them in every way\n\npossible to obtain the necessary treatment and help.\n\nRoutine examinations of classes are made at frequent intervals for the\nearly discovery of signs of scarlet fever, diphtheria,\n\nwhooping cough,\n\n"} {"page": 530, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n514\n\n[CMld Hygiene\n\nmeasles, mumps, and other infectious and contagious diseases.\n\nThe child\n\nshowing symptoms of any one of these is excluded from school pending\nexamination and diagnosis by a physician, and a child thus excluded is not\nreadmitted without a physician's certificate of health.\n\nStrict adherence to\n\nthis rule has proved the most effective way of protecting the schools from\n\nepidemics.\n\n—the aim which was\n—has gradually developt into a form\n\nThe earlier system of school inspection\n\nchiefly to detect contagious diseases\n\nof\n\nof medical examination which takes into consideration the whole physical\n\ncondition of the child.\n\nThis makes possible the early discovery of sus-\n\npected or undiagnosed cases of tuberculosis, or symptoms which indicate\nthe presence of a chronic ailment.\n\nTuberculosis specialists lay increasing\n\nemphasis on the susceptibility of children to this disease, in conjunction\nwith the value of early diagnosis and treatment.\n\nIn the larger cities, with\n\ntheir greater faciHties for caring for such children, suspected cases are\n\nplaced under special medical and nursing supervision and, if physical conditions admit, sent to a fresh-air school.\n\nIn the smaller communities the\n\nexclusion and care of the tuberculous child is a more difiicult problem, and\n\nthe school nurse\n\nis\n\nfrequently called upon to include the duties of the\n\ntuberculosis nurse with those of her own.\n\nThe children are also examined periodically for defective eyesight and\nhearing, diseased teeth, adenoids, enlarged tonsils, or other diseases of the\n\nnose and throat, as well as for pediculosis and infectious skin troubles,\n\nsuch as ringworm, scabies, and impetigo.\n\nThe teacher can give much\n\nassistance in the treatment of these defects, by reporting to the doctor and\n\nnurse such cases as apparently need attention.\n\nThe nurse, on her visit to\n\nthe home, explains to the parents the defect and its result on the health of\nthe child, and urges that proper medical or dental care be provided.\n\nThe method of treating pediculosis is routine and is usually left entirely\nto the nurse.\n\nPediculosis is rarely confined only to the child in school, and\n\nthe effort to clean up the family in the process of curing the child involves\n\nmuch time and patient teaching in the home.\n\nThe treatment for ring-\n\nworm, scabies, and other skin infections is generally ordered by the examining physician and carried out by the nurse under his direction.\nThe pupils are instructed in the simple rules of hygiene, and special\nemphasis is placed on the care of the mouth, use of the toothbrush, and\nThe formation of health leagues has been\ncleanliness of body and clothing.\nthe most effective help to the nurse, particularly in this part of her work.\nIn the matter of detail, health leagues vary in different locahties, but the\nunderlying principle is always that of self-government, placing on the child\nitself\n\nthe responsibihty of lack of cleanliness.\n\nThe nurse should include\n\nin her duties inspection of the school buildings, with reference to sanitary\n\nconditions, covering such points as the water supply, heating, ventilation,\nlighting, toilets, and the general cleanliness of the school and yard.\n\nCon-\n\n"} {"page": 531, "printed_page": null, "text": "THE WORK OF THE SCHOOL NURSE\n\nDepartment]\n\n515\n\nditions requiring attention should be reported, not only to the school\nauthorities, but to the public directly interested.\nIf the nurse's time will permit, classes in\n\nhome nursing and little mothers'\n\nleagues can be formed for the girls from twelve to fourteen years of age,\n\nand the boys of like age can be given lessons in first aid.\n\nThe httle mothers'\n\nleagues not only teach how to care for the babies at home, but help prepare\n\nthe girls themselves for future motherhood.\n\nThe visits of the nurse to the\n\nhomes is by no means the less important part of her work.\n\nIt is there she\n\nfinds the problems of social conditions that affect the health and morality\nof the child.\n\nAnd while it usually is not within her province to give material\n\nhelp, she should be able to cooperate intelligently with parent-teachers and\nrelief associations in order in some measure to relieve the situation.\n\nAll cases needing attention should be followed up in the homes, and the\n\nreasons for the needed treatment carefully explained.\n\nIt frequently takes\n\nseveral visits, particularly in the homes of foreign-born parents, to persuade\n\nthem that the care recommended is for the best interest of the child. In\ndealing with the health of the child the question of insufficient and improper\nfood presents another phase of the problem. The difficulty of remedying\n\nhome conditions that tend to send many children to school with no breakfast, or perhaps a poor one, has rather forst on the schools themselves the\n\nnecessity of supplementing the child's meals.\n\nlunches either free or at a nominal cost\n\nMany schools serve hot\n\n—some furnish only milk, either\n\nin\n\nthe middle of the forenoon or at noon; but in all cases the improvement\nin the health of the child shows the relation of sufficient food to progress\n\nin school.\n\nThe nurse shares with the doctor the responsibiHty of keeping the\nrecords of the examinations and physical condition of the children.\n\nShe\n\nalso makes a daily report of the work she herself has done both in the school\n\nand in the homes.\n\nIt is essential that the nurse is not given a larger number\n\nof children than she can well take care of.\n\nAuthorities in the matter seem\n\nto agree that one nurse should be provided for about every three to five\n\nthousand pupils\n\n—taking into consideration, of course, the physical con-\n\ndition of the children as well as the distance she is expected to cover in con-\n\nnection with her work.\n\nMiss Gardner, in her recent book, says:\nThe school nurse is not a passing experiment. She is a vital part of one of the most\nThru her work American citizens are physically\nfitted to receive the education which in its turn is to fit them for the responsibilities of\n\nimportant of our national institutions.\ncitizenship.\n\nIt is her duty to so teach the value of health both to children and parents\n\nas to make them realize that its attainment is worth some real sacrifice on their part;\nit is\n\nher duty to strengthen parental responsibility in new directions.\n\nIt is her duty to\n\nstrengthen the hands of teachers and physicians, and also to do her part toward making\nthe American school an institution where bodies as well as brains are developt for a life\nof usefulness.\n\n1^\n\n"} {"page": 532, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nSi6\n\n[Child Hygiene\n\nORAL HYGIENE: ITS RELATION TO ECONOMIC AND\nEDUCATIONAL EFFICIENCY\nHENRY CLINE FIXOTT, D.M.D., LECTURER, NORTH PACIFIC COLLEGE OF\nDENTISTRY, PORTLAND, ORE.\n[This abstract for want of space omits the record of a series of interesting and scientific tests\n\nconducted in the Buckmann school, Portland, Ore., which added much to\n\nthe paper as read.^\n\nEditor.]\n\nThe subject, \"Oral Hygiene,\" has been given a place in your program\nunder the Department of Child Hygiene. In a way I regret this, because\noral hygiene covers so much more ground than can be brought out under\nthat heading that it should more properly have been considered among those\nsubjects that deal with the economic and educational efficiency of a people\n\nfrom childhood to old age.\nOral hygiene is of such inestimable value to all people and of such\nvital importance to you as educators that it behooves you to make a place\n\nfor its study as an integral part of the curriculum of the schools.\n\nH. M. Barr, principal of the Buckman School, in which the omitted\ntests were made, says:\n\n\"We have long felt that health is just as important to the individual as\nWho that is sick would not give up his knowledge of Latin or\n\nknowledge.\n\nhistory or algebra in return for good health ?\n\nAnd with children, above all,\n\nmore important than education. Retardation in growth is\nalmost always accompanied by retardation in intelligence.\n\"Consequently, what has delighted me more than improvement in the\ntests has been the improvement in health, in color, in vivacity, in interest, in\nlife, that every teacher has notist in the children who have been treated.\nChildren who were never known to show any interest in class recitation or\neven in games are beginning to wake up. Once the body is right and the\nattitude toward mental work is right, I have little fear for the result in the\nmajority of cases. It is some such consideration as this that has caused such\na phenomenal growth in the number of cities undertaking medical and\ndental inspection of schools and clinical treatment of school children.\"\nMedical and dental inspection, like public education, was first estabLater, like public education, it\nlisht as a means of relief for the poor.\nbecame free, democratic, and even respectable. The fight is not yet over.\nThe League for Medical Freedom and the parent who lays the responsibility\nfor the cure of pus-laden adenoids and teeth on the Lord are still with us.\nHowever, we must not forget that there was a time when compulsory\neducation was considered by a majority of people as an invasion of their\nThere are a million or more illiterate adults who are victims of this\nrights.\ngrowth\n\nis\n\nmistaken theory.\n\nNo one disputes the right or justice of compulsory educa-\n\n•A complete record of these tests has been printed, and copies may be obtained by addressing Dr.\nFixott, Morgan Bldg., Portland, Oregon.\n\n"} {"page": 533, "printed_page": null, "text": "Department!\n\ntion today.\n\nORAL HYGIENE: ITS RELATION TO EFFICIENCY\n\n517\n\nThe time is coming soon when people will be clamoring for\n\ncompulsory health education as well.\n\nBoston was the first American city to establish a regular system of\n\nThat was in 1894.\n\nmedical inspection.\n\nIn 191 1, according to Leonard\n\nAyres, out of 1046 school systems examined 443, or 43 per cent, had medical\n\nOut of these 443 cities, 354 employ school\nThe kind of medical inspection ranges all the way from the\n\ninspection of school children.\nphysicians.\n\nPortland type, which can hardly be termed comprehensive or efficient,\nto the New York, Boston, or California type which aims to find out as much\nabout the child's body as the teacher does about his mind. But even the\nbest type of medical inspection will fail to do very much good unless it is\n\nbackt up by a school cHnic for free medical and dental treatment.\nAll that medical and dental inspection can do is to notify the parent of\n\nthe existence of some disease in his child.\n\nAnd there it usually ends.\n\nThe child is directed to the family physician, but in the majority of cases,\nTerman reports\nto use the words of Artemus Ward, \"there ain't none.\"\nthat the early New York inspectors found that 94 per cent of their notifications failed to bring results.\n\nAnd that is to be expected.\nvicious circle.\n\nIt\n\ncaused by illness.\n\nis\n\nPoverty and illness work around in a\n\nestimated that one-fourth of all poverty is directly\n\nThe illness causes the poverty and poverty in turn\n\nprevents the cure of the illness.\n\nDr.\n\nHaven Emerson, examining 1478 poor children admitted to Sea\n\nBreeze Sanitarium, Long Island, found 1200 or 81 per cent with an average\n\nWhat is to be done for these poor children ?\nTo allow their physical ailments to go untreated is to bring to manhood a\nhost of weakened, diseased young men. And it must be remembered that\ndental decay of 4 7 teeth each.\n.\n\nan uneducated person may be less of a menace to society than a diseased\nperson who has had the ordinary schooling.\n\nTo many of these children the cost of private treatment is prohibitive.\nThe only way out is to establish the school clinic, which not only cures\nthe child's ailments when they are most easily curable, and does so at a\nfraction of the cost of private treatment, but also gives practical instruction\nin hygiene\n\nto\n\nboth children and parents.\n\ncountry in the world has establisht these\n\nPractically every civilized\nclinics.\n\nGermany, England,\n\nAustraUa, Russia, Japan, and South America have found them practical\n\nand valuable, especially in giving dental treatment.\ncities reported dental inspection and treatment.\n\nIn 1913, 198 American\n\nThe cost is infinitesimal. The cost of educating one repeater for a\nterm in Portland would pay for the dental treatment of at least fifty poor\nchildren.\n\nIn the Strassburg clinic in Germany the per capita cost of treat-\n\nment was at the last report about twenty-five cents. In Hamburg it is\nabout twenty-six cents per child. Rochester, N.Y., showed an annual cost\nranging from fifty-seven cents to sixty-nine cents per child treated.\n\n"} {"page": 534, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n5i8\n\n[Child Hygiene\n\nNeither inspection nor clinical treatment can get along without the\nother, and both should be under the control of the school board.\n\nThis has\n\nproved the most satisfactory way in the great majority of cases.\n\nMedical-\n\ninspection laws are in force in nineteen states and in the District of Colum-\n\nIn seventeen out of these twenty cases the administration of these\n\nbia.\n\nlaws is placed in the hands of the school boards.\n\nIn one case it may be in\n\neither, and in the other two it is entirely in the hands of the health depart-\n\nment.\n\nIn American cities all medical inspection was originally in the hands of\nNow only about one-fourth of these cities are\n\nthe local boards of health.\nso situated.\n\nshould be.\n\nThe other three-fourths have changed.\n\nAnd that is as it\n\nExclusions for contagious disease are only a small part of the\n\nIn New York City in 1909-10 they numbered\n\nwork of medical inspection.\n\nonly I per cent of the school population.\n\nHealth inspection, to be suc-\n\ncessful, must be closely related to school work and to school aims.\n\nIt must\n\ntake its place in the school curriculum, but to do so it must be backt by the\n\nsame authority as the rest.\nIf health work is to be educational in its outlook, if it is designed to\nprevent as much as to cure, if it aims to develop the individual child into\nhealthier, cleaner-living citizen, and finally if it plans to make the school\n\nmachine run smoother by elimination of absence and retardation because\nof sickness, then the work must be under the control of school authorities\n\nwho are striving for the same ends.\nHave I given you food for thought ?\noral hygiene\n\nis\n\nof very, very great\n\nHave I proved my assertion that\nIf by the expenditure\n\nimportance?\n\nof five thousand or ten thousand dollars you can save from twenty thousand\n\nto fifty thousand dollars\n\n— the cost of educating one repeater for a term\nif\n\nin the Portland schools would pay the dental treatment of at least fifty poor\n\nchildren, is not the economic value of oral hygiene alone worth your earnest\n\nthought and action ?\n\nHow much greater than its economic worth is its value as a health\ngiver.\n\nI ask you to study this problem, to think about it, and to act when\n\nopportunity offers.\n\nIn closing let me read a few verses that appeared in the June, 191 7,\nissue of Oral Hygiene:\nIt Might Have\n\nBeen\n\nOh,[the cry of the child that's so needless!\n\nThe pain that should never have been!\nIf only we'd guarded the gateway\n\nWhere disease germs came flocking in.\nThe uncleaned mouths of the children\nGive them moisture and warmth and food,\nWhere, in only a few short hours,\nThey have grown to a motley brood.\n\n"} {"page": 535, "printed_page": null, "text": "Department]\n\nORAL HYGIENE: ITS RELATION TO EFFICIENCY\nSo the teeth, with their spaces and hollows,\n\nAnd the throat, with its tonsils as well,\nShelter families and tribes of disease germs;\n\n(How sad is the tale we must tell).\nThey work, and they dig, and they burrow,\nThe children's white teeth to destroy;\nTill Mary stays home with the toothache,\n\nAnd Johnnie can't be a good boy.\nBut that's not the end of our story,\nFor into the body they go,\nAnd cause many achings and ailments\nThat make our small folk suffer so.\nThen, one day, the dread Epidemic\n\nHad closed even schools in its wake.\nTill parents, and doctors, and nurses\n\nWere called in, before 'twas too late.\nOh, the cry of the child that's so needless!\n\nThe pain that should never have been!\nIf only we'd giv'n them a toothbrush\nThose disease germs might not have gonejn.\n\nI\n\n519\n\n"} {"page": 536, "printed_page": null, "text": ""} {"page": 537, "printed_page": null, "text": "DEPARTMENT OF PHYSICAL EDUCATION\nSECRETARY'S MiNUTES\nPORTLAND MEETING\n\nOFFICERS\nPresident\n\n—Baroness Rose Posse, president, Posse Normal School of Gymnastics,\nBoston, Mass.\n\nVice-President— C. Ward Crampton, director of Physical Training, city schools,\nSecretary\n\n—E. H. Arnold, director. Normal School of Gymnastics\n\nNew York, N.Y.\nNew Haven, Conn.\n\nFIRST SESSION—Tuesday Morning, July io, 191\nThe meeting was called to order by President Baroness Rose Posse in Room D, City\nAuditorium, at 10:00 a.m. The following papers were read:\n\"What Should Be the Outcome of Physical Training in the Public Schools?\" C. R.\nFrazier, superintendent of schools, Everett, Wash.\n\n—\n\n\"Preparedness thru Physical Education\"\n\n—A. C. Strange, superintendent of schools.\n\nBaker, Ore.\n\n— Ethel Percy Andrus, principal, Lincoln High School, Los Angeles,\n\"The Physical Bases\nCharacter\"— C. E. Rugh, University of California, Berkeley,\n\"School Spirit\"\n\nCal.\n\nof\n\nCal.\n\nSECOND SESSION— Thursday Afternoon, July 12, 191\nThe meeting was called to order by President Baroness Posse at 2 00 p.m. in Room D,\n:\n\nCity Auditorium.\n\nThe following paper was presented:\n\"Intercollegiate Athletics and the War\"\n\n—William T. Foster, president, Reed College,\n\nPortland, Ore.\n\nA business meeting was then called, when the following officers were unanimously\nelected:\n\n— George Ehlers, director of physical training. University of Wisconsin,\n—\n—\nBrooklyn, N.Y.\nPresident\n\nMadison, Wis.\n\nVice-President Mary G. Long, supervisor of physical training, public schools,\nEverett, Wash.\nSecretary Jessie Bancroft, assistant director of physical training, public schools,\n\nI\n\nThe department of physical education of the Portland public schools showed work\neach day of the convention, under the direction of Robert Krohn, of the public schools, and\n\nJames O. Conrill, superintendent of parks and playgrounds.\n521\n\nI\n\n"} {"page": 538, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n522\n\n(Physical\n\nPAPERS AND DISCUSSIONS\n\nWHAT SHOULD BE THE OUTCOME OF PHYSICAL TRAINING\nIN THE PUBLIC SCHOOLS?\nC.\n\nR.\n\nFRAZIER, SUPERINTENDENT OF SCHOOLS, EVERETT, WASH.\n\nPhysical education has not been taken seriously in this country.\n\nIn\n\nonly a few of the most favored and most progressive centers has it been\n\naccorded adequate recognition.\n\nMany communities have in the last few\n\nyears recognized the educational value of play and have indorst the move-\n\nment for pubUc playgrounds. The response, however, on the part of the\nchildren and youth has been rather discouraging. They still attend\nmovies chronically even during the hours when the playgrounds are open.\nThe old-fashioned calisthenics, or rather the new-fashioned, oldfashioned, schoolroom physical training, is making an unusual contribution\nwith increasing regard for the desirable outcome of physical education.\n\nGymnasium work in college, high school, and in grades is doing good for\nthose whom it reaches.\n\nPublic-school athletic associations, which provide\n\na series of competitions for elementary-school children, are full of promise\nin that they make their appeal so unanimous by setting standards of\n\naccomplishment which any normal child can attain. But as for a national\nor American system of physical education we have far to go. The mode of\nprocedure made fashionable by the famous reports of the National Society\nfor Study of Education would be to determine the minimum essentials\nof an adequate system of physical education.\n\nAs the first step in this process we should endeavor to formulate the\ndesirable results to be obtained, and then the determination of equipment\n\nand procedure might follow.\n\nScholarship is already attacking this specific\n\nproblem from the standpoint of public-school education.\n\nProfessor Lewis\n\nRapier, of the University of Pennsylvania, contributes a thoughtful and\nsuggestive discussion of it publisht in outline form in the Sixteenth Yearbook\nof the National Society for the Study of Education.\nI shall state in an empirical manner the practical aims that guide us\nin the public schools, until the way is pointed out more clearly by the com-\n\nbined findings of science and experience.\n\nThe children of all the people\n\nmust be put into the way of possessing good general health.\n\nIf general\n\nhealthfulness is accepted as the big aim, then the mental attitude toward\n\nthe exercises offered becomes important.\n\nIf pleasurable relaxation of the\n\nmind and nervous system is accepted as desirable, then mental strain is an\nundesirable accompaniment and should be avoided.\nThe second great outcome should be real vital and physical efficiency.\nThis must include the development of lung and heart capacity.\n\n"} {"page": 539, "printed_page": null, "text": "Department)\n\nPHYSICAL TRAINING IN THE PUBLIC SCHOOLS\n\n\"Athletic training is mainly heart training.\"^\n\n523\n\nAnd R. Tait McKenzie\n\nsays in his incomparable treatise on Exercise in Education and Medicine\nthat \"to exercise has been assigned the role of cause, as well as cure, in\n\nmost of the disorders peculiar to the circulatory system.\"\n\n\"The heart,\"\n\nhe says, \"is a muscle capable of development and liable to overwork, and\nthe arterial system shares intimately in changes taking place in the central\nIt is important that we should have in\n\nmind the\n\nhigh development of the heart stopping this side of overstrain.\n\nQuite as\n\norgan of circulation.\"\n\nimportant is lung development.\n\nThe heart and lungs are the most vital of\n\nthe organs, but as a contribution to general health the regular and healthy\n\nworking of the stomach and organs of excretion is as important.\nPhysical training by inducing regular habits of exercise and temperate\npractices in eating has done much, but must do more.\n\nThe third outcome is good position and easy dignified carriage. Watch\nYou can easily detect the trained from the untrained. The\n\npeople walk!\n\ntraining in the schools should form the habits of life.\n\nIt should not be\n\nnecessary to provide a course of dancing lessons in order that your son or\n\ndaughter may become graceful.\n\nThe practical accomplishments of swim-\n\nming, running, and rowing should be guaranteed to all youth as an essential\npart of its education.\n\nCertain mental qualities should come as an indirect\n\nresult of physical education,\n\nsuch as the ability to cooperate, leadership,\n\nand willingness to practice good posture, good hygiene, and good, clean\nliving.\nEvery person should when he leaves school carry with him a love\nfor good health-giving games, such as tennis, swimming, hiking, rowing,\nand golf, and should be sufficiently addicted to one or more of them as to\nCan you imagine a better life\ninsure his keeping at them all thru life.\ninsurance policy ?\nCalisthenic exercise taken once each day or more often under the direction of a supervisor who recognizes the real aims of such work is a very\n\nimportant factor in physical education.\n\nIt provides systematic training\n\nin the direction of all the aims set forth.\n\nIt co-ordinates the powers, it\n\ninduces correct habits of position and walking, it contributes to the develop-\n\nment of muscle, lungs, and heart.\nit develops gracefulness.\n\nThru the use of folk games especially\n\nAnd at the same time it should provide relaxation\n\nfrom mental and nervous strain.\nOne of the special aims in this work should be to make physical exercise\nChildren should look forward\npleasurable and attractive to the child.\neagerly to this period.\nIt thus serves the immediate end of aiding in the\nwholesome discipline of the school and the remoter aim of bringing children\nto adult life with a love for physical activity.\n\nThe great danger in this form of work is that it may become stereotyped\nThe moment this happens the value of the work is\n\nand conventionalized.\n*\n\nRoy and Adams, British Medical and Surgical Journal.\n\n"} {"page": 540, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n524\ngone.\n\n[Physical\n\nThere must be the live, human teacher playing upon the growing\n\nbodies of these children in such a way as to bring springing joyously to the\nsurface the rhythmical play of correlated motion, now taking one form or\n\ncombination and now another, with little surprises introduced and some of\nthe poetry of motion evolved;\n\nit\n\ngoes without saying that this should be\n\nin the open, or as nearly so as can be.\n\nWhile we are trying to correlate history and geography into closer\nrelationship, I would suggest that we join music and physical training in a\n\nway which may enhance the results of both subjects.\n\nYou have frequently\n\nseen physical drills on the same program with choruses as separate numbers.\n\nWhy not combine them, not only on the same programs at entertainments,\nbut in the daily work of the school ?\n\nBreathing exercises are required in\n\nboth singing and physical training and both develop the lungs.\n\nWill it not\n\nbe a better test if children march and sing at the same time, or even run and\nsing, and do it often enough to develop that vigor of lung power that can\n\nscarcely be attained in any other way, while at the same time giving a zest\nto the marching ?\nsitting,\n\nLet the children sing while taking their calisthenics, while\n\nwhile standing, while walking or running.\n\nTo be sure the big\n\nvalues resulting from this may not be simply lung and muscle development\n\nnor even musical skill; there may be emotional values.\n\nTry to analyze,\nyou choose, the different values resulting when groups of sturdy-bodied\nyouth turn out of doors and march around the schoolhouse or the block\nsinging lustily the words of \"America\" or that international song of democ-\n\nif\n\n\"The Battle Hymn of the Republic,\" or \"Tenting Tonight on the\nOld Camp Ground,\" or perhaps \"Onward Christian Soldiers, Marching\nas to War,\" or \"A Mighty Fortress Is Our God.\"\n\nracy,\n\n\"The fool profits by his experiences, the wise man by the experiences of\nAnd even in this fateful and tragic year of 191 7 I would glean a\nlesson from our enemy across the water.\nWe must not taboo physical\nothers.\"\n\neducation or song or sentiment because they excelled in them, but being\n\npowerful factors in civilization we must develop them around right ideals.\n\nAn inspiring incident is related by Mr. Bullet, editor of the Philadelphia\nLedger, who saw company after company of German soldiers march to the\n\ncemetery in Berlin where they were to memorialize their soldier dead, and\nas they marcht they sang, with the tears streaming down their faces, \"Ein\n\nFeste Burg 1st Unser Gott,\"\n\n\"A Mighty Fortress Is Our God,\" and the\n\nrows of prisoners of war who lined the way on either side broke into cheers,\nso great was their admiration for this combination of emotional expression\n\nand physical strength. I would have all that strength of body and that\npower of sentiment developt and conserved in our American youth, attuned\nto America and her humane ideals, and at the service of our country and\nhumanity.\n\n"} {"page": 541, "printed_page": null, "text": "PREPAREDNESS THRU PHYSICAL EDUCATION\n\nDepartment!\n\n525\n\nPREPAREDNESS THRU PHYSICAL EDUCATION\nA. C.\n\nSTRANGE, SUPERINTENDENT OF SCHOOLS, BAKER, ORE.\n\nNapoleon once said that an army advances on its stomach.\n\nThis is\n\nmerely another way of saying that the soldier must have a strong, enduring,\nefficient\n\nbody, otherwise he cannot advance to victory.\n\npective soldiers of today strong bodies?\n\nHave our pros-\n\nWe have lately conscripted\n\n10,000,000 men, an enormous army, more men than any single nation has\n\nyet called out in the great world-war.\n\nHowever, we are told that probably\n\nhalf of these men have obligations at home which may exempt them, and\n\nDr. Sargent tells us that only 50 per cent are physically fit for military\nservice.\nConsequently, instead of 10,000,000 men we have 2,500,000.\nAnd suppose our need was very great and it became necessary to call out\nmen up to forty-five or fifty years of age. If only 50 per cent are fit during\ntheir most vigorous years, is it not probably true that a much smaller percentage could be called out among the older men ? Under the circumstances\n\nI doubt if in this great nation of 100,000,000 people we could raise an army\n\nWe should all like to shoulder a rifle and do\nsomething toward teaching our opponents a wholesome respect for the\nof 10,000,000 fighting men.\n\nAmerican ideals of government, but could we? Is it not true that our\nmuscles are flabby, our breath short, and our endurance lacking ? We have\ndone something of recent years thru boys' clubs, city athletic societies, and\nmunicipal gymnasiums, but how small a percentage of our boys and men\nwe have reacht.\nEngland furnishes us a striking example of this condition. We are told\nthat the recent recruits from London are undersized physically and defective mentally, that they will make poor soldiers, and yet a great nation must\nlean upon such a feeble staff. They had no physical education and no\nphysical ideals.\n\nConsequently these men fell into habits of physical inac-\n\nand habits of living which have brought them weakness of body,\ndisease of organs, and feebleness of intellect.\nDo you not think that we\ncan avoid this condition in America a condition which unquestionably\ntivity\n\n—\n\nprevails?\n\nAlcoholism, cigarette smoking, excessive use of tobacco, coffee\n\nand tea, venery, lessen physical efficiency, and there is no better means of\npreventing these defects than thru physical education.\n\nThe physically\n\ntrained man has too much respect for his body to abuse it.\n\nWhy does it take so long to get an army in shape ?\ndrill.\n\nIt is not merely the\n\nIt does not take six months to teach the drill, to give soldierly ideals,\n\nto teach obedience or discipline.\n\nIt does take six\n\nmonths at the least,\n\nhowever, to make men physically fit, to give them endurance, to remedy\nthe effects of poor feeding and vicious habits, to give strong bodies.\n\nwhy the young men are chosen.\n\nThat\n\nThere is a probability of getting them\nsooner into physical condition. There is less to undo. Preparedness\ndemands an enduring body. One might take as a sort of text for an\n\nis\n\n"} {"page": 542, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n526\n\n[Physical\n\naddress of this kind William James's statement that \"intrepidity, con-\n\ntempt of softness, surrender of private interests, obedience to command,\nmust remain the rock upon which states are built.\" How shall we give our\nchildren the enduring bodies, the contempt for softness ?\n\nOur first work must be with the parents. The child must have a fair\nThe father must be protected by the government in his right to\nearn sufficient to feed, clothe, and shelter his children properly. To that\nextent we must be factors in the nation's political life. We must take steps\nstart.\n\nto teach the parent thru school-extension work, community-center work,\n\nextra-school\n\nactivities,\n\nnewspapers,\n\ncircular\n\nletters,\n\npublic\n\ntalks,\n\nthe\n\nchoice of proper food, its proper preparation, the dangers of alcohoHsm and\n\nvenery, the necessity of pure air, of exercise, and of proper clothing.\n\nParents\n\nmust be led to feel deeply their obligation to their children.\nOur greatest responsibihty comes when the child enters school, and\nhere we need the cooperation of the physician. No finer blessing was ever\n\nThe child ought to be\nexamined periodically as a means of prevention and preparedness for life's\nstruggles.\nThere can be no doubt that many children are tubercular and\nthey should be placed in sanitary environment and properly fed. What\ngreater service can the school render than to teach the parents what to\ndo ? This is typical of other conditions which the school thru its medical\nbrought to the child than this medical inspection.\n\nexamination can find and remove.\n\nThe child ought to have from the beginning physical training.\nplay activities do not take its place.\n\nThe\n\nBoth planned and spontaneous play\n\nare valuable, physically and morally, but children need systematic instruction which will remedy defects, correct faulty posture, deepen breathing,\n\nstrengthen little-used muscles, and produce better physical condition.\n\nSuch exercises should be continued until after puberty; then every boy\nshould be given two things the mihtary drill and systematic athletics of\nsuch character as his body fits him to take part in.\nI believe in the drill.\nThe cadet must early learn to surrender his\nCoordination and obedience are\nprivate interests and obey commands.\ntwo of the rocks upon which soldierly ideals are based. Softness, lack of\nintrepidity, are soon taken out of the cadet, or he must leave the ranks. He\nmust be a real fellow among real fellows. Can any father doubt the value\nof this discipline to the boy ?\nThe American boy needs discipline. He has had too Httle training, he\nhas been babied too much. He needs disciphne, and cadet-corps training is\na remarkably effective way of giving it. We used to have a severer home\ndiscipline.\nThe Puritan idea, prevaiHng in Colonial, Revolutionary, and\nearly national days, was \"spare the rod and spoil the child,\" and the child\nlearned earher and better the mastery of self. But thru the influence of\nRousseau, Froebel, and Herbart we changed from the old form of disciphne\nand began to study natural instincts, to utilize as was fit and proper the\n\n—\n\n"} {"page": 543, "printed_page": null, "text": "I\n\nDepartment)\n\nPREPAREDNESS THRU PHYSICAL EDUCATION\n\nchild's love and his desires.\n\n527\n\nUnfortunately we have swung to an extreme\n\nand are getting along without much discipline.\n\nThe boy is allowed to conCan we wonder at the\n\ntrol himself while he is still the creature of impulse.\n\nHe is exposed to these things\n\ngreat increase of juvenile vice and crime ?\n\nbefore the development of his powers of self-control has made him in any\n\nmeasure immune.\n\nWe need to get him past the impulse-governed period of\n\nhis life into the age where he is controlled and discipHned.\n\nThis the drill\n\nI believe that athletics are of great value.\n\nBoys who pit\n\nwill accomplish.\n\nmuscle against muscle, quickness of thought and judgment against quickness\nof thought and judgment, who without retort, with mastered temper, receive\n\nthe jeers of their fellows and the rebukes of the coach, who also learn to take\n\nblows and pains without whimpering, who learn to take their medicine, even\nif\n\nthat medicine be undeserved defeat, are receiving valuable moral lessons.\n\nIt is unfortunate that so few boys get this athletic training today.\n\nWe need\n\nto provide for all boys such athletic life as their bodies will enable them to\n\nendure.\n\nThe boy who has not developt in markt degree the muscular sense, who\nhas not learned to take care of his physical condition and to look after the\nhygiene of his surroundings, is not prepared.\n\nbe carried too far.\n\nIt is true that athletics can\n\nI knew two young men, one a star football player, the\n\nother a teacher of boxing.\n\nEach should have been in perfect physical\n\ncondition, but both failed to pass the physical examination necessary to\n\nenter the Army.\n\nThey had been overtrained.\n\nWe need drill and athletics for another reason.\n\nBoth give traditions,\nand you cannot overestimate the force of traditions. When a cadet puts\non a uniform he is not merely putting on a garment of khaki cloth, he is\nputting on the professional garment of the men who have won for us the\nbirthrights we value most highly.\nAcross the Atlantic they have a principle, a tradjtion, they call the ''noblesse oblige,'' the obligation of nobility.\n\nAt some time in the past an ancestor has worthily served the state, and\nbecause of this his king has given him rank or nobility. In so doing the\nruler not only rewarded him for his service, but he placed on him and his\nheirs the obligation to show themselves worthy by deeds of intrepidity and\nBecause of this tradition thousands of\nself-sacrifice and gentlemanliness.\nyoung men are today serving well and dying bravely. A traditional principle with the Englishman is that he must be a true sportsman, he must\n\"play the game.\" And today, altho the enemy has been guilty of many\nacts which are contrary to the principles of civihzed warfare, and in the\nbelief of many calls for retaliation in kind,\n\nyet he says, ''No, so long as I\n\nplay the game, I shall play it fairly and above board.\"\n\nIn our athletic\n\nwork we are trying to give the American boy such principles, to build up such\ntraditions, and we believe that here is one of our greatest sources of value.\nLet me summarize by saying that physical education will contribute to\npreparedness, by giving the boy an enduring body, sound lungs, erectness\n\n"} {"page": 544, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n528\n\nof posture, a better knowledge of how to keep himself fit.\n\n[Physical\n\nHe learns prompt\n\nobedience, the basal habits of system and order, a love for fair play, and a\n\nhigher measure of courage.\n\nThese are some of the things that physical education in its broadest\nAnd in this sense our schools need young men and women\nin the work who are well prepared, who are clean cut, who are manly and\nwomanly, whose ideals are high, who will take athletics out of the influence\nof the sporting class and place it on the higher level where it belongs, who\nwill emphasize the ideals of true sportsmanship, who believe in, and hold\nbefore their associates, the fact that playing the game is a thousand times\nbetter than merely winning. True preparedness then covers much, and\nphysical education has an important part in the work. I trust that in this\ntime of need we may give closer attention to this type of education.\nsense teaches.\n\nSCHOOL SPIRIT\nETHEL PERCY ANDRUS, PRINCIPAL, LINCOLN HIGH SCHOOL, LOS ANGELES, CAL.\n\nWhen Lincoln High School of Los Angeles, in September, 1916, was\nreceived into the high-school major league as one of the \"big five\" there\n\nwas much rejoicing at this unexpected honor. Tho badly handicapt, with\nno gymnasium, athletic field, nor equipment, and a new physical director,\nyet the boys themselves felt that their greatest drawback was the fact that\nSuch an unusual distress of circumtheir new principal was a woman.\nstances proved an athletic blessing. Fortunately success in the competitive\naspect of the work was impossible. After ten months of athletic storm and\nWith the exception of basket-ball and\nstress we are still in the cellar.\nYet I, being the woman\nbaseball, we have consistently lost every contest.\nprincipal, know that the splendid school spirit that Lincoln Jias developt\nthis year has come largely thru this athletic experience.\n\nForst by circum-\n\nstances to see and make the best of it, the student body as a whole have\n\nand as for competitive teams they have learned the\nWe were a\nto be good losers.\nschool twelve hundred strong, a young school which had not yet found itself.\nI was told that it was not an uncommon occurrence to have a game played\nto a rooting section of twenty and no one on the bleachers. It was whispered\nthat repeated cases had been known where our boys and girls cheered the\nopposing team because they had not learned the lesson of school pride and\nloyalty.\nThe situation was a grave one. We were without a school spirit,\nand a school spirit is to a school what patriotism is to one's country. With\nit comes life\nthe word itself means breath the God in us. With this\nspirit the school is vibrant, constructive\nwithout it a mere aggregation of\nboys and girls. But our problem was how to get this school spirit that\nwould hold, unify, upHf t, and sustain us, that would be our unifying religion.\n\nprofited physically,\n\ngreatest lesson of good sportsmanship\n\n—\n\n—\n\n—\n\n—\n\nI\n\n"} {"page": 545, "printed_page": null, "text": "I\n\nSCHOOL SPIRIT\n\nDepartment]\n\n529\n\nWe have in Los Angeles a baseball team once knovm as \"Venice.\"\nOften it did not wi^, but nearly always on Saturday and Sunday Los Angeles\n\nHappy Hogan and the losing\nteam against the city home team the \"Angels.\" The reason for that was\nHappy Hogan. He was one of those living, vigorous men, his blood vermihon red, a dynamo of energy, magnetism, and power. People cheered\nThat was spirit, that was the kind we wanted. It was\nfor Happy Hogan.\nbased on personaHty but the mental state was catching. Happy Hogan\nhad our allegiance because he radiated confidence and cheer. And now that\nhe has gone from us we still cheer for Vernon because that spirit which he\nbaseball fans yelled themselves hoarse for\n\n—\n\n—\n\nengendered is self-perpetuating.\nI reasoned that although the office could not possibly be more eager,\n\nthe faculty must be, and then the student body would necessarily follow.\n\nWe should all be Happy Hogans. I knew that right here was the remedy.\nA school can be no greater than its faculty, have no more spirit, have no\nhigher ideals of conduct and life.\n\nSo to the faculty I went and from them I\n\nreceived the eager response I had hoped for.\n\nus went on the job.\n\nTogether the fifty-seven of\n\nWe agreed that all natural impulses are an outgrowth.\n\nThe difference between an animal and a machine consists in the fact that in\nthe machine force is applied externally, whereas in the animal there seems\n\nThe animal acts from within, the maAnd so we reasoned that the lack of expres-\n\nto be a center of Ufe and impulse.\n\nchine is moved from without.\n\nsion as school spirit came from lack of impulse.\nWe must therefore create\nand stimulate for them an ideal and develop, secure, and control it. We\ndecided that our educational aims were seriously hampered by the weakness of family life in the community, by the lack of positiveness of parents,\nwho were too indulgent or too indifferent, and also lackt interest in the\nschool.\n\nOur greatest asset at this time was a physical director, not a mere\ngymnast, altho he was that too, not a mere track gamester nor a college\nathlete,\n\nbut a man, alive, intelligent, fair, a manly man, awake to the\n\nworld's needs, with the best civic, social, and moral ideas.\n\nHe knew that\nHe\n\nthe arguments for athletics upon the theory of health were overworkt.\n\nknew that exercise with a hoe was probably as healthful and certainly more\nHe placed importance upon athletic activities for boys because\nboy nature seems to put importance upon it. If the boys do not find an\n\nprofitable.\n\noutlet for athletic impulses under school jurisdiction, they will find an outlet\nfor them where there is no jurisdiction\n\nverge.\n\n—\n\nwhere bad habits and bad morals\nFor athletic activity from the beginning of time tends to develop\n\ntendencies toward the brute\n\n—so our athletic coach made\n\nit his\n\naim to keep\n\nathletics distinctly and vigorously under the influences that are fair, manly,\n\nand civilizing.\n\nMy own experience helpt a little.\n\nI\n\nremembered that in my own\n\nschool days I had very little interest in football because I did not know the\n\n"} {"page": 546, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nS30\n\n[Physica\n\ngame, and I could not intelligently root for the home team because I did\nnot know the yells.\n\nSo I decided that before the month was out every\n\nLincoln student should know both the game and the yells.\n\nOur assemblies\nbecame fields of instruction. We divided the pupils into those who did not\nknow the game and those who knew a Uttle about it. We used those who\nknew it well and who played it for instructors, with the director first at the\nblackboard and then on the field with a megaphone. It was not long before\nevery football player on the field knew that every Lincolnite on the bleachers\nappreciated what he was trying to put over.\nThen we took up the yells. For now our yelhng meant something.\nAs I remember, our first real game found most of the Lincolnites on the\nbleachers rooting so vigorously that the team on the field tied the score\nwith the team which seemingly had entirely outclast them.\nWe next ran across that ever-present problem of developing brain and\nbrawn in the same fellow. We met it in this way. The first faculty meeting\nafter the football season had begun brought out its quota of teachers' criticisms on the scholarship of the boys. Thereupon I read to the faculty the\nlist of fifty boys out for football and askt them to adopt the one whom they\ndisliked the least, loved the most, despaired of the worst, or believed in the\n\n—\n\nI auctioned off every boy of the fifty\nthe sponsors adopting were\nsometimes unanimous in their wishes for a certain boy. That boy of\ncourse needed no one but some I had to put up three or four times before\nbest.\n\n—\n\nI could get a bidder.\n\nThey were the ones whom we had to save.\n\nAnd the\n\nboys knew nothing about it, weren't at all suspicious of the suddenly\nheightened interest of some faculty friend. So with spurring, inspiration,\nand perhaps nagging a bit now and then, every one of our boys made his\ngrades.\nship.\n\nTwo of the letter men in athletics were letter men also in scholarThis year Lincoln has boasted the superior mentality of the athletic\n\nmind, and we teachers smile covertly, but are silent as befits good pedagogs.\nThe social and community activities are perhaps the biggest objects that the\nLincoln spirit has achieved for our boys and girls\n\n—\n\nall brought about more or\n\nthru the cooperation, enthusiasm, and pluck of the physical-training\n\nless\n\ndepartment.\n\nTHE PHYSICAL BASES OF CHARACTER\nC.\n\nE.\n\nRUGH, UNIVERSITY OF CALIFORNIA, BERKELEY, CAL.\n\nAll educators are now giving at least intellectual assent to the doctrine\n\nSome of the means and\nmethods employed, however, indicate that deeper and fundamental charthat the end and aim of education is character.\n\nacteristics of character are not understood.\n\nThe elements of good character are power, good judgment, and goodThe word \"power\" must not be used as synonymous with energy.\n\nwill.\n\nI\n\n"} {"page": 547, "printed_page": null, "text": "Department)\n\nTHE PHYSICAL BASES OF CHARACTER\n\n53\n\nThe tumbling river is energy. Dammed, controlled, directed to do work, it\npower. The human body is, first, a reservoir of energy; secondly, a\n\nis\n\nmachine for storing energy; and thirdly, a means of transforming this\nenergy into power by directing it to personal ends. Each cell of the body is\na veritable magazine of energy, but its function and use for life and power\ndepend, on the one hand, upon how it is related to the other cells of the body\nand upon, on the other hand, how far it is under the control and management of the mind.\nLife and character are best conceived as a harmony of rhythms. Length\nand strength of life are determined by how well the different organs and\nfunctions fit into and support one another. And, Hke a chain, life and character are just as strong as the weakest organ or rhythm.\nThese life-rhythms may be divided into three series: (i) dynamic,\nThe dynamic rhythm is the one by which the\n(2) kinetic, and (3) psychic.\nbody appropriates energy from without. It consists essentially of digestive,\ncirculatory, respiratory, and muscular systems.\nThe harmony of this system of rhythms is illustrated, first, by the ratios between heartbeat, respiration, digestion, and action, and secondly, by the fact that if one of these\nrhythms, the digestion, for example, is disturbed it very readily disturbs\nthe others.\n\nThe kinetic system consists essentially of the brain, the thyroid and\nThe harmony of this system is\n\nadrenal glands, the liver, and the muscles.\n\nseen in the process by which energy is released.\n\nAn emotion in the brain\n\ncauses secretions from the adrenal and thyroid glands which set free energy\n\nfrom the liver, made available\n\nfor the rest of the body, especially the\n\nmuscles.\n\nThe psychic rhythms consist (i) of the impulses, general and special,\nthat arise in the daily routine of life and by certain stimulations; (2) of the\n\naccompanying emotions; and (3) of the sentiments toward which or away\nfrom which these impulses may be directed.\n\nThe significance of this analysis lies in the fact that if physical education\nan aid in the development of character it must obey, first, the laws within\nthese rhythms themselves, and secondly, the laws of the relations between\n\nis\n\nthese rhythms.\n\nDr. Crites's experiments, now corroborated by others and by many\nobservations during this war, estabHsh beyond any doubt the significance\n\nand importance of the character of the emotion that sets free and directs\nenergy. Here we begin to have a scientific explanation of why one teacher,\nor coach, or captain can develop so much more power in the same person\nor in the same team than can some other teacher or coach or captain.\nHerein lies the importance of a school's reputation and spirit. The amount\nof power a pupil or a team can develop is dependent, not only upon diet\nand regime, but also upon the emotions developt. The reputation and\n\n"} {"page": 548, "printed_page": null, "text": "-\n\n532\n\nNATIONAL EDUCATION ASSOCIATION\n\nspirit of the school as interpreted by\n\niPhysical\n\nthe pupil become a potent factor in\n\nstoring energy and a more potent factor in releasing it.\n\nThe feeling of possessing power plus the feehng of the ability to control\nand direct it is a known requisite for continued efficiency or success. Success and the feeling of succeeding is an indispensable factor in that energy\nand stability that make it possible for the individual, or others, to predict\nwhat can and will be done. Here we come upon the life-cycle by which\nthis aspect of character develops.\nPower develops character, and the\ncharacter in turn develops more power.\n\nINTERCOLLEGIATE ATHLETICS AND TEE WAR\nWILLIAM T. FOSTER, PRESIDENT, REED COLLEGE, PORTLAND, ORE.\n\nThe emergency. of war has thrown a new light on the problems of\nphysical education in American colleges and has justified anew the most\npersistent of the\n\nmany charges brought against intercollegiate athletics\n\nduring the past ten years.\n\nAs the president of WiUiams College says, \"We\n\nare annually graduating a few men of extraordinary athletic ability and\n\nmany men of undevelopt intellectual power.\n\nIn athletics, a few only are\n\nhighly trained, the majority not at all.\"\n\nReed College in the first month of its existence seven years ago declared\nits\n\nbelief that intercollegiate athletics are antagonistic to\n\nthe physical\n\ndevelopment of the student body and adopted a policy of no intercollegiate\ngames whatever, but \"athletics in moderation and at Httle expense for all\nstudents, especially those in greatest need, instead of excessive and costly\ntraining for a few students, especially those in least need.\"\n\nBy the customary pohcy of vicarious athletics no college can fully meet\nits\n\nobhgations as an agency for national defense.\n\nThe experiences of the\n\npast three months in raising an army have driven this truth home as never\nbefore.\n\nThe first call of the government was for thousands of college\n\nstudents and recent graduates to enter at once the training camps for officers.\n\nThe immediate need was for men with minds and bodies disciplined by\npersistent physical training under trained leaders and by regular participa-\n\nThere were not enough available intercolThousands of the college\nSeniors and recent graduates were unable to pass the physical examinations.\nThe universities and colleges had not adequately provided for this part of\nA majority of these men had been without incentives\ntheir preparation.\ntion in rigorous athletic games.\n\nlegiate athletes to meet 20 per cent of the need.\n\nand equipment\n\nfor\n\nregular\n\nathletic\n\ntraining.\n\nStatistics\n\nfurnisht\n\nthe\n\nNational Collegiate Athletic Association by 143 universities and colleges\n\nengaged in intercollegiate athletics show that only about 17 per cent of the\ntotal male students participated in the games, and that not half the students\nin these institutions engage in any form of systematic or organized exercise.\n\n"} {"page": 549, "printed_page": null, "text": "^\n\nINTERCOLLEGIATE ATHLETICS AND THE WAR\n\nDepartment]\n\n533\n\nOf these institutions, all of which promote intercollegiate athletics, 37 per\ncent are reported as \"doing nothing to foster and encourage the types of\nphysical exercise and healthful recreation that a student is likely to use in\nafter-college life.\"\n\nThese colleges spend about sixty times as much money for each member\nof an intercollegiate team as they spend for the games of each of the other\n\nstudents.\n\nThus our universities, taken as a whole, have failed to conduct\n\ntheir athletics in such a way as to achieve all that the nation has a right to\n\nexpect of them as agencies for national defense.\n\nTo what extent intercollegiate games are responsible for vicarious\nathletics it\n\nis\n\nBut two facts are indisputable:\n\nimpossible to determine.\n\n(i) intercollegiate games are the dominant influence in the entire life of some\n\nand (2) nearly all of them have had twenty years or\nmore of experience to demonstrate whether this dominant influence tends to\nbring everybody into the games. The net results, as reported to us by the\nof these institutions;\n\npromoters of intercollegiate athletics, are not encouraging.\nUnfortunately we have had little experience with athletics conducted\nsolely for all students, entirely free\n\nfrom the good and bad influences of\n\nintercollegiate athletics, whatever they may be.\n\n—\n\nsix years of devotion to its athletic policy\n\nathletics whatever.\n\nReed College has now had\n\nsix years with no intercollegiate\n\nCareful records for these six years show that from 93\n\nto 95 per cent of the men students participate in athletic games at least\n\nEvery student in the institution is expected to participate in\ngames thruout his entire college course and to have frequent\nexaminations for the discovery of physical defects and the prescription of a\nonce a week.\n\nathletic\n\ncorrective physical regime.\n\nPartly as a result every undergraduate except\n\none who applied for admission to any branch of the Army and Navy past\nthe preHminary physical examinations.\n\n"} {"page": 550, "printed_page": null, "text": "I\n\n"} {"page": 551, "printed_page": null, "text": "DEPARTMENT O F SCIENC E INSTRUCTION\nOFFICERS\nPresident—W. H. Timbie, head of applied sciences, Wentworth Institute\nVice-President Chester B. Curtis, principal, Central High School\nSecretary Fred D. Barber, professor of physics, State Normal University\n\n—\n\n—\n\nBoston, Mass.\nSt. Louis,\n\nMo.\n\nNormal, III,\n\nPAPERS AND DISCUSSIONS\nTHE LEGITIMATE VOCATIONAL CONTENT OF THE INTERMEDIATE HIGH-SCHOOL COURSE\nCHARLES KIRKPATRICK, VICE-PRINCIPAL, BROADWAY HIGH SCHOOL,\nSEATTLE, WASH.\n\nHow much time is expended in self-education ? Have you ever stopt\nto figure it out ?\n\nIf you have not, you will be surprised at the amount when\n\nou figure that education begins at birth and incidentally some generations\nefore birth, and continues thru our natural life, and we hve in the hope of\nIs there one here who thinks his\nts being part and parcel of the future Hfe.\neducation\n\nis\n\nfinisht?\n\nWith this colossal and staggering effort put into\n\nucation of oneself, let us stop to inquire,What is the purpose of education ?\n\nSchools are for training for living today and for preparation for living\n\nmorrow.\npiritual.\n\nThis living is inclusive, physical, intellectual, emotional, and\n\nThe foursquare man must be educated to live with his body,\n\nmind, heart, and spirit.\n\nNeglect the education of the heart, and the pas-\n\nsions become rampant.\n\nNeglect the training of the mind, and you pass\n\nback to the civilization of the cave men. Neglect the care of the body, and\nyou become a physical wreck. Neglect the encouragement of the spirit,\nand you are as one without hope. This training for living today and preparation for living tomorrow is industrial, social, political, religious.\n\nwas foursquare, now it is eight cornered and a perfect cube.\n\nAs it\n\nThe first\n\n^four were his relationship to himself, the last four his relationship to others.\n^^BConnecting the two squares and thus forming the cube makes the conception of life one of service.\nThe schools are training for Hfe today and pre'\n\n.\n\nparing for life tomorrow by training and preparing our boys and girls for\nIf we miss this conception we miss our own opportunity for service.\nWhat then is the intermediate-school problem ? It is the most impor-\n\niH^rvice.\n\n^^\n\ntant problem of the whole line of educational problems, because it takes the\n\nboy and\n\ngirl at that adolescent age when they are full of energy and action.\n\nIt is the age of discovery, the age when things new and strange occupy the\n\nthought and attention.\nconfidence in self.\n\nIt is the period when the child is beginning to get\n\nIt is the age that we have treated as being of the same\n\ntype and having the same desires as that of the fifth- and sixth-grade pupils,\n535\n\n"} {"page": 552, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n536\n\n[Science\n\nand we have continued to give to it some of the same predigested educational\nscraps that it has chewed over for the past six years. What kind of an\nappeal has it made to the live boy and girl ? The same appeal that would\nbe made by a wax doll to a boy when he is ready for baseball.\nThe nature of the problem in the intermediate school is to provide\nsomething for these adolescents that is directly related to their Ufe and\naction.\nThe old milk food for the baby will not do unless there is something\nelse along with it that tastes so good that they want more.\nNew things are\ndemanded and interesting things as well. They are after expression of\ntheir action in some tangible way because of their confidence in their abiUty\nBut this desire for the new and interesting in action needs to be\nto produce.\ndirected along channels that will not only train them for living today, but\nwill prepare them to live tomorrow.\nThe things they do must have an\noutlook into the future.\n\nThey need to be prevocational in nature so as to\n\nopen up the vista before them.\n\nThese things also need to show the necessity\n\nfor further education in preparation for the greatest service.\n\nBy permitting\n\ndifferent lines of activity to be tried out, their possibilities are tested out\n\nand their capabilities determined.\nEnghsh is necessary in every content for expression of thought and social\nHistory and geography are needed to understand the great living\nliving.\nworld-problems, our living relationship to the world at large, and our own\ngovernment. Mathematics is required in all business transactions of life.\nPhysical training is required because health is essential to complete living.\n\nWhat now shall we add to give the new interest ?\n\nFirst, science becomes\n\nindispensable for it reveals man's relationship to natural law and order\n\nand makes it possible for him to hve by principle instead of impulse. Next,\ncommercial work may be added to give the future outlook on life, and might\neven be called vocational excepting that business houses do not care to\nemploy such youthful prodigies as bookkeepers and typists and clerks.\nFinally, the manual-arts work with its wood-turning and cabinet-making\nfor boys and sewing and cooking for girls has a prevocational appeal that\n\ncan be rehed upon to add new interest to hfe.\n\nWe can hardly call this a\n\nvocational content, but it certainly has a prevocational outlook.\n\nThe High School Masters' Club of Massachusetts in its report on the\njunior high school, issued in March, 1917, after an exhaustive survey of 250\njunior high-school cities, offers the following suggestions for the industrialarts curriculum of the junior high school, besides the regular academic\n\nwork in English, history, geography, and mathematics:\n\n—\n\nSeventh grade Physiology and Hygiene, 3 periods. Manual Training, boys, 4\nSewing, girls, 4 periods, first semester, and Cooking, girls, 4 periods, second\nsemester.\nEighth grade General Science, 4 periods. The same requirements of time for\nperiods.\n\n—\nNinth grade— General Science, 4 periods. Manual Training, boys, 6 periods. House-\n\nIndustrial Arts as in the seventh grade.\n\nhold Arts, girls, 6 periods.\n\nElective in all three years, Agriculture, 4 periods.\n\nThis report states that \"it is prevocational rather than vocational.\"\n\n"} {"page": 553, "printed_page": null, "text": "VOCATIONAL CONTENT OF THE HIGH-SCHOOL COURSE\n\nDepartment]\n\n$37\n\nThe report also declares for three courses: academic, commercial, and\nAll these courses demand the same amount of science.\nWhy is there this demand for science in all courses ? The English, history,\n\nindustrial arts.\n\ngeography, and mathematics are needed because they are part of everyday\nScience is necessary because of its interpretation of nature,\n\nliving.\n\nand living.\n\nScience gives a new attitude toward nature and life.\n\nexplains nature and life.\n\nnature and life.\n\nlife,\n\nScience\n\nScience reveals principles which are the basis of\n\nScience makes the success of life and living more easily\n\nattainable.\n\nFor all prevocational training science is necessary because the attitude\nThis attitude is that all phenomena or action\n\nof the student becomes fixt.\nis\n\nsubject to law.\n\neverything.\n\nHe\n\nHe understands that there is a rational explanation for\nestablishes\n\nfundamental principle.\nciple.\n\nthe habit of analyzing everything to\n\nits\n\nHis success is assured because he acts upon prin-\n\nWhat is the effect of this type of mind upon prevocational or voca-\n\ntional commercial work ?\n\nPenmanship becomes, not simply writing, but a\nArithmetic establishes itself upon the basic\n\nset of principles for movements.\n\nprinciples of number instead of mathematical juggling for correct answers.\n\nBookkeeping translates itseK into principles of business practice instead of\nledger balances.\n\nTypewriting becomes the practice of finger movements\n\nbased on scientific principles.\n\nWhat is the effect of the scientific type of attack upon the problems\nof the prevocational\n\nmanual arts?\n\nWood-turning becomes a knowledge\n\nof the action of certain principles, and skill for applying these principles to\n\nthe job.\n\nThe David Rankin Junior School of Mechanical Trades has a\n\ncourse in first-term science which fits into its first term of manual training.\nIt consists of ^' General mechanical principles.\nlever, bracket, scaffolding,\n\nLaws of simple machines\n\nblock and tackle, inclined plane, Ufting-jack,\n\nderrick, etc., centrifugal force, and energy of revolving machinery.\n\nEnergy\nEnergy units, horse-power, watts, and British\nthermal units. Machines for the transformation of energy, heat engines,\ngas and gasoline engines, turbines. Pumps and the hydraulic press.\nMachines for the transmission of energy, gears, sprocket and chain, trams\n\nin\n\nits\n\ndifferent forms.\n\nof gears, shafting, belting.\"\n\nWhoever takes this course is getting a genuine\n\nSewing may\nbecome knowledge of principles and their application, not frills and ornaeducation based upon principles and applied in practice.\n\nEvery girl who takes sewing should have a knowledge of\nCooking is based on principles of food analysis and health\nconservation, and is not the creation of deUcacies that tickle the palate.\nEvery girl who cooks should have a knowledge of the chemical action of\nfoods, the conservation of waste foods and the needs of the human body\nwith the economical methods for meeting these needs. Today more than ever\nbefore girls will be interested from a scientific standpoint in all these questions.\nToday boys and girls have a duty to society because of what society,\nthe state, the school, the home, does for them.\nIn democratic society this\n\nmentation.\n\nmechanics.\n\n"} {"page": 554, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n538\nis\n\noverwhelmingly true.\n\n[Science\n\nBecause of the President's messages, because of\n\nthe many appeals that have been recently made, because of the great and\n\nmanifest needs, the boys and girls are quick to recognize this responsibihty\nin larger, fuller measure than ever before.\n\nJust as they enter the inter-\n\nmediate high school they are ready to assume larger responsibility.\nof having only one teacher, they may have two, three, or four.\ntunities for service here are also larger than before.\n\nInstead\n\nTheir oppor-\n\nIf in the intermediate\n\nhigh school they can be taught to tackle a job, analyze it, work hard, enjoy\nthe success of it, and give others of its fruits, the intermediate high school\nwill\n\nhave reacht a goal that will be of tremendous import in the lives of\n\nthe boys and girls it touches.\n\nand the glory of, service\n\nThey will come to know the necessity for,\n\n—service to industry, service to\n\nthe state, service to God.\n\nsociety, service to\n\nTeachers in the intermediate high school have\n\nthe privilege of training these students to live so as to have healthy bodies,\nalert minds, loving hearts,\n\nand triumphant spirits\n\n—every department of\n\ntheir lives ready to respond to the call of service.\n\nThey not only will be trained to live today, but will be prepared for\nHving tomorrow.\n\nIf the intermediate high school can do this, it will have\n\nmeasured up to its legitimate vocational content.\n\nBIOLOGY IN THE INTERMEDIATE SCHOOL\nMABEL B. PEIRSON, HEAD OE BIOLOGY DEPARTMENT, HIGH SCHOOL,\nPASADENA, CAL.\n\nThe first aim in all elementary-science teaching should be the development of the pupil's power to see things for himself and to think for himself.\nThis is especially true in the intermediate school, where the child comes to us\nwith the idea firmly fix t in his mind that nothing is to be seriously considered\n\nstudy except learning what is set down in some textbook. It is our first\nand hardest task to get him started really to study the thing itself and to\ndepend on his own reasoning powers to get at the facts and principles\ninvolved. Biological science furnishes the ideal means for this purpose, as\nmaterial can be selected which will not be too difficult, while it is vitally\nBy learning for\ninteresting on account of its close relations to human life.\nhimself how scientific truths have been discovered he will gradually gain\nsomething of the scientific point of view and learn to discriminate between\ntruth and falsehood, learn to accept the truth wherever he finds it without\n\nhindrance of fear or sentiment.\n\nNo one can doubt the cultural value of biology who tries to put himself\nback into the attitude of mind of the Middle Ages and to imagine the\nimmense difference in his thinking without knowledge of the cell, fertilization, physiological processes, disease, heredity, evolution, and natural\nrelationship of organisms.\nThe whole fabric of historical and social\nsciences is founded on biological principles.\n\n"} {"page": 555, "printed_page": null, "text": "BIOLOGY IN THE INTERMEDIATE SCHOOL\n\nDepartment)\n\n539\n\nThe pursuit of any of the natural sciences gives one much healthful pleasure and enjoyment, as it takes him into the great outdoors and puts him\ninto closer touch with nature.\n\napplication to Hfe.\n\nBut the greatest value of biology lies in its\n\nA knowledge of the laws of hfe, health of body and mind,\n\nthe causes and prevention of disease and premature old age, reproduction\nand heredity, is the most valuable foundation which we can possibly\ngive to the individual for health, morals, and good citizenship. The\nchild must have ingrained into his very being the laws of life as reveuled\nby science, so that they may become habits of right thinking and acting.\nHe will then have a philosophy of life that will be a never-failing guide in\nhis own Hfe and will make him most useful in the highest forms of social\nWhile investigators delve more deeply\nservice to family, community, state.\ninto the mysteries of life, we biology teachers have a mission that is equally\nimportant in bringing this knowledge to the general public and in making\nit a controlling factor in the Hfe of the nation.\n\nWe have great need in this country for trained investigators in agriculture, foods, organic chemistry, public health, sanitation, and heredity.\n\nA recent report from a bureau which places the graduates of our eastern\ngirls' colleges complains\n\nthat it is overwhelmed by appUcations for editor-\n\nships, while there are not nearly enough trained scientific workers to supply\n\nthe demand.\n\nOne great function of our work should be to call the attention\nwas interesting at the two recent\n\nof our best students to this need.\n\nIt\n\nexpositions to see what efforts were\n\nmade by the government to educate\n\nthe pubhc along these lines.\n\nBiology should follow an introductory course which deals with the\nphysical environment and requires at least a year with full provision for\n\nlaboratory periods.\n\nIt would be better if the plant work could be given\n\nduring the spring term of the previous year according to the plan of the\n\nBiology Committee, and if we can have a three-year science course in the\nintermediate school, why not divide equally with the physical and give plant\n\nwork in the spring term of the second year ?\n\nOr if it is desirable to make\n\nthe second year purely physical, much of the simple observational work of\n\nbiology can very readily be given in the first year.\n\nAfter five years of the\n\nbiology requirement in Pasadena we have found that the second year of\nthe old high school is a very satisfactory place for the course, but that as\nfar as\n\nthe intermediate school has\n\nbecome estabHsht with preliminary\n\ngeneral science, it can be taught very effectively in the third year of that\nschool.\n\nIn the period of early adolescence when the child is full of curiosity, it is\neasy to arouse enthusiasm and to make impressions which will shape the\nafter-Hfe\n\nand thinking of the man.\n\nThis is what makes our problem of\n\nintermediate science more fascinating than that of any later years of school\nor college.\n\nThe child at this age has an amazing faculty for grasping broad\n\nIK ideas\nideas and theories and gaining inspirations for life.\nHe sees things in the\n\n"} {"page": 556, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n540\nlarge,\n\n[Science\n\nand too much insistence on fine details strains his attention and\n\ndestroys his enthusiasm.\n\nIn Pasadena we have segregated the boys and girls under men and\n\nwomen teachers.\n\nThe work is better, special vocational topics can be\n\nstrest, while the spirit of confidence and friendliness between teachers and\n\npupils becomes more firmly establisht.\n\nAll kinds of personal hygiene can\n\nbe taught without embarrassment, while we have never had the\n\nleast\n\ndifiiculty in presenting the facts concerning the beginnings of life as freely\n\nand frankly as any other topic.\n\nThe fact that no distinction is made\n\nbetween this and other subjects robs it entirely of sensational interest and\nremoves one of the causes of abnormal psychology.\n\nThere are certain principles of science teaching which must never be violated in the intermediate school, however much they are sometimes neglected\nlater.\n\nEvery topic should first be presented by the laboratory method, the\n\ndifference between this and other methods of study being carefully pointed\n\nThere should be a great abundance of living material and only a small\nout.\namount of dissection. If work with the compound microscope is introduced\nonly when demanded and not too much time is spent in detailed drawings,\nthe pupils are wildly enthusiastic about it and become quite adept in its use.\nA laboratory manual has absolutely no place in elementary-science teachThe teacher\ning, as nothing is more deadly to all spontaneous enthusiasm.\nshould explain the work to be done, get the pupils themselves to suggest the\nquestions and methods of attack, aid them to observe accurately and to\ndraw conclusions. While our goal should be the power of independent\nwork, we must give help in the beginning. It is wrong to let the child\nflounder too long with a hopeless problem.\n\nPersonally I believe that much\n\nof the work should be oral and that the laboratory mark should depend\n\nupon actual power of accomplishment and thinking as observed by the\n\nThe notebook, tho necessary, is only a secondary considerThe textbook should be used mainly for reference and only after the\n\nteacher in class.\nation.\n\nlaboratory work is completed.\n\nWe have found the department Hbrary the only method of giving\nsufficient reference work to large classes.\n\nBy this means each pupil has the\n\nuse of texts in biology and physiology and several books of special interest\nas well.\n\nThis can be acquired by annual subscriptions from the class in-\n\nstead of by purchasing texts.\n\nLantern lectures and motion pictures are\n\nused most successfully to supplement the reference work.\n\nField work and\n\na trip to a zoological garden are managed after school, but one full day\nis\n\ndevoted to a trip to an aquarium and to beach collecting.\n\nBut the real\n\nvalue of the excursion lies in showing children how to find material and to\n\nobserve wherever they may be, and after getting them started by class\n\nwork, individual collection and observation should be encouraged.\n\nThe apparatus needed may be very simple in the beginning, but there is\nno good reason why a school which can afford to equip a physics laboratory\n\n"} {"page": 557, "printed_page": null, "text": "BIOLOGY IN THE INTERMEDIATE SCHOOL\n\nDepartment]\n\nshould not do as well in biology.\n\n541\n\nCompound microscopes, some at least\n\nwith oil immersion objectives, bacteriological apparatus, charts, models,\n\nmuseum specimens, and lantern sUdes add much to the effectiveness of the\ncourse.\n\nWe have found that flat-topt tables not over twenty-nine inches\n\nhigh, supplied with gas and a sink for each\n\ntwo pupils, are most\n\nsatis-\n\nfactory, as it is easy to turn informally from experiment or microscope to\nrecitation.\n\nIn the arrangement of the course there must be a rigid selection from\nthe vast mass of material to fit the needs of the locaUty and the aims of the\ncourse and to secure economy of time in order that the most vital topics in\n\nour one required biological course shall have adequate treatment.\n\nThe\n\nmain purpose in presenting each group of facts should be clearly kept in\nmind.\n\nFor instance, plants are especially useful for teaching physiological\n\nprocesses, as they are well adapted to experimental study by elementary\npupils, while the absolute dependence of the animal world upon them for\n\nfood is a fact of fundamental importance.\n\nBacteria should be taught on\n\naccount of their vital relations to human Ufe and should become just as\nreal to the child as the cow grazing in the next field.\n\nAnimals are of greatest value for teachii^g the evolution of structure\n\nand function, natural relationship, and reproduction.\nthe ocean, sea forms are intensely interesting;\ninsects may be of first importance.\n\nIf the school is near\n\nin agricultural regions\n\nWe believe in giving much attention\n\nto mammals, using the rabbit for dissection, as it is so much better preparation for human physiology than the frog.\n\nThe ancient history and the\n\nadaptation of Umbs and teeth in this group are fascinating studies.\n\nIn taking up biology after such a careful observational basis has been\nlaid,\n\nmore time can be given to lecture and discussion.\n\nEmphasis should\n\nbe laid on amount and proportion of foods, digestion and elimination, causes\nof auto-intoxication,\n\nimmunity, effect of exercise on body and mind, effect\n\nof mental states on bodily health, and drugs.\n\nThe subject of reproduction\n\nshould be illustrated by incubating hen's eggs and by study of mammaUan\n\nembryos which can be preserved in museum jars.\n\nExperience has shown\n\nthat it is necessary to make hirnian applications of this as well as of all other\ntopics in order to get results in Ufe, hence models are shown and hygiene\n\nexplained.\n\nThe results of such a course have exceeded our expectations.\n\nThe\n\nmajority are very enthusiastic, while only a very few dislike the work when\n\nthey see what it really is. Many say that they get more from it than from\nany other course and that all should know these things. School heads,\nparents, and institutions such as the Y.M.C.A. consider that we are giving\nthe pupils a necessary foundation for Ufe and morals, and they gladly\ncooperate with us.\n\nIL\n\n"} {"page": 558, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n542\n\n[Science\n\nGENERAL OR ELEMENTARY SCIENCE IN JUNIOR\nHIGH SCHOOLS\nARTHUR DEAMER, SUPERINTENDENT, CITY SCHOOLS, FARGO, N.D.\n\nThe title of this paper is slightly misleading. It implies a distinction\nbetween general and elementary science that is often overlookt in discussing\nthis subject as\n\nappHed to work in the junior high schools.\n\nA careful\n\nreading of the Uterature on the subject reveals the fact that many writers\nuse these terms synonymously. However, for the sake of discussion let us\nassume that there is a distinction that is very well exprest in the titles named\n\nabove.\n\nWe speak of elementary arithmetic, elementary geography, ele-\n\nmentary history, having in mind the simple, basal, fundamental facts or\nprinciples of each.\n\nWe can think of elementary science in the same way, having in mind\nthe organization of subject-matter ot each special science according to its\nlogical development, upon which a more complete and richer conception is\n\nbuilt later in our senior high school or university.\n\nGeneral science gives less attention to organization and development\nof the particular science from whose fields the subject-matter is selected.\n\nIn fact, it feels perfectly free to break up all natural connections of the particular subject under discussion wi-th facts that ordinarily precede or follow\nit, if\n\nin doing so the facts can be related to the environment of the pupil.\n\nIt aims to develop a more usable fund of knowledge about common things,\n\nto give abihty in interpreting common problems, and to connect the school\n\nmore closely with everyday problems of life.\n\nThus pupils are urged to\n\nbring their home problems to the school for consideration and discussion\n\nsuch problems as heating, ventilating, analysis of food, detections of adulterations, selections of paints, oils, varnishes, examination of different kinds of\nfuel, use of simple machines as labor-saving devices, fertilizers, conservation\n\nproblems of\n\nhuman con-\n\nservation.\n\nIt often gives introductory notions of physical\n\nand chemical\n\nphenomena\n\nespecially\n\nof soils\n\nand\n\ntrees,\n\nand\n\nin general the larger\n\nand\n\ntheir\n\nrelation\n\nto\n\nscientific\n\ndiscovery.\n\nThe\n\ntopics selected are closely related to human affairs and include none that\n\ncannot be shown to have this bearing.\n\nNo attempt is made to secure a\n\nlogical development or to give an exhaustive treatment of any topic in its\nscientific aspect.\n\nIt aims to deal with the large and concrete things which\n\nsurround boys and girls and in which they are naturally interested. There\nshould be little abstract theory, the work being based fundamentally on\nthose things that can be seen and appreciated.\n\nIn general science the pupil is taken as he presents himself, usually\nwith\n\nlittle\n\nacquaintance,\n\nif\n\nany, with science and scientific methods of\n\nstudy, and is generally turned over at the end of the year with something\nof both.\n\nThe course is not synthetic, but mainly analytical, since it attacks\n\ndirectly the pupil's environment and attempts to break it up into some of its\n\n"} {"page": 559, "printed_page": null, "text": "SCIENCE IN JUNIOR HIGH SCHOOLS\n\nDepartment)\n\nchief elements.\n\n543\n\nAs a subject it is mainly informational, but each fact is\n\nrelated to the real world in which the pupil lives.\n\nAfter a number of years of experimentation with the special sciences\nin the high school,\n\nsuch as botany, chemistry, zoology, physics, and agri-\n\nculture, it is seriously questioned whether the results in information, scientific\n\nhabits,\n\nand character are commensurate with the time, efifort, and\n\nexpense involved in presenting the course.\n\nCertainly all of these courses\n\nhave been determined from the standpoint of the development of the\nsubject rather than from the needs of the pupil.\nIn fact, the treatment is\nsuch as to appeal to the mature rather than the adolescent mind. These\ncourses are really highly specialized and prepare directly for further work in\n\nthe college.\nCompare the course and the laboratory equipment in a good\nmodern high school with the course and equipment in any college of twenty\nyears ago and it is at once evident that the work has been pusht down into\nthe high school directly from the college.\nThe college graduates as teachers\nof science in the modern high schools have developt the courses from the\nadult point of view only. Then too there is no apparent relation existing\nbetween these sciences that is recognized in the high school. They are\ntaught in almost any conceivable sequence. One school has physical\ngeography in the ninth grade, another in the twelfth, and the same may be\nsaid with reference to botany, zoology, or agriculture; physics and chemistry\nare usually taught in either the eleventh or the twelfth grade.\n\nIt is because\n\nof the lack of appeal in these sciences in the senior high school, due to the\n\nhighly detailed organization of the subject-matter and the need for close\n\ncooperation between the schools and society, that interest has lagged in the\nsciences and thoughtful school people have turned their minds to a reorgani-\n\nzation of the whole field of secondary science.\n\nIt is indeed strange that\n\nafter all these years of experimentation and study\n\nno one has been able\n\nto devise a high-school course in science that is so graduated in its arrange-\n\nment of subject-matter and material as to hold the interest of the pupils\n\nI\n\nover a period of three or four years.\nIt seems to\n\nme that the science that Spencer had in mind when he wrote\n\nthe essay, \"What Knowledge Is Most Worth,\" in 1859 should come under\n\nwhat we would now call general science; at least he had in mind the application of its principles to the activities of men.\n\nHis position is well illustrated\n\nin the following quotation from that essay:\n\nI\n\nPass next to science. Joined with mathematics it has given us the steam engine,\nwhich does the work of millions of laborers. That section of physics which deals with\nthe laws of heat has taught us how to economize fuel in our various industries;\n\nhow to\n\nincrease the produce of our smelting furnaces by substituting the hot for the cold blast;\n\nhow to ventilate our mines; how to prevent explosions by using the safety lamp; and\nthru the thermometer how to regulate innumerable processes. That division which has\nthe phenomena of light for its subject gives eyes to the old and myopic;\n\naids thru the\n\nmicroscope in detecting diseases and adulterations; and by improved lighthouses prevents\nshipwreck.\n\nI\n\n"} {"page": 560, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n544\n\n[Science\n\nthe bearings of chemistry in those activities by which men\nThe bleacher, the dyer, the calico maker are severally occupied\n\nStill more numerous are\n\nobtain the means of living.\n\nin processes that are well or ill done according as they do or do not conform to chemical\n\nlaws.\n\nThe economical reductions from their ores of copper, tin, zinc, lead, silver, and iron\n\nare in a great measure problems of chemistry.\n\nSugar refining, gas making, soap boiling,\n\nand gunpowder manufacture are operations all partly chemical, as are also those by which\nGlance through any work in technology and it becomes\nare produced glass and porcelain.\nat once apparent that there is now scarcely any process in the arts or manufactures over\nsome part of which chemistry does not preside.\n\nPossibly the most gifted teacher of physics that ever lived was Tyndall.\n\nIn a lecture on \"Physics as a Means of Education\" he suggests his mode\nof approach to the subject thru the spirit of wonder, the fostering of which\nis so important for the science teacher.\n\nHe made a rather random selection\n\nof questions from those his boys askt him, which show clearly the things he\n\nthought should be emphasized in his course.\n\nThe following are suggestive\n\n\"What is frost?\" \"Why are thunder and lightning\nmore frequent in summer than in winter ? \" \" What occasions falling stars ? \"\n\"What is the cause of the sensation of pins and needles?\" \"What is the\ncause of hiccoughs ?\" \"If a towel is wet with water, why is the wet portion\ndarker than the dry?\" \"Does dew rise or fall?\" \"What is the principle of\nthe hydraulic press?\" \"What are those rings we see around the gas jet?\"\n\"Sun?\" \"What is thunder?\" \"What is the cause of perspiration, etc.?\"\nThis same idea is presented in an article by Barber. He contrasts the\nof his point of view:\n\ntreatment of the subject of light, as presented in the special science physics,\n\nwhere we have such subtopics as \"Its Rectihnear Propagation,\" \" Shadows,\"\n\"Refraction of Light,\" \"Color and Spectra,\" \"Nature of Light,\" \"Interference and Polarization,\" with the treatment of the same topic in general\nscience adapted to the ninth grade, where the units of instruction would be\n\nsomething of this character: \"Primitive Lamps,\" \"Candles,\" \"Discovery\nof\n\nPetroleum,\"\n\n\"Kerosene Lamps,\"\n\n\"Illuminating\n\nGas,\"\n\n\"Acetylene\n\nLighting,\" etc.\n\nA course in general science can be conceived so that it will possess unity\nand also have educational value of the highest type. Possibly it will not\naccomplish some of the results hoped for today by many of our secondary\nteachers.\nIt will, however, be an open sesame to the actual environment\nPedagogically this is sufficient justification for\nin which the pupil must Hve.\nthe introduction of the subject in the junior high school.\n\nA course in general science after all must depend, not only upon the\ninformation given, but also upon the permanent interest stimulated and\nthe initiative aroused.\n\nIt must consequently make a broad appeal to the\n\nstudent body and not merely to those who wish to enter college.\n\nIt must\n\nbe presented from the broad, humanistic viewpoint and not from the\nstandpoint of formal discipHne. It must appeal to both boys and girls thru\nsome differentiation of work for each group. As applied science it will be\n\n"} {"page": 561, "printed_page": null, "text": "PHYSICS AND CHEMISTRY\n\nDepartment!\n\nfull of life and variety.\n\n545\n\nIt will be recognized as worth while, and from its\n\napplication the essential laws and principles may be developt.\n\nPHYSICS AND CHEMISTRY\nCHARLES KIRKPATRICK, VICE-PRINCIPAL, BROADWAY HIGH SCHOOL,\nSEATTLE, WASH.\nSuddenly in August, 1914, a large part of the world was plunged into\nthe greatest war in history.\n\nDirectly this affected our nation as the greatest\n\nof the then neutral states.\n\nSlowly but surely since then the atmosphere has\n\nbeen clarifying until we have come to see that this war is the great war of\nautocracy against democracy.\n\nTo uphold the cause of democracy that it\n\n\"shall not perish from the earth,\" we have entered into the conflict against\n\nautocracy. Nothing since 181 2 has stirred and soHdified this nation. North\nand South, Hke the call to service uttered by our President. He has called\nupon our democracy to show the true spirit of brotherliness by everyone\ndoing his bit to win the war on the battlefield and in the stubble field; on\nthe firing Hne and in the cooking line; by artillery and in industry; by\nthe floating mine and in the copper mine; by the aeroplane and with the\njoiner's plane; all are to do and dare.\nIt means for us a new spirit of\ndemocracy, one that sweeps away discord and submerges the interest of self\nin the common interest of all.\nIt means an industrial awakening that will\n\n—\n\nbe as far-reaching in its effects as \"was the industrial revolution.\n\nToday we,\n\nas a nation, reaUze our shortcomings in industry, and we are setting about\n\nmeans a stimulus to invention in a more farAmerican genius\nwill meet the issue and succeed.\nDo you realize that we have as yet reacht\nonly the infinitesimal when compared with the discoveries bottled up in the\ngreat storehouse of God ? J. J. Thompson estimates that \"there is enough\nenergy stored in one gram of hydrogen to lift a million tons 100 yards into\nthe air.\" What a field of possibilities for discovery and invention we have\nto\n\nremedy the lack.\n\nIt\n\nreaching manner than has been experienst for decades.\n\nI\n\nplaced at the very feet of the greatest inventive geniuses the world has ever\n\nknown.\n\nI\n\nWhat a field for the life-work of a determined embryo Marconi or\n\nMadam Curie.\nWhat things today are the environment and interests of the boys and\ngirls to\n\na larger extent than the things which the war has forst upon our\n\nattention?\n\nThere is the chemistry of foods and, what has been more\n\nlargely in our minds because of its pubHcity than the question of foods,\n\nfood production, food analysis, food distribution, food waste, food economy.\n\nThere is the chemistry of textiles, and when we come to understand it fully\nit will have as large a place\n\nin our thinking as the chemistry of foods.\n\nThe\n\nmechanics of machines, labor-saving machines, power-producing machines,\n\nmachines that lower the cost of production and spare\nindustries\n\nfor\n\nthe\n\nfront,\n\nis\n\nvital\n\nto\n\nan understanding\n\nmen from the\nof\n\nlife\n\ntoday.\n\n"} {"page": 562, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n546\n\n[Science\n\nPower and its application to industry loom larger than ever before in our\nhistory.\n\nThen we have the twofold appeal to the youth of our land.\n\nOn account\n\nof the war there is need of stimulating thought along lines that are in the\n\nimmediate environment of the adolescent. His interest is there because\nof his environment and because of the awakening the war has brought.\nHow then shall he tackle his bit of the great Hfe-problem ? On the way in\n\nwhich he attacks it and masters it will depend in large measure the success\nIf he takes toward his environment the scientific attitude for its\nof his life.\nexplanation and interpretation, he has made a long step on the road to\nultimate and worthy achievement. If he learns to analyze his environment\nand trace situations back to the fundamental principles and laws which\ngovern all action, his progress is rapid. If this becomes the habit of his life,\nand he strips occurrences of their alliances and traces them down to essential\ncauses, his decisions are sure because founded upon* principle which is\n\nunchanging.\n\nThere is a tremendous appeal to the girls in the cooking classes if the\nPure foods, tests\n\nchemistry of foods becomes thoroly understood by them.\nfor purity, pure-food laws,\n\ncommon adulterants, substitutes for certain\n\nfoods, analysis of foods, can well occupy a considerable amount of time and\n\nprove of great benefit.\n\nCarbohydrates, proteids, fats, minerals, acids, bases,\n\nand stimulants in their relationship to digestion and body-building are of\nsupreme interest and may be made the source of much investigation and\nthought. The cost of foods with an understanding of the constituents of the\ndifferent varieties, the waste of foods which could be saved and utilized, the\neconomy in the selection of foods, the cooking, canning, and preserving of\nfoods with special reference to pressure cookers, refrigerations, cooking utensils,\n\nthermos bottles, and fireless cookers all have a direct and pointed\n\nappeal today and can be made into a most desirable course of study for girls\nof the intermediate high school.\n\nIn connection with textiles science can offer courses in fibres and their\nweaving into cloth, purity tests for woolen, linen, and silk, bleaching and\ndyeing. The war has made dyeing one of the great problems of today. The\nprospects are that the problem is to be even more serious in the near future.\n\nLaundering without injurious effects, removing stains, soaps,\n\netc.,\n\noffer\n\nchemical fields for investigation that are rich in content and usefulness for\nthe intermediate high-school girl and are directly in touch with her environ-\n\nment.\nIn mechanics the girls of the sewing classes should study simple machines\n\nand the principles of machines, lubrication, mechanics of fluids, etc.\nThe home is the immediate environment of the girl, and whatever\nrelates to it will be of supreme interest to her.\nScience can place before her\nthe principles underlying the heating of the home by hot water, steam, hot\nIn connection with this she should be taught ventiair, gas, and electricity.\n\n"} {"page": 563, "printed_page": null, "text": "PHYSICS AND CHEMISTRY\n\nDepartment)\n\nlation,\n\n547\n\nautomatic regulation of temperature, the proper humidity for\n\nefficiency, and the effect of these considerations upon health.\n\nProper light\n\nadjustment, satisfactory illumination and methods of illumination, color,\n\nharmony of decorations, sound deadening in house construction, music\nand harmony, all are of vital and genuine interest to the girl of this age,\nand pertain to physics.\nElectricity in its relationship to stoves, irons, lights, door bells, tele-\n\nphone, plating, and labor-saving motors will grip and hold the girl's attention and, if properly handled, will give her an insight into the world at large\nin connection with the sources of electricity, its transmission, its transformation, etc., that will enlarge her outlook and prove of tremendous value when\n\nshe understands the principles involved and the ultimate source of electricity\n\nwith the processes involved in bringing it to her.\n\nBut what about the boys ?\n\nWhat boy is not interested in machines ?\n\nLet him have the mechanics of machines in simplified form and yet working\nitself back to underlying principles.\n\npulleys, block\n\nand\n\nGive the boy levers, hoists, derricks,\n\ntackles, winches, gears, eccentrics, belting, gearing,\n\nscrews, hydraulics, elevators, Archimedes' principle in its relationship to\n\nthe submarine, gas and steam engines, automobiles, law of falling bodies in\nits\n\nrelationship to shooting from aeroplanes and by artillery, tractors in\n\ntheir relationship to industry,\n\nand war tanks and air craft of all kinds.\n\nWhat boy will not spend hours over the Scientific American and the Supplement ? Let us seize that interest and make it of use to him so that he understands the principles and laws back of the great inventions of modern times.\n\nIn electricity let him study bells, telephones, the telegraph, motors and\ndynamos, transformers, wiring, the laboratory and the commercial current\nand its measurement, electrotyping, and the wireless. Emphasize the\nprinciples underlying electrical action, the source of electricity, how energy\nis\n\ntransformed into electricity and back again into mechanical energy, its\n\ntransmission,\n\nits\n\nWhen our boy\npower, of its adaptabihty, of its\n\nusefulness, its practical applications.\n\nbegins to understand something of\n\nits\n\nspeed, of its absolute obedience to law, he may come to comprehend what\n\nacting upon principle can accomplish for himself as well.\n\nBut what of the war ? How is it to be won for democracy ?\nwon by the submarines, others say by the aeroplanes.\n\nit will be\n\npose of the submarine is a food blockade.\n\nbe met?\n\nSome say\nThe pur-\n\nHow shall the food blockade\n\nBy the conservation of food, by the eUmination of waste, by\n\nthe practice of economy.\n\nLet us strike then while the iron is hot for the\n\nchemistry of food and textiles in the reorganization of science courses to fit\na three-year intermediate high school.\n\nWhat is the purpose of the aeroplane ?\nIt makes the advance of the Allies possible.\n\nIt is the eyes of the artillery.\n\nThen let the boys come to\n\nunderstand aeroplanes, artillery, and tanks and understand them by the\nsame principles upon which they understand simple machines.\n\n"} {"page": 564, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n548\n\n[Science\n\nThe startling headlines of the newspapers today call our attention to\n\n—\n\nthe war by such captions as these: ''The Sub Solved 10,000 Aeroplanes\nto Win \" '' Food Speculators Jailed \" \" Dearth of Dyestuffs.\" With these\n;\n\n;\n\nthings appealing day by day to our boys and girls they will undertake the\n\nstudy of the things pertaining to war and related to their own environment\nwith a vigor and determination not previously manifest. These war\n\nannouncements will arouse interest, stimulate inquiry, and demand explanaThis is then the time for the study of the principles to be undertions.\ntaken.\n\nThis is the time for them to obtain a complete understanding of\nThis ability to understand present problems leads\n\nthe problems involved.\n\nthem to solve new problems on the basis of the knowledge acquired and\nlaws understood.\n\nAdd to this a desire to help that this complete under-\n\nstanding engenders and a willingness to sacrifice because the spirit of\nsacrifice is all about, and the reorganization of the science courses to fit a\n\nthree-year intermediate high school becomes of paramount importance.\n\nNote the immediate effect that is already manifest over the land. Boys\nhave undertaken agriculture with willingness and efficiency. Attempts\nhave been made for food conservation. Economy in clothing is being pracIn relationship to these things there has been a striking devotion to\ntist.\nstudy and a desire to apply the knowledge in practice; prompt response\nhas been made to every legitimate appeal.\nThe High School Masters' Club of Massachusetts declares for three\nyears of science in the junior high school.\n\nAt least one of these three years\nThe pupils are willing and\n\nshould be of appKed physics and chemistry.\n\n—are we\n\nready\n\n?\n\nTHE TRAINING OF SCIENCE TEACHERS\nE. R.\n\nEDWARDS, STATE HIGH-SCHOOL INSPECTOR, JAMESTOWN, N.DAK.\n\nIn addition to having had thoro courses in science in a standard college\nor university the teacher should have had thoro work in the psychology\nof science and the various other subjects which comprise the usual high-\n\nschool curriculum.\n\nHe should have made himself famiUar with studies\n\nthat deal with the beginnings of scientific thought among the people.\nit is\n\nIf\n\ntrue that the individual must repeat the history of the race in a large\n\nmeasure, then the child's approach to scientific thinking is at some stages\nThe\nclosely akin to those stages of thinking thru which the race has past.\nchild naturally demands a fuller experience which is a natural demand of\n\nany active mind.\n\nThe science teacher must be trained to know that a\n\nchild's thoughts are not controlled by practical adjustments.\n\nmay be the fault of his childish imagination.\n\nHis behavior\n\nCritical thinking is a late\n\ndevelopment in the individual as it was in the race. This slow development\nmust be kept in mind when planning a course of instruction and when\nteaching science to immature students.\n\n"} {"page": 565, "printed_page": null, "text": "THE TRAINING OF SCIENCE TEACHERS\n\nDepartment)\n\n549\n\nThe teacher must remember that the children in the early years of the\nhigh-school course, having had no systematic science work, may be almost\nafraid of the work at times, but students of this age possess tremendous\n\nadvantages.\n\nThey have real interests in things about them.\n\nThis interest\n\nmay be used to good purpose or it may be dulled by repression and lack of\nexercise.\n\nThese pupils possess enthusiasm without the self-consciousness\n\nwhich is so often a characteristic of pupils a little older. The question\nfor the teacher is not so much, How shall I teach ? as How can I best help\nthe pupil to learn? It is not so necessary that the teacher answer the\npupil's question or that the pupil answer the teacher's as that the teacher\n\nstimulate the pupil to ask and to answer his own questions.\n\nThe reason that the question of new methods for teaching science, as\nwell as the question of new science courses themselves, arises so often now\n\ndemanded a more pracThe public is no longer satisfied with the course or the\n\nis because within the past few years the public has\n\ntical\n\neducation.\n\nmethod of instruction that prepares the student primarily to enter a college.\nThere is imperative need of science teachers who have made in the\ncourse of their preparation some rather critical studies of real educational\nconditions.\nTeachers who are trained in a few subjects by the customary\ncollege classroom methods, who have confined and are confining their\nattention very largely to one or two subjects in science or in any other\nfield, add immensely to the problems of administration, because they see\nAs a result\nlittle and value less, things outside of their special subjects.\nof too much and too early specialization upon the part of teachers and\nadministrators, in subject and method, we have as yet no course in science\ncovering a four-year period as we have in foreign language, EngUsh, and\n,\n\nhistory.\n\nPerhaps to this may also be attributed, in part at least, the fact\n\nthat the interests of science rather than the interests of the pupils or the\n\ncommunity have been dominant.\n\nIt would also seem that scientific studies\n\nof the mental processes of the pupils might to a large degree be substituted\n\nI\n\nin the preparation of teachers for a too-absorbing interest in botany,\n\nchemistry, physics, and biology.\n\nThe best training in pedagogy and methods which the prospective science teacher can get is that offered in the college where a model high school\n\nforms part of the equipment.\n\nWhere the institution does not have such a\n\nschool the next best opportunity is observation work in the near-by city\n\nhigh school.\n\nFor the teacher nothing can quite equal in value the observa-\n\ntion and actual cadet teaching in a model high school under proper supervision.\n\nThis work should give the prospective teacher a good working idea\n\nof laboratory methods and equipment.\n\nLaboratory work presents one of the most difficult problems of secondFortunate indeed is the teacher who in his own preparation\nhas been guided just enough and not too much under the conditions menary education.\ntioned above.\n\nHe in turn must perform this service for his own pupils.\n\n"} {"page": 566, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nSSO\n\n[Science\n\nHe must distinguish between the essential and the nonessential.\n\nThe\n\nsuccessful science teacher must be a person who has the right conception\nof laboratory work.\n\nI feel frank to say that so far as\n\nmy observation goes\n\nlaboratory work in science in high school has small value as often conducted\nat present.\n\nPresent laboratory methods often penalize ingenuity.\n\nOur\n\nlaboratory tactics are often similar to those employed in fattening a goose.\n\nWe cage our student and ask him to do no constructive thinking. We\nsupply the learner with a full set of directions regarding his experiment;\nstate exactly what is to be done and how, what materials to use, what con-\n\nclusions to reach, and what to do with the materials when he has finisht.\n\nWe require too much writing.\n\nI have seen many laboratory periods about\n\nas follows: thirty minutes of work and one hour of writing.\n\nMany of us\n\nno doubt still possess notebooks made under such conditions, which we\nkeep as sort of curios. They form no important part of our reference\nlibrary.\nSome written work is necessary, but more than enough defeats\nThe drawings in laboratory notebooks are seldom of\nits own purpose.\nvalue.\n\nAltogether too much of our laboratory work has little or no connection with the common everyday things with\n\ncommunity have to deal.\n\nwhich the children and the\n\nPerhaps a little work during the teacher's prep-\n\naration which would give him a good working idea of what the average\n\ncommunity possesses and would acquaint him with how the average family\nhas to live might be a great help.\n\nWhy not make use of the things in\n\nthe community that affect everyday life in our science teaching ?\n\nDo we\n\nnot ordinarily confine our laboratory work to trying over again the experi-\n\nments that have become classic and to verifying results that have been\nthoroly estabHsht for years ?\n\nWhy not study the local electric-light plant,\n\ngas plant, waterworks, telephone system, machine-shops, flour mills, etc. ?\nIt is simply appalhng how many students and adults as well are ignorant\n\nof these things\n\nand even ignorant of their location in some cases.\n\nThis\n\ncondition will exist in a lesser degree if the teacher of science has been trained\nto appreciate the value of local surroundings and to put common things\nto good account in his work.\n\nThe teacher of physics who has been trained to construct with his class a\nsimple board to represent the wall of a house and upon the back of it place\nin a practical way the rough wiring for the customary electrical household\n\nconveniences, and then place upon the opposite side some of those devices,\nas electric light, telephone, three-way switch, etc., will not only impress his\nclass and his community favorably, but will have succeeded in making his\n\npupils realize the connection of the subject they are studying with every-\n\nday life.\n\nI am not sure that a vacuum cleaner, electric flatiron, electric\n\nwasher, and a cream-separator are out of place in a physics laboratory.\n\nThey are much nearer the common people than a photometric room,\nThe same is true of gas and electric meters.\n\n"} {"page": 567, "printed_page": null, "text": "Department]\n\nWAR IS A HIGHLY ORGANIZED SCIENCE\n\n551\n\nTo summarize briefly, then, the successful teacher of high-school science,\nany other subject, should be a person who\n\nlike the successful teacher of\n\nhas, to begin with, graduated\n\nfrom a good high school where he had a\n\nliberal course including elementary science;\n\nwho in his college course has\n\nstudied as thoroly as possible several of the sciences.\n\nBesides this he\n\nshould have had work in other lines, especially in EngHsh and the social\ngroup;\n\nhe should have had thoro work in general psychology and the\n\npsychology of science; he should have had work in pedagogy comprising\n\nboth observation and practice teaching.\n\nThe successful teacher of science realizes that social efficiency\n\n—\n\nnomic, domestic and civic\n\nis\n\n—eco-\n\nthe great ultimate end of education, and\n\nhe works toward this end.\nStated another way, the successful teacher of science should be trained\nto know all he can about science, about science teaching, and, most impor-\n\ntant of all, all he can about boys and girls.\n\nWAR IS A HIGHLY ORGANIZED SCIENCE— THE SOLDIER AND\nINDUSTRIAL WORKER BOTH NEED TRAINING IN\nSCIENTIFIC THINKING AND APPLICATION\nJ.\n\nA. B. SINCLAIR,\n\nSURGEON, UNITED STATES NAVY, PORTLAND RECRUITING\nSTATION, PORTLAND, ORE.\n\nAs sudden as was the act of an unknown youth whose leap exploded\nthe European pov/der mine was the stroke of the German military machine,\n\nand the momentum with which the war of wars developt was the most amazing feature of the world's greatest cataclysm.\n\nThis is proved by the start-\n\nling fact that in less than three months the losses in killed, wounded, and\n\nmissing was a miUion men, and nine nations, numbering in fighters eighteen\nmillion souls, were at war.\n\nSuch a state and such events were possible\n\nonly thru the workings of the most highly organized and scientifically\n\noperated military machine the world has ever known, and well it was for\nthat machine's opponents that they too were in a measure organized after\nthe same general scientific plan.\n\nOne of the most salient features of the opposing military-naval establishments of the European nations at war today is the specialization of the\none-time-citizen-now-soldier along scientific war-industrial-trade lines, and\n\n—since past and present events and the best human forecast do not justify\nthe human hope for early world-peace— behooves the citizens of this our\nit\n\ncountry, now adding its part to this well-nigh universal conflict, to train its\n\nyoung men to think and work in like scientific lines to the end that mobilization of these resources may insure our nation against disaster.\n\nThe German military organization is the world's model, at least from\nthe standpoint of immediate accomplishment of results, and therefore we\n\n"} {"page": 568, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n552\n\n[Science\n\ncan hardly do better than to emulate it in its perfect working.\n\nIt\n\nwas\n\neffected in its minutest detail by the very essence of scientific thought and\n\napplication.\n\ntooth\n\nits\n\nIn that organization every tongue fitted its groove, every\n\nsocket.\n\nWe have seen how the Kaiser's marvelous soldiers\n\ncarried their banner to the very outskirts of Paris in August and September,\nIt is the Great God efficiency, to which the Germans were required\n1914.\nby their commanders to pay the homage of worship and it behooves us\neither to effect a thing that will operate as well or to copy theirs.\nThe fact\nof the world at war has silenct the erring Hps that declared against the\nnecessity for preparation against disaster, like that of Belgium and Servia.\nThere had developt in Europe and in America, among those active in\nthe cause of universal peace, a trend to discredit the military service and\nby every means to discourage young men from entering the services of their\ncountries in their armies and their navies.\nIn America this was particularly\ntrue, in spite of the fact that no one can look carefully into the work of our\n\n—\n\nArmy or our Navy without concluding that either branch offers a career of\nwhich any parent may be proud, and which any son may enter with the\nfullest\n\ndevotion and the highest ideals.\n\nWhoever enters either branch,\n\nwhether as officer or as enlisted man, enters a great school.\n\nTo an Ameri-\n\ncan boy there is no career open, unless it be that of a teacher, which he\nhimself must of necessity become, which offers a larger opportunity to minister to the service of men than that of the army or navy officer, and so care-\n\nfully is the health and well-being of the enlisted man lookt after, that the\n\nsick-rate and the death-rate in these services are far lower each year than\nfor boys of like age in civil Hfe.\nthis.\n\nFigures can readily be produced to prove\n\n[Let me here give statement and figures of the Surgeon-General of\n\nthe United States Navy just pubHsht.\n\nMany of you have brothers, sons, and other relatives, and acquaintances\nwho have gone into the various branches of the service of their country and\nyours, and to you I wish to say that their every interest will be the interest\nof their superiors.\n\nIntoxicating liquors were eliminated from the\n\nNavy\n\nseveral years ago by the present Secretary upon the recommendation of the\n\npresent Surgeon- General, and just recently like steps have been taken in\nthe Army.\n\nTo belittle the military-naval service of our country is to strike a blow,\nnot for peace, but against that inbred spirit which stands for courage and\nloyalty and patriotism.\n\nOne cannot destroy the old-time fighting spirit\n\nof the race without weakening these elemental human virtues.\n\nas war is there are things even worse.\n\nDreadful\n\nUnder circumstances such as the\n\nviolation of Belgium a nation will fight if it has left in it a spark of elemental\nvirtue.\n\n\"The remedy for war lies deep.\n\nThe cause of universal peace which we\nWith this\n\nadvocate is none other than the cause of universal education.\"\n\nin mind let us set ourselves to the task of educating our youth at once in the\n\n"} {"page": 569, "printed_page": null, "text": "b\n\nWAR IS A HIGHLY ORGANIZED SCIENCE\n\nDepartment)\n\nscientifically correct methods of warfare,\n\n553\n\nand in those virtues which make\n\nfor universal love and perhaps eventual peace.\n\nIt behooves the United States especially to train its citizens along these\n\nAt the head of our nation is a great scholar and teacher, to whom\nHis was and is a guiding hand in things that\nbelong to peace. His is a guiding hand in war. The antithesis must be\nlines.\n\nevery citizen owes support.\n\nmaintained.\n\nIn order to perpetuate our institutions and guard our varied\n\ninterests, in order to prevent aggression and defend human\n\nlife,\n\nwe must\n\ntake steps, with the greatest possible moment, to make preparedness in the\n\nmost thorogoing manner that the best brains of our miUtary-naval establishment, our scientists, our scholars, our teachers can devise, with all their\n\npresent knowledge and all the knowledge they can acquire upon setting\n\nthemselves to the task, giving all due study to establisht methods antedating the war and to the\n\nnew developments in the great science now\n\nbeing so diligently applied in what seems to be, for the nonce, man's chief\n\n—the destruction of men.\n\nend\n\nTo attain this end and in order to avoid a third national bankruptcy,\nit\n\nbehooves every citizen to do the very best part his endowments will\n\nadmit of.\n\nThomas Jefferson, in a letter to Monroe, advocated compulsory\n\nmilitary training in the following words:\n\n\"We must train and classify the\n\nwhole of our male citizens and make military instruction a part of collegiate\neducation.\"\n\nAnd before he had learned by sad experience the necessity\n\nfor this, he had been a pacifist to the extent of letting the standing army\n\ndwindle to a handful.\n\n—what\n\nAnd now we have compulsory military service\nit ?\n\nOrganize it.\n\nshall we do with\n\nStart the education that must be part and parcel of it\n\nin the schools—in the grammar school, the high school, the trade school.\n\nTeachers should see to it that the lessons of history are learned and that\nour youth shall have that training which will enable him to take his part in\nan efficient manner, in such capacity as his country may ask him to serve.\n\nThey should, by school military organization and drill, improve his physique\nand give him that which he so sadly lacks discipline and respect for his\nelders.\n\nMake this training universal and obligatory.\n\nIn the examination of some ten thousand recruits in the Portland\n\nNavy Recruiting Station many observations of interest have been made.\nSome are discouraging and some gratifying. One of prime import is that\nthe youth who has had the advantage of school is far better physically\nthan the lad from the street, who has been neglected by parents and has\nlackt the advantage of teachers.\nThe latter's chance of acceptance has\nbeen about one in seven.\n\nWhen the war began for us, numerous high schools thruout the state\npatriotically releast their pupils, giving\n\nthem certain credits.\n\nboys came from a high school in Sheridan.\n\nThirteen\n\nThose thirteen were accepted.\nIt was my first experience to accept thirteen men in a row for the Navy.\n\n"} {"page": 570, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n554\n\nSince then I have accepted thirty-seven consecutively.\n\n[Science\n\nIt was the volunteer\n\nsystem in time of actual need, causing the very best to go to the front.\nHigh-school and college men are the rule now, not the exception as before.\n\nNow as to the advantage of another school—that of the trained indusThe services of this man have always been at a premium in\nThe military art embraces all other arts, and mihtary\nYoung men\ntraining calls for experts in all departments of human activity.\nwho desire to fit themselves for any trade or profession can find in the\nArmy or Navy an opportunity to learn practically the work of that trade\nor profession, and in the future economic advantage will be taken of this\nfact, in the scientific development of our military life that is bound to come,\nby assigning volunteers to those places in the military machine where they\ntrial worker.\n\nthe Army and Navy.\n\nwill receive instruction as far as possible in the very trade or profession which\n\nthey intend to practice in civil life after their training period.\n\nIn the division, the smallest unit of military organization containing all\nthe elements of an independent military command, there is an appropriate\nplace for every trade and profession, and the more scientifically trained in\n\nhabits of thought and work the members of the unit are, the more efficient\nwill\n\nbe the command.\n\nThis efficiency can be and will be in the future\n\nenormously increast by the work of the teacher in academic and trade\nIn the Navy skilled industrial workers are particularly in demand\nschools.\n\nand command the highest pay.\nSkilled workers have always been in demand.\n\nBut the art of war is\n\nnow undergoing a scientific revolution as seen in the machine gun,\nthe aeroplane, the hydro-aeroplane. The forty-two-centimeter, 20-mile\n\njust\n\nasphyxiating-gas-shell-hurling artillery, wireless communication from the\n\nsky for fire direction, and auto trucks that have raised the rate of march\nfrom fifteen to one hundred and twenty miles a day, as in\n\nfor infantry\n\nGaUieni's flank movement for the defense of Paris.\n\nAuto machines have\n\nbeen fitted with the scythes of Boadicea to slash thru wire entanglement,\nand, turreted for rapid-fire guns, span trenches and emulate the destructiveSearchlights have made every\ncommander a veritable Joshua, who can prolong the day for the enemy's\nA new art of war has sprung full armed from the battlefields\nslaughter.\nness on land of the submarines in the sea.\n\nThese improvements in the art of kiUing call for a very great\nThe teaching of these should be suppHed by\nthe trade school. Our need for an organization which will be capable of\nutiHzing new knowledge thus made necessary, promptly available, is\nimperative. Our enemies already have this knowledge and have taken\nof Europe.\n\nhorde of skilled mechanics.\n\nadvantage of it in their organization. We should make all diligent haste\nin these matters and, thru scientific appHcation of the knowledge gained by\nloss of Europe's blood, be ready with trained men and modern arms to\n\nmeet\n\n—to stop— the Prussian menace of universal domain and make the\n\nworld\n\n''safe\n\nfor\n\nDemocracy.\"\n\nHomer Lea in his\n\nValor of Ignorance,\n\n"} {"page": 571, "printed_page": null, "text": "Departmentl\n\nWAR IS A HIGHLY ORGANIZED SCIENCE\n\n555\n\nthe title of which depicts so accurately the average American of his day,\ntold how criminal were the acts of any nation to send untaught and un-\n\ntrained soldiers, and how criminal it was to send ignorant officers in charge\nof such men to the battlefields.\n\nThe Father of our Country, in his first annual address, said, \"To be\nis the most effectual means of preserving peace.\nA\n\nprepared for war\nfree people\n\nought not only to be armed, but disciplined, to which end a\n\nuniform and well-digested plan is requisite,\" and again, \"The safety of the\n\nUnited States under Divine protection ought to rest on a basis of systematic\nand soHd arrangement, exposed as little as possible to the hazards of fortuitous circumstances.\"\nIf\n\nthen we shall give our young men proper training along the lines\n\nindicated, we shall be no longer lacking in preparedness, and we shall have a\ncitizen-military organization that will contravent defeat, and it will mean\n\nthat we shall not follow Europe's experience and sacrifice our bravest and\nbest in the early period of their learning.\n\n\"There is no tragedy in all the\n\nEnghsh story, splendid as are many of its pages, greater than the tragedy\nof the untold thousands of English young men who were sacrificed to\nnational inexperience in all the battles that lie between Ypres and the early\nstages of the Somme.\"\n\n"} {"page": 572, "printed_page": null, "text": ""} {"page": 573, "printed_page": null, "text": "LIBRARY DEPARTMENT\nSECRETARY'S MINUTES\nOFFICERS\n\n—Effie L. Power, Carnegie Library\nVice-President— Mary C. Richardson, Lewis and Clark High School\nSecretary— Nancy Thompson, State Normal School\nPresident\n\nPittsburgh, Pa.\nSpokane, Wash.\n\nNewark, NJ.\n\nFIRST SESSION—Wednesday Afternoon, July ii, 191\nThe Library Department was called to order in the library hall of the public library at\n2:00 P.M., by Miss Harriet A. Wood, of Portland, Ore., who presided in the absence of the\npresident. Miss EfEe L. Power.\n\nThe following paper was read:\n\"Problem Method of Instruction and Its Probable Correlations in Library Service\nand Administration\" Herbert G. Lull, director of teacher training, Kansas State Normal\n\n—\n\nSchool, Emporia, Kans.\n\nDiscussion followed, led by Dallas D. Johnson, department of education. University of\n\nWashington, Seattle, Wash.\n\nMiss Lola E. Bailey, librarian of the East Portland branch,\nand Miss Emma E. Barette, of the Buckman School, Portland, then gave briefly the\nvalue of library service as actually workt out in connection with the school problem. This\nwas particularly interesting, as the two points of view were presented, that of the teacher\nand that of the librarian.\nThere being no further discussion. Miss Wood appointed the Committee on Nominations as follows: Louise Smith, Seattle, Wash.; Flora M, Case, Salem, Ore.; William E.\nHenry, Seattle, Wash.\n\nSECOND SESSION—Thursday Forenoon, July 12, 191\nThis session of the department was in the form of a round table for high-school librari-\n\nI\n\nans, with Louise Smith, librarian, Lincoln High School, Seattle, presiding.\n\n\"The Care of Clippings, Pamphlets, etc.,\" was discust by Virginia Slaven, school\nlibrarian, Seattle, Wash.\n\nAn informal discussion followed in which Miss Fossler, of the\n\ntechnical department of the Portland Library Association, explained the method of that\n\ndepartment for caring for newspaper clippings.\n\nMarion Lovis, librarian of the Stadium High School, Tacoma, Wash., spoke of the\nMiss Pope, of the Lincoln High School,\nTacoma, also gave her experience with student committees in her school.\nThe \"Question Box\" was conducted by Harriet A. Wood, school librarian of Portstudent committees in the high-school library.\n\nland.\n\nTHIRD SESSION—Thursday Afternoon, July 12, 19 17\nThe Library Department was called to order in Library Hall by Harriet A. Wood at\n2:00 P.M.\n\nThe following paper was presented:\n\"State Supervision of School Libraries\"\nPublic Instruction, Salem, Ore.\n\n—\n\n557\n\nJ.\n\nA. Churchill, state superintendent of\n\n"} {"page": 574, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n558\n\n[Library\n\nGeorge A. Briscoe, superintendent of schools, Ashland, Ore., spoke of the cooperation between the public library and the schools in that city.\n\nSuperintendent Pettitt, of\nAlbany, Ore., and Superintendent Hampton, of La Grange, Ore., told of the school libraries\n\nMr. Henry, librarian of the University of Washington, spoke of school-\n\nin their towns.\n\nlibrary conditions in Washington.\n\nthe High School\n\nDr. Churchill then spoke briefly on the \"Librarian in\n\n—Her Status, Qualifications, Salary, and Defined Duties.\" Miss Wilkin-\n\nson, librarian of Flathead County High School, Kalispell, Mont.,\nqualifications she considered\n\nwas askt to tell what\nmost helpful and necessary in a successful high-school\n\nlibrarian.\n•.\n\nThe informal discussion was followed by a paper on \"Library Opportunities n\n\nJunior High Schools,\" by Laura E. Bailey, teacher of English in the Washington Junior\n\nHigh School, Salem, Ore.\n\nThe discussion which followed was led by Sabra Conner, of the Shattuck School,\nPortland, Ore.\n\nFOURTH SESSION— Friday Forenoon, July 13, 1917\nThe final meeting of the Library Department was called to order in the Story-Hour\nRoom at 9:00 a.m. by Miss Wood. The reports of the several committees formed the\nbusiness of the morning.\n\nThe Committee on Nominations recommended the election of the following:\n\n—\n\nPresident C. C. Certain, head of English department, Cass Technical High School,\nDetroit, Mich.\nVice-President Lucile F. Fargo, librarian. North Central High School, Spokane,\n\n—\n\nWash.\n\n—\n\nLucy E. Fay, librarian of the University of Tennessee, Nashville, Tenn.\nThe report was unanimously accepted and the officers declared elected.\nMiss Power's report for the Committee on Elementary Schools was read by Miss\nWood; the report on High-School Libraries by Miss Hall was read by Miss Pope, and\nSecretary\n\nMiss Wood gave the report for her Committee on University and College Libraries.\nThese reports were accepted. The reports of the Committees on Rural School Libraries\nand Normal-School Libraries had not been received.\nThe meeting was adjourned.\nRuth M. Paxson, Secretary pro tern\n\nReport of Elementary School Committee of the Library Department, 19 16-19 17\nDuring the year, 19 16-17, the Elementary School Committee of the Library Department of this Association has carried forward the work on the List of Books for Departmental\nUse with Elementary Schools previously issued and has begun plans for a permanent exhibit\nillustrating library work with elementary schools.\nOne hundred copies of the tentative\nlist were printed in June, 1916.\nAbout ninety of these have been distributed for criticism,\na very small proportion of which have been returned to date.\n\nA record of distribution\n\nhas been kept, and it will be possible to follow up finally the persons not reporting.\n\nThe books listed have been rearranged by the Committee by grades, with some additions and the work of annotation begun.\n\nSince this list is intended to be used primarily\n\nas a buying list, it has not seemed desirable to reprint it for this meeting as planned, on\n\naccount of fluctuations in prices and other points in publication.\n\nA notice from the\n\nSecretary of the National Education Association in the volume of Proceedings recently\nissued, that such a list might be obtained by application to the chairman of this Committee,\nhas brought so many requests from all parts of the country that the Committee is assured\n\nthat a brief buying list, such as has been planned, is needed and should be completed.\n\nSuggestions with regard to a permanent elementary-school exhibit are cordially\nIt is planned that this shall take the form of charts, mounted photographs\nand scrapbooks illustrating equipment and method, lists and collections of books, and shall\n\ninvited.\n\n"} {"page": 575, "printed_page": null, "text": "SECRETARY'S MINUTES\n\nDepartment]\n\n559\n\nbe workt out in conjunction with the high-school exhibit already organized by the HighSchool Committee, with the result that the library exhibit as a whole may show a more\nunified plan of work.\n\nEffie L. Power, Chairman\n\nReport of Committee on High-School Libraries for Year Ending\nJune 30, 191\nThe past year has been notable for the increasing interest of educational leaders in\nthe campaign for better high-school libraries.\nfessor Charles\n\nHughes Johnston and\n\nhis\n\nThis is largely due to the efforts of Pro-\n\nCommittee on High-School Libraries in the\n\nDepartment of Secondary Education of the National Education Association. The results\nwork fully justify its continuation until the general reorganization\nof high-school libraries thruout the country is establisht.\nIt is hoped that thru its influence each state education department will soon take definite action on standards for highschool library equipment, organization, and administration, and that state inspectors of\nof that committee's\n\nhigh schools will hold the schools to these standards for their libraries.\n\nThe most important event of the year in the way of progress toward standardization\nof high-school libraries is the adoption by the North Central Association of Colleges and\n\nSecondary Schools of a tentative report on \"A Standard Library Equipment and Organization for Libraries in High Schools.\"\n\nThis includes four types of high schools: four-\n\nyear high schools with enrolment of from five hundred to three thousand pupils and over;\nfour-year high schools with from two hundred to four hundred pupils; high schools with\nless than one hundred pupils;\n\nand junior high schools.\n\nThis report was prepared by Mr.\n\nC. C. Certain, of the Cass Technical High School, Detroit, in collaboration with many\nleaders in high-school library work thruout the country.\n\nThe full report was printed in\n\nthe June number of Educational Administration and Supervision (Warwick & York, publishers, Baltimore, Md.) and has been sent to the school superintendents in all parts of the\n\ncountry.\n\nIt is hoped that its standards will be found suggestive to state and city boards\n\nof education.\nState\n\naid in high-school library development.\n\n—The most\n\nsignificant event of\n\nthe\n\nyear in the matter of legislation concerning high-school libraries was the passage of the\nfollowing law by the state of California:\n\nNo librarian shall be employed for more than two hours a day in any high school\nunless such librarian holds a high-school certificate, or a special teacher's certificate in\nlibrary craft, technique, and use, of secondary grade work, granted in accordance with the\nprovision of this code. Such librarians shall rank as teachers and shall be subject to\nthe burdens and entitled to the benefits of the public-school teachers retirement fund,. on\nthe same basis as other teachers.\nThis law becomes effective July, 191 7.\nIn Oregon the state education department has recommended to its superintendents\nthat in any high school employing as many as ten teachers, nine of these are to be used on\nthe regular teaching force and the tenth teacher is to be a trained librarian who may give\nher whole time to library work and thus serve the other nine.\n\nState Superintendent\n\nChurchill predicts that inside of ten years there will not be a high school of that size in the\n\nNorthwest which does not employ a librarian trained in some one of our standard library\nschools.\n\nState inspectors of high schools and state high-school visitors from the universities\n\nhave cooperated with us this year as never before.\n\nSpecial mention should be made of\n\nthe important work done by Mr. Clarence Kingsley, state inspector of high schools in\n\nMassachusetts, in contributing valuable suggestions for the library equipment of small\nhigh schools.\n\nThese suggestions were printed\n\nin the\n\nsymposium accompanying the\nMr. Kingsley\n\nreport of Mr. Certain in the June number of Edticational Administration.\n\nalso arranged that a part of the program of the state conference of high-school principals\n\n"} {"page": 576, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n56o\n\n(Library\n\nof Massachusetts should be devoted to the discussion of proper high-school library equip-\n\nment and service. This meeting was held in March at Simmons College, Boston, where\nMiss Donnelly, of our committee, prepared an exhibit illustrating what a modern highschool library contributes to the school. This meeting had a markt effect in arousing the\ninterest of high-school principals.\n\nThru the influence of Professor HoUister, high-school visitor of the University of\nthe University publisht this year a bulletin on high-school libraries {Bulletin\nNo. 33, April i6, 191 7, Urbana, 111.). Mr. Josiah W. Taylor, state agent for high schools\nIllinois,\n\nin Maine, has been instrumental in securing the publication of a bulletin on high-school\n\nlibrary equipment for the small high schools of that state.\n\nMr. Koch, state inspector of\n\nhigh schools in Pennsylvania, has given active support to the high-school library move-\n\nment and has cooperated with the newly formed Association of School Librarians in\nhaving the high-school library emphasized at the state teachers' meeting. Mr. Pearcy,\nstate inspector of high schools in Indiana, has given our committee definite help in con-\n\nnection with the meetings of the State Teachers' Association, where the high-school library\n\nappeared twice on the program as a topic for papers and discussion. There is close cooperation between the Indiana state library commission and the state inspector in the work of\nincreasing the efficiency of the small high-school libraries.\n\nMinnesota, New Jersey, New York, and Wisconsin, with their special state supervisors of school libraries who devote their entire time to school-library development, are\n\nsteadily improving high-school library conditions.\n\nProgress in city high schools.\n\n—During the years 1916-17 great impetus was given to the\n\nhigh-school library movement thru the action taken in Pittsburgh and Chicago by the\n\nboards of education making the high-school libraries branches of the public library and\n\nunder joint control of the public library and the board of education. Chicago plans to\nestablish such branches in charge of trained librarians in all of its twenty-two high schools.\nPittsburgh also has a comprehensive plan for high-school library development and has\n\nmade the position of high-school librarian a faculty position with the status and salary\nof a high-school teacher. The standards adopted for eligibility as high-school librarian\nare college graduation and graduation from an approved library school.\nline,\n\nThis year Brook-\n\nMass., has adopted the same standard for its high-school librarian, and beginning\n\nSeptember, 1917, the high-school library will be operated under the joint control of the\n\nThe past year has also seen the introduction of\nHughes High School, Cincinnati;\nand the high schools of Butte, Mont., Davenport, Iowa, and Parkersburg, W.Va. Two\nhigh-school libraries in Des Moines have been reorganized by the public library and\n\npublic library and the board of education.\n\nthe trained librarian in the following high schools:\n\nlibrarians have been appointed,\n\nand the high-school library of Braddock, Pa., has been\n\nreorganized by the public library of that city.\n\nIn the high school of Phoenix, Ariz., the\n\nfast full-time high-school librarian in the state has just been appointed thru the influence\nof\n\nMiss Ruth Wright, librarian of the State Normal School at Tempe, Ariz.\n\nNearly\n\nevery state in the union has at least one high-school library on a modern library basis\n\nand in charge of a trained librarian.\n\nThe influence of such a library is bound to be felt\n\nin all the other high schools of the state, and\n\nit\n\nshould be a center of helpfulness to\n\nteachers and principals eager to develop their smaller high-school libraries.\n\n—\n\nHigh-school library exhibits. The most important work of our committee this year\nhas been the preparation and care of library exhibits at educational and library meetings.\n\nThe exhibit shown at the Washington Irving High School in July, 1916, during the\nmeetings of the National Education Association in New York City has been in constant\n\ndemand and has traveled as far west as Iowa and as far south as Alabama and Mississippi.\nIt has been used at the following meetings:\n\nstate teachers' meetings of Iowa, Kansas,\n\nMississippi, and West Virginia, and the state meetings of high-school principals at Boston.\n\nIn addition it has been lent as a whole or in part to the high schools of Dallas, Tex.;\nNorfolk, Va.;\n\nSioux Falls, S.Dak.;\n\nBrookline, Mass.; Wakefield, Mass.; and Parkers-\n\n"} {"page": 577, "printed_page": null, "text": "SECRETARY'S MINUTES\n\nDepartment!\n\nS6i\n\nA part of the exhibit has also been in use at the State Normal School of\n\nburg, W.Va.\n\nEmporia, Kans., and the State Normal School, Providence, R.I.\nThe blueprints and photographs of high-school library rooms have been in great\ndemand so much so that we could not meet all requests from school superintendents and\n\n—\n\nschool librarians.\n\nAmong those to whom these have been lent are the following:\n\nstate\n\nNew York;\n\nstate\n\neducation departments of Oregon, Wisconsin, Massachusetts, and\n\ninspector of high schools in Maine; state high-school visitor of the University of Illinois;\n\nhigh-school librarians of Rochester, Minn.;\n\nProviso Township High School, 111.;\n\nand\n\nthe high school of Rock Springs, Tex.\n\nAdvisory work of the committee.\n\n—More and more school people are learning that our\n\ncommittee is at their service, and is a clearing-house for information on all high-school\nThe chairman has been kept busy this year in helping school superlibrary matters.\nintendents and high-school principals secure properly qualified high-school librarians with\nthe right personality and experience. Aid has been given to boards of education in\ndrawing up standards of qualifications for high-school librarians and their assistants.\n\nMany have sent for help in planning and equipping new high-school library rooms.\nNewly appointed high-school librarid!ns have turned to the members and chairman of the\ncommittee for advice on problems of high-school library administration. The field of\nour service is steadily widening, and the committee has the opportunity to bring together\nin closer personal relations all the high-school librarians of the country for mutual help and\n\ninspiration.\n\nState associations of school librarians are being formed with the help of\n\nthe committee, and the chairman has had the privilege of assisting in the formation of such\nassociations in Pennsylvania\n\nand also in Washington, D.C., where the first southern\n\nassociation of school librarians was formed in the fall of 19 1 6 thru the efforts of Miss\n\nLaura N. Mann, librarian\ntion which\n\nis\n\nof the Central\n\ninfluential in this\n\nHigh School.\n\nAnother important associa-\n\nmovement and has developt this year is that of the\n\nMinnesota school librarians. Such an association has been proposed in Michigan\nIndiana school librarians are\nin connection with the State Teachers' Association.\nbrought together in the same way in the library section of their State Teachers'\nAssociation.\n\nIn order that newly appointed high-school librarians and others\n\nwho want help\n\nmay know where to turn for assistance the members of our committee have been assigned\ncertain states where they serve in an advisory way in all high-school library matters.\n\nThe\n\nassignments are as follows:\n\n—\n—\n—\n—\n—\n—\n\nMiss Cross Ohio, Indiana, Michigan, Iowa, Wisconsin, Minnesota.\nMiss Donnelly New England states.\nMiss Fargo Washington, Idaho, Oregon, Montana, South Dakota, North Dakota.\nMiss Howard Pennsylvania, Virginia, District of Columbia, West Virginia, North\nCarolina, South Carolina, Tennessee, Arkansas.\nMiss Morgan California, Arizona, Colorado, Utah, Nevada, New Mexico.\nMiss Hall New York, New Jersey, Delaware, Louisiana, Mississippi, Alabama,\nGeorgia, Maryland, Oklahoma, Kentucky, Florida, Texas.\nReports of progress have been received from most of these states, and members of the\ncommittee have begun a study of high-school library budgets for libraries in schools of\ndifferent sizes.\nThis next year we feel that a survey of high-school library conditions\nshould be made by means of a questionnaire such as was sent out in 191 2 to high schools\nin charge of librarians.\nThis would not mean more than three hundred or four hundred\nhigh-school libraries in the entire country, and the data obtained would be of great value,\nas the 191 2 report is entirely out of date and nothing has been printed which covers the\nsame ground. We urge that the National Education Association grant this committee\nsuch funds as would be necessary to pay for the expense of the survey. In all probability\nthis could be done for twenty-five dollars.\nIn addition to this the committee needs\n\nmoney for general postage expense in connection with exhibits.\n\n"} {"page": 578, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n562\n\n[Library\n\nWith grateful appreciation for all the help that the committee has constantly received\nfrom educational library leaders, and a special expression of thanks to Professor Johnston\nand his committee in the Department of Secondary Education for their constant cooperation, this report is\n\nRespectfully submitted,\n\nLeora M. Cross, West High School, Cleveland, Ohio.\nJ. R. Donnelly, Simmons College, Boston, Mass.\n\nLuciLE Fargo, North Central High School, Spokane, Wash.\nClara Howard, Schenley High School, Pittsburgh, Pa.\nHannah Logasa, University High School, Chicago, 111.\nElla M. Morgan, Lincoln High School, Los Angeles, Cal.\nMary E. Hall, Girls High School, Brooklyn, N.Y., Chairman.\n\nPAPERS AND DISCUSSIONS\nPROBLEM METHOD OF INSTRUCTION AND ITS PROBABLE\nCORRELATIONS IN LIBRARY SERVICE AND\nADMINISTRATION\nHERBERT G. LULL, DIRECTOR OF TEACHER TRAINING, KANSAS STATE NORMAL\nSCHOOL, EMPORIA, KANS,\nSocialization, motivation,\n\nphases of instruction.\n\nand problem instruction are three essential\n\nBy socialization of instruction we mean (i) the social-\n\nized content of instruction which is significant in the play life, home life,\n\nand community life of the child, and (2) the group activities of the children in instruction. Instruction is motivated when the child works\nand thinks in order to satisfy his needs. Instruction is motivated when\nneeds are felt and when interest stimulates desire and desire then leads\nWe speak of problem instruction when\nto satisfying action and thinking.\n\nwe refer to the method the child uses in thinking how to satisfy his needs\nor how to secure new control of his environment.\nThe first essential condition in the conduct of problem instruction is\nsupervised study.\n\nChildren cannot solve problems unless they have con-\n\nditions which permit free activities;\n\nthey must be free to move about the\n\nroom, to find materials, to use the dictionary, maps, reference books, blackboards, and other materials. But the children cannot move about and\n\nwork freely if a recitation of another grade or division is beinoSS\nNumber of schools using school land for instructional purposes\n392\nNumber teaching thru home-project method\n337\nNumber in which instruction consists wholly of classroom work\n416\nNumber in which instruction consists of classroom work, with laboratory\nexercises and observation on neighboring farms\n\n1064.\n\nIn addition the same report shows 68 special secondary schools with 416\nteachers and 6301 pupils.\n\nA report of the director of the States Relations Service covering the\nyear 191 7 shows 4665 schools and over 90,000 pupils which means more than\n\na doubling in both the number of schools and in the number of pupils during\na single year.\n\nIn Wisconsin the number of high schools with special agri-\n\ndepartments has grown steadily since 191 1 when state aid was\nbegun for such departments. The average annual increase for a period of\ncultural\n\nfive\n\nyears has been over 20 per cent.\n\ndepartments.\n\nMinnesota now has 180 of these\n\nMichigan has about 60.\n\nIn New York the number of pubHc high schools teaching agriculture\n\nand other vocational branches has increast at an average annual rate of\nabout 40 per cent.\n\nMany other states have had a growth quite equal to\n\nthe illustrations given.\n\nAll of this means a settled conviction on the part\n\nof the whole country of the educational importance of this field of work and\n\na very rapid adaptation of educational machinery.\n\nI^fe,\nli\n\nNumber of public high schools teaching agriculture\nNumber of public high schools teaching agriculture primarily:\n\nDiverse viewpoints.\n\n—As the work has grown, two rather diverse view-\n\nI)oints have developt as to the ends to be attained.\n\nn\n\nThe first looks upon\n\n"} {"page": 620, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6o4\nagriculture as\n\n[Agricultural\n\nan informational or purely cultural subject designed to\n\nfurnish a practical body of subject-matter which can be utilized as valuable\n\ninformation and also as a means of vitalizing all school work, especially\nthe science subjects.\n\nAt the same time the study can train pupils, espe-\n\ncially those in the country, in relation to their home life and environment and\n\ndevelop in all, either city or country, some understanding and appreciation\nof one of the most fundamental and necessary lines of industry.\n\nThis type\n\nof study was very naturally developt at first by the teachers of science in an\neffort to vitalize their subjects and revive an interest which was found to be\n\nlacking in connection with the common methods of high-school science.\n\nAs\n\nmight have been expected the methods of work developt by those having\nthis viewpoint were largely those of science work in which classroom\ninstruction was linkt with simple laboratory exercises and more or less\nfield study.\n\nThe other viewpoint looks upon agriculture as an industrial or vocational subject in which the project involving actual farm practice under as\n\nnatural conditions as possible furnishes the central and most essential feature about which class instruction, laboratory exercise, and field work may\n\nThis viewpoint developt more slowly at\n\nbe organized.\n\ninformational, but\n\nits\n\nfirst\n\nthan the\n\nrapid development during the last few years has\n\nbeen perhaps the most remarkable thing in the entire movement. We\nhave had to some extent both extremes of these two viewpoints, but to a\ngreat degree they have combined in all proportions, with the general\ntendency toward the vocational viewpoint.\nThis development has made a still unsettled question as to what type of\nschool is best fitted to develop this vocational kind of education.\n\nThere\n\nsome leaders who hold strongly to the idea that the regular public\nschool is so Hmited and bound by the traditions of academic instruction that\nTo a\nit is impossible to adapt it to the full demands of vocational training.\nmuch larger number of leaders it became apparent early in the movement\nare\n\nthat the high schools were especially well adapted to the needs of vocational education.\n\nThere are many arguments to show why the high schools\nIn the first place they are close to the needs of\n\nshould carry on such work.\nall\n\nthe people, serving as the finishing school for the great majority of\n\npupils.\n\nIn this sense the high school has become in a markt degree the\nAgain, the ideal of the high school as the goal of every\n\npeople's college.\n\nAmerican boy and girl has grown with most remarkable rapidity, so much\nso that the number of high-school pupils in the United States has more\nthan doubled in the last decade, with a growth in population during the\nsame period of hardly 20 per cent. Legislation in all the states has been in\nthe direction of making this ideal possible.\nI beHeve I\n\nam safe in saying that while several types of special schools\n\nof a distinctly vocational nature have sprung up over the country and are\n\ndoing more or less valuable work, nevertheless the tendency of the whole\n\n"} {"page": 621, "printed_page": null, "text": "^\n\nRESULTS ACHIEVED IN SECONDARY AGRICULTURE\n\nDepartment!\n\n605\n\ncountry has turned more and more to the high schools as the agency for\nproviding the best kind of vocational training.\n\nIt is certain that special\n\ncounty agricultural schools establisht in Wisconsin and Michigan and\nprovided for in Minnesota have had a very uncertain existence with a small\n\nnumber of students and a precarious outlook for the future.\n\nMinnesota\n\npast a law providing for such schools, but so strong has been the confidence\nof the people in the high-school departments that no county agricultural\n\nschools have yet been establisht under the law.\n\nIn Wisconsin eight such\n\nschools have been establisht with the most liberal state aid provided for any\n\nphase of educational work, and yet one school has been abolisht, two are\n\nnow in process of reorganization, and the seven schools in operation last\nyear had a total enrolment of only 527 pupils, with an average attendance\nof but 392, and a per capita net cost averaging for all the schools approxi-\n\nIn markt contrast are the figures for agricultural departments in high schools where a vocational type of work has been developt.\nReports for the same year show in Wisconsin 92 such departments with\n\nmately $212 .00.\n\napproximately 4,000 pupils taking the work.\n\nOther schools, such as the special congressional district school of the\nSouth and of a number of northern states, the special secondary school\nmaintained in connection with state agricultural colleges as in Minnesota\n\nand other states, the special agricultural high schools such as those of\nMassachusetts, Indiana, Illinois, etc., have perhaps met with greater success than the county school and may indeed be filling a large place.\nIt\nnevertheless remains true that the movement in the regular high school\n\nhas become especially popular and has shown an unusual growth.\n\nWhile\n\nthere may be a place for some of these special schools, yet I believe that there\n\nconviction among teachers in this work that for some time to\ncome the greatest field for the development of the work will be the regular\nhigh schools. That the work here should be made more practical and more\ndistinctly vocational will probably be admitted by all, but it must also be\nrecognized that great improvement has been made in the last year or two in\nis a growing\n\nthis direction.\n\nIn the high schools two plans have been developt.\n\nThe first organizes\n\nthe vocational in close connection with the general course, giving approxi-\n\nmately one-fourth of the time to the vocational subject and three-fourths\nto the\n\nA teacher with special training in\nemployed, but this teacher is not required to\n\nacademic or general subjects.\n\nthe vocational subject\n\nis\n\ndevote his entire time to this work.\n\nHe is allowed in some cases to\n\ngive part of his time to the teaching of general subjects, especially the\nscience subjects\nin\n\nthe\n\nmost closely related to the vocational work. Students\ncourses take their academic work under regular\n\nvocational\n\nteachers in classes for all general-course students.\ntion\n\nin\n\nstates.\n\nMichigan,\n\nWisconsin,\n\nMinnesota,\n\nand\n\nThis plan is in operaa\n\nnumber\n\nof\n\nother\n\n"} {"page": 622, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIAtiON\n\n6o6\n\nlAgricultural\n\nThe second plan requires that a distinct vocational department must be\nmaintained in which pupils take all the work of their course and in which\nthe vocational aim must be given chief prominence.\n\nThis plan is most\n\ndefinitely typified in Indiana and is to a considerable extent followed in\n\nNew York and Pennsylvania.\n\nIn all of these cases, however, there is some\n\neffort to correlate the work between the general course and the vocational\n\ndepartment.\n\nThe tendency under this plan has been to require about one-\n\nhalf of the pupils' time to be devoted to distinctly vocational work.\n\nWith the growing emphasis on the vocational viewpoint has come a\ngrowing importance in the project side of the work.\n\nand special papers have appeared about it.\n\nMany bulletins\n\nThere has rapidly come to be\n\na large consensus of opinion that effective organization of this side of the\n\nwork must constitute the most essential part of the whole plan of secondary\nWithout it the study lacks practical motive and can\nhave small vocational or even prevocational value. It may be said to be\nagricultural work.\n\nvery doubtful whether this subject has sufficient informational or cultural\nvalue to make it worth while without the project plan.\nAgain, by the very nature of the farmer's work in tilling the soil, the\n\nand completion of most of the projects create another\ndemand, namely, that the agricultural teacher should be employed on the\nbasis of an eleven- or twelve-month year, or at the very least he must be\nemployed for the summer season when crops demand greatest attention.\nExperience has demonstrated that project work which involves real farm\npractice cannot be successfully carried out and completed without adequate\nsuccessful care\n\nA number of states,\nNew York, Minnesota, Indiana, Pennsylvania, Massachusetts,\n\nsummer supervision by the agricultural director.\nincluding\n\nand Vermont, have already inaugurated this plan.\n\nIn Wisconsin a special\n\nbill embodying this idea was defeated in the present legislature.\n\nWithout\n\nthe law the strongest schools are already following the plan, but the bill,\n\ncould have been past, would have establisht the custom in all the\n\nif it\n\nschools.\n\nAt the present stage of the work there is no greater need than\n\nthat it should come to be an accepted idea in all the states that the year\nfor\n\nan agricultural course\n\nin secondary schools should\n\nconform rather\nDuring the\n\nto the farmer's season than to that of the regular school year.\n\nsummer months it should be the primary business of the teacher to supervise the projects of the students in the course.\n\nHe also has opportunity in\n\nthe summer to collect materials and make plans for the work of the coming\nyear.\n\nHe should further improve his time by becoming better acquainted\n\nwith the farmers and their problems, and finding many opportunities of\nletting the people of the\n\ncommunity know what the school is doing and\n\nhow it can give them help.\nAnother Hne of decided achievement has been in the direction of adequately trained teachers of secondary agriculture.\n\nIn the earlier stages\n\n"} {"page": 623, "printed_page": null, "text": "Department]\n\nRESULTS ACHIEVED IN SECONDARY AGRICULTURE\n\n607\n\nof the movement few teachers had both the necessary technical training\nand adequate professional skill. Now departments of agricultural educaLikewise\ntion have become very common in the agricultural colleges.\nspecial departments have been organized in some normal schools for the\npreparation of agricultural teachers. In Wisconsin two such normal-school\ndepartments have been establisht, each offering both a two-year and a\n\nthree-year course.\n\nLast year about thirty^five students were graduated\n\nAbout twenty-five were graduated from the department of agricultural education of the state agricultural college. These students are going out thoroly imbued with the idea of practical agricultural\nwork and trained in effective methods of work. At least twelve of the\nfrom these courses.\n\nstates have made the requirement that teachers of secondary agriculture\n\nmust be graduates of four-year agricultural-college courses.\n\nMost of these\n\ncourses require from twelve to fifteen semester units of professional work.\n\nAs a result of better training of teachers the work has been raised to a\ndistinctly higher standard.\nThe granting of state aid to departments of\nagriculture has undoubtedly served as a great stimulus to rapid and efficient\nSuch aid\n\ndevelopment.\n\nis\n\ngiven in high-school departments in about\n\nfourteen states.\n\nOutdoor laboratory work.\n\n—The farms and the agricultural materials of\n\nthe community furnish the most valuable laboratory opportunity which\n\nThe purpose should be to utilize for study all of the best\nA number of types of field\nwork have been carried on very extensively. First of all, much actual\ncan be obtained.\n\nthings in this line which the locality affords.\n\nstudy and teaching are done in the field under the most practical conditions,\nas, for example, where corn is studied, pruning lessons are given, or exercises\n\nare given on stock judging.\n\nAgain, a special object for a field trip is, not\n\nonly actual observation and study, but also the collection of material for use\nin more careful demonstration and study in the laboratory of the school.\n\nSelecting corn for curing, judging,\n\nand testing;\n\ncollecting weeds, grains,\n\nAnother valuable type of outside work is actual\npractice in setting up and operating various machines used on the farm.\nIn some cases arrangements have been made for pupils to get some practice\netc.,\n\nare of this type.\n\nof this kind in local creameries.\nIn others use has been made of local\nimplement warehouses and machinery shops.\nIn this outside work it is often a problem to secure means of taking\n\npupils to desirable places for outside study.\nsiderable extent thru the automobile.\n\nThis has been met to a con-\n\nPure-bred stock breeders have often\n\nbeen willing to furnish conveyances to take pupils to their farms.\n\nAutos\nhave in many cases been furnisht by interested school patrons or by boys\nin\n\nthe course.\n\nIn the Wisconsin normal schools which give teachers'\n\ncourses in agriculture an auto bus has been\n\nequipment.\n\nmade a part of the school\n\nIt is to b.e hoped that the high-school departments\n\nmay be\n\n"} {"page": 624, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6o8\nled\n\nto\n\nfurnish such\n\nequipment.\n\nSome\n\nof\n\n(Agricultural\n\nthe agricultural instructors\n\nhave found it possible to own cars which were depended upon for field\ntrips.\n\nAnother problem is to get pupils for a long enough time during the\nschool day to make these outside trips.\n\nA large number of schools are\n\narranging the programs of agricultural pupils with this end in view.\n\nWhere\n\nconflict with the general school program occurs, it is demanded that this\n\nprogram shall be made flexible enough to allow at least a reasonable amount\nAt any rate a special agricultural course which does\nof time for field work.\nnot see to it that a wide study is made of the local materials and problems\nof this outside laboratory cannot at the present time lay any claim to recognition as a vocational course.\n\nInside laboratory work.\nin the inside laboratory.\n\n—Outside laboratory study should be continued\n\nThis work should have the careful direction of the\n\ninstructor and should utilize fuller and more accurate methods and technic.\n\nThere should be developt here a type of laboratory teaching in which pupils\nare meeting problems suggested by skilful questioning on the part of the\nteacher, and where such questions and problems are being workt out with\n\nmaterial in the hands of pupils.\n\nIn many cases demonstrations and experiments will be needed to supple-\n\nment simple observations.\n\nSuch demonstrations and experiments should\ngrow out of the discussion of real problems developt in relation to the\nimmediate material in hand. Stereotypt directions taken from laboratory manuals, or even those workt out by the teacher and imposed upon\nthe pupils in a formal way, generally lack in vital value.\n\nThis formal\n\ntype of laboratory work has been altogether too common in most science\nlaboratories in the past.\n\nWhat is needed is a vital type of work which is\n\ndirectly related to the material of the community and in which pupils are\n\nworking out practical problems with material in hand.\n\nA definite equipment is needed. Such work can best be done at tables\nwhere pupils can be seated and where materials can be handled and experiments can be made. The best type of laboratory which has been developt\nfor smaller schools is one in which one part of the room is utilized for tables\nand movable chairs for the work described, and the other part is provided\nwith seats and a teacher's desk which can be utilized when needed for\nmore formal classroom recitation or quiz. About the walls should be\nadequate blackboards and a good supply of case room for the keeping of\nillustrative material, bulletins, apparatus, etc.\n\nCharts, good pictures of farm animals, seed catalogs, current agricultural\n\nadvertisements and posters, and simple farm equipment should be displayed\n\nwhere they will appeal to the eye. A bulletin board should furnish a means\nof showing the best agricultural development in the way of records of farm\nanimals, achievements in legislation, latest things in buildings and equipment, practical problems as to marketing, credit, and cooperation. Pic-\n\n"} {"page": 625, "printed_page": null, "text": "r\n\nRESULTS ACHIEVED IN SECONDARY AGRICULTURE\n\nDepartment]\n\ntures of\n\nfamous animals and\n\nof\n\n609\n\nnoted men, cuts and photographs of\n\nnew farm equipment, headlines of papers and agricultural journals, short\narticles on farm topics, and current posters are all valuable for display on\nthis board.\n\nExamples of such laboratory work as that described have become numerThe following are illustrations: weed study; study of the seeds\nand entire plants of various farm crops; curing, testing, and judging of\nseed corn; soil study; examination and testing of milk; cream separator\ndemonstrations; setting up and testing gas engines; and even the studying\nand judging of poultry brought to the laboratory.\nSchool-plot work.\nThere has been much discussion as to whether a\nous.\n\n—\n\nschool plot is necessary or desirable.\n\nExperience has demonstrated that\n\nwhile the school plot may be a great disadvantage by bringing the course\ninto disrepute if neglected, nevertheless if well cared for it is of very great\n\nadvantage in developing the practical side of the work.\n\nIt is not a question\n\n—\n\nwhich is better the home project or the school plot. The\nAnd furthermore experience has\nfact is that both are of great value.\nshown that the one always stimulates and helps the other. It is especially\nof deciding\n\ntrue that the school plot encourages the home project.\nof\n\nIn Wisconsin, out\n\nabout eighty schools offering special courses in agriculture last year,\n\npractically one-half developt school plots.\n\nThese plots ranged in size all\n\nthe way from garden patches of one-fifth of an acre up to a school farm of\n\ntwenty-two acres.\n\nIn no case was the school plot carried on to the exclu-\n\nsion of the home project.\n\nOn the contrary, home projects were especially\n\nsuccessful thru the stimulus of the school plot.\n\nThe school plot offers the following special advantages:\n\nIt furnishes\n\nground conveniently located for practical demonstration and experiments\nIt provides a convenient means\nin connection with the instruction work.\nfor growing illustrative materials and laboratory supplies.\n\nIt furnishes a\n\nmeans of growing samples of improved grains or other crops. It becomes\na useful object-lesson which easily attracts the attention of the whole community and which demonstrates to the community that scientific methods\nare successful and that the agricultural dir^ector is a practical and not a\nmere book farmer. It furnishes one of the best means of stimulating the\ninterests of pupils in developing home-projects successfully.\n\nIt helps to\n\nfurnish necessary food supphes for any stock which is kept in connection\n\nwith the agricultural course.\n\nSome of the most successful plot projects\n\ncarried out by high-school departments are illustrated by the following:\nalfalfa\n\ndemonstrations;\n\ngrowing an area of pure-bred corn or\n\ncertified\n\npotatoes; market gardening in cities or larger towns; raising cabbage for\n\nsauerkraut; ear- to-row corn work; hill selection of potatoes; school-garden\n\nwork; hot-bed work; orchard work; small fruit culture.\nProjects.\nsized.\n\n—The importance of the project work has aheady been empha-\n\nTwo general classes of projects have been extensively developt\n\n"} {"page": 626, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6io\n\nschool or group projects and individual or home projects.\n\n[Agricultural\n\nWe here limit\n\nthe term \"project \" to the idea of any definite piece of farm practice extended\n\nover a long enough period for the realization of a complete and productive\nresult.\n\nSchool projects.\n\n—School projects may be considered under the heads of\n\nprojects with plants\n\nand projects with animals, although some projects\n\noften carried out in farm engineering and farm management may not belong\nto either group.\n\nMost of the projects connected with school-plot work\n\nbelong to the plant group.\n\nSuch projects have already been\n\ndiscust.\n\nOthers of the same class are developing a successful field of alfalfa on some\nlocal farm, spraying projects carried out by a class in some local orchard,\n\nor green-house and hot-bed work in connection with a school garden.\n\nSchool projects with animals have dealt with a variety of problems.\n\nThis work is often begun\nis among the most popular.\nby the use of the incubator, which is now a part of the equipment in many\nschools.\nEggs are purchast by pupils and hatcht in the school incubator\nand then cared for further, either as a school or as a home project. Brooders\nand coops have been constructed for the summer care of chicks and then a\nPoultry work\n\nsuitable poultry house has been erected for the further housing of the birds\n\nand for egg production. Such construction work makes the most pracThe cost is thus\ntical kind of manual training for agricultural pupils.\nlimited to the price of materials.\n\nA number of schools have carried on steer-fattening projects.\n\nIn one\n\ncase steers were purchast by the animal-husbandry class, and a barn was\n\nrented and fitted up for the care of the animals.\n\nRations were carefully\n\nand a careful record was kept of quantity of food, weekly\nincrease in weight, etc. At the end of the project the steers were marketed\nlocally, and a banquet was given the boys by the business men.\nIn a considerable number of cases dairy cows have been kept by the\nschools, or in one case owned by the agricultural director, and used for\nProducts are marketed, records are kept, and full\npractical dairy work.\nfigured out\n\naccounts are completed.\n\nIn such projects\n\nit\n\nhas usually been found\n\nadvisable to employ some pupil as herdsman to take the responsibility of\ncaring for the animals and marketing the product.\n\nProfits above expenses\n\nhave usually been turned into the school funds. Hog fattening has been\ncarried on as a school project in a number of cases.\nHome or individual projects. The most common and most generally\ndevelopt project has been that of the home or individual. This form of\nproject has come to be generally regarded as one of the most important\nin connection with any agricultural course which aims to be vocational in\ncharacter. The home project has the one great advantage that it gives\nopportunity for actual farm practice under the most practical conditions.\nIt links up closely with the home, thus helping the instruction actually to\nfunction in everyday life. At the same time, the benefits reach, not only\n\n—\n\n"} {"page": 627, "printed_page": null, "text": "Department]\n\nRESULTS ACHIEVED IN SECONDARY AGRICULTURE\n\n6ll\n\nthe pupil, but also the parent and the home and sometimes the whole\n\nneighborhood.\n\nThese projects have covered almost every phase of farm practice.\n\nEach school has developt lines which were most closely related to the\nproblems of the particular community.\n\nAmong plant projects the following\n\nliave met with general success: vegetable gardening; raising corn, potatoes,\nibeans, and other crops on a given area; raising and marketing fruits, such\n•as\n\napples, pears, cherries, strawberries,\n\nand other small fruits;\n\nfor the home lawn and painting the house;\n\nthe house;\n\\\n\ncaring\n\nlandscaping the yard around\n\nraising tomatoes or other vegetables for canning.\n\nAnimal\n\nprojects have included caring for a small herd of dairy cows for a given\n\nperiod; pig raising and fattening, rearing and marketing of poultry, raising\n\nducks, sheep husbandry, and others of similar character; also a number of\n\ndrainage projects have been successfully carried out.\n\nThe problem of how teachers may secure transportation for these\nvisits where pupils are scattered in rural districts has become an important\n\none.\n\nThis has been met in a great variety of ways.\n\nThe auto, if one\n\ncan be owned or rented, furnishes perhaps the best way. The motorcycle, the bicycle, and the common horse and chaise have all been\nutilized.\n\nA pressing problem at the present time in this work is that of developing\na systematic plan of reports in connection with all the project work. A\nnumber of manuals have workt out such plans to some extent. These\nreports should be of three classes: First, reports by the agricultural director\nto the school board and to the state department of education showing\nvisits made, distribution of time, and work done.\n\nThis report is of special\n\nThe second class in»tcludes those made by the agricultural director to be filed for his own future\nimportance in connection with the summer work.\n\nThese reports should show full\nand results accomplisht. Thirdly, careful\nreports should be required of each pupil doing project work. These\nshould include a time-record report, an account record, and a brief statement of progress and results. These reports are required weekly.\n\nreference or to be left for his successor.\n•plans of work, progress made,\n\nManual-training or construction\n\nprojects.\n\n—Manual-training or con-\n\nstruction projects are closely related to those already discust.\nagricultural courses are carrying on some work of this kind.\n\nMost\n\nIn schools\n\nmaintaining special manual-training departments the work is directed by\nthe teacher of this department.\n\nIn smaller schools having no such depart-\n\nment the work is developt by the agricultural director. The work includes\nwoodwork, forge work, cement work, and building construction. Each\nschool in Wisconsin is expected to provide a few benches and sets of tools\nand if possible at least one forge as an equipment for this work. The projects are planned with special reference to individual and local needs.\nThe\ngeneral manual-training course as usually given\n\nis\n\nnot considered well\n\n"} {"page": 628, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6i2\n\nadapted to the needs of the agricultural work.\n\n{Agricultural\n\nWood projects have included\n\nall sorts of useful farm equipment such as stepladders, wheelbarrows, wagon\n\nboxes, and hayracks.\n\nThe forge has been used for such useful iron articles\n\nas gate hooks, iron stakes, bolts, clevises, etc., and has been used further\nfor making the necessary iron attachments for the wood projects.\n\nAll sorts\n\nof practical cement construction has been undertaken.\n\nIn a number of places, farm shops have been constructed by the pupils\nthemselves, and benches, forges, and cement forms have been installed.\n\nThe construction of poultry houses, chicken coops, hog houses, and even\nsmall barns has become quite common. In one school in Wisconsin a very\ncomplete outfit of farm buildings, including barn, silo, poultry house, and\n\nbarnyard has been constructed and largely paid for out of profits made from\npractical work.\n\n—\n\nWhile exhibits and contests should not be lookt\nContests and exhibits.\nupon as the main objective of agricultural work, nevertheless as a means\nof rounding up and emphasizing the material results of the work they are\nexceedingly valuable. They afford one of the best means of arousing community enthusiasm and of getting patrons to visit the school and see what is\nbeing done. Furthermore the exhibits and contests help greatly in motivating the work for the pupils. While prizes should not be overdone, they\nare valuable if not abused. The annual school exhibit has come to be the\nleading community event of the year. Here are shown the results of all the\nprojects, including garden vegetables, field products, and farm animals.\nIn a great many cases a farmers' exhibit has been included.\nContests in stock judging, corn judging, and fruit judging are often\n\nmade a part of this \"fall festival\" or fair.\n\nIn one school a corn-picking\n\nIn Wisconsin and Minnesota and perhaps some\na young people's agricultural department has been main-\n\ncontest was carried out.\n\nother states,\n\ntained for a number of years in connection with the annual state fair.\nBoth exhibits and contests have been prominent features, and the secondary schools have been an important factor in this work.\nFor the last two years, thru a cooperative plan including the agricultural\ncollege, the state department of education, and the state boys' club depart-\n\nment, a state stock-judging contest has been held at the state agricultural\ncollege in Wisconsin.\nLarge interest has been aroused, not only among the\nschools, but among the stock men and other agricultural organizations of\n\nthe state.\n\n—\n\nExtension work. Experience has shown that extension work must be\nhandled with a great deal of tact and caution. No class of people is more\n\nready than the farmers to resent the impractical and academic efforts of\nnovices who try to show them how to farm. It is also true that farmers are\n\nmost appreciative of any real help extended to them.\n\nWe have urged in\n\nWisconsin that the extension work be made secondary to the real work with\nthe pupUs in the agricultural course.\n\nInterest of the parents and of the\n\n"} {"page": 629, "printed_page": null, "text": "f\n\nRESULTS ACHIEVED IN SECONDARY AGRICULTURE\n\nDepartment]\n\n613\n\nwhole community can best be aroused at first thru the practical results with\nthese pupils.\n\nMuch has been said about going back to the farm and keeping boys on\nMuch of this talk has reacht but little beyond the eloquent\n\nthe farm.\n\nwords of the speaker.\n\nAgriculture in the schools and especially the agricul-\n\ntural departments in the secondary schools have been actually reaching the\n\nproblem.\n\nMany illustrations could be given where boys, thru interest\n\naroused in such a course, have decided to go back to the home farm or to\ntake up farm work in some other way. Boys are actually staying on farms\nand going back to the farm thru the influence of these courses.\nThe work has by no means reacht its full possibilities nor have the best\nmethods been fully workt out. Results here given, however, do indicate\nsuccessful work actually accomplisht, and the lines of effort here considered do represent fundamental Unes of future development.\n\n"} {"page": 630, "printed_page": null, "text": ""} {"page": 631, "printed_page": null, "text": "DEPARTMENT OF CLASSROOM TEACHERS\nSECRETARY'S MINUTES\nOFFICERS\n\nNew York, N.Y.\n\nPresidenl—SAtLA H. Fahey, teacher of English, Seward Park School\n\n—Anna Willson,\nhigh school\n—Mary V. Donoghue, sixth-grade teacher, Stewart School\n\nVice-President\nSecretary\n\nCrawfordsville, Ind.\n\nprincipal,\n\nChicago, lU.\n\nFIRST SESSION—Wednesday Afternoon, July ii, 1917\nThe first session of the Department of Classroom Teachers was called to order by the\npresident at 2:00 p.m. in the Unitarian Church.\n\nThe following program was presented:\n\"Vocational Guidance and Educational Preparedness\"\n\n—Anna Y. Reed, author of\n\nVocational Guidance Report, Seattle, Wash.\n\"The Education of Girls\" Mrs. Mary Schenck Woolman, manager, National Association for the Promotion of Industrial Education.\nGeneral Discussion.\n\n—\n\nSECOND SESSION—Thursday Afternoon, July 12, 191\nThe second session was called to order at 2:00 p.m.\n\nThe following program was\n\npresented:\n\n—\n\n\" Demands Made by the Public on the Teacher and the School \" Anna Willson, president, Indiana State Association of Teachers, Crawfordsville, Ind.\nThe Victrola in the school was demonstrated by Miss Elizabeth O'Connor, of New\nJersey.\n\"Organization among Teachers as Related to National Preparedness\" Sara H.\nFahey, Seward Park School, New York, N.Y.\n\n—\n\nThe following officers were elected for the coming year:\n\n— Sara H. Fahey.\n—Viola Ortschild.\nSecretary—Mary V. Donoghue.\n\nPresident\n\nVice-President\n\nPAPERS AND DISCUSSIONS\nVOCATIONAL GUIDANCE AND EDUCATIONAL\nPREPAREDNESS\nANNA Y. REED, PH.D., AUTHOR OF \"VOCATIONAL GUIDANCE REPORT,\"\nSEATTLE, WASH.\nPersonally, I conceive the stimulation of character development to be\n\nthe most important single responsibility of a first-class vocational depart-\n\nment.\n\nIt is the foundation of all education, the basic element in all true\n\n61S\n\n"} {"page": 632, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6l6\n\n[Classroom Teachers\n\nlife-success, a priceless possession which money cannot buy nor lack of money\n\ndeny.\n\nLong before I began my work in Seattle, principals, individual\n\nteachers, and advisers for girls and boys were doing desultory work of this\n\nkind in connection with their regular school work.\nof statements which I might quote,\n\nEmployers, in dozens\nwere there time, have for years been\n\nurging the importance of character qualifications versus academic qualifications,\n\nwere it impossible for us to equip our pupils with both.\n\nNo voice\n\nprotests against the public school assuming as much responsibility as it will\n\nalong these\n\nlines.\n\nThe demand is unanimous and is increasing.\n\nWhy\n\nthen delay introducing a systematic, carefully organized plan for character\n\nstudy into the curriculum of our public schools ?\n\nThe classroom teacher must of necessity assume the larger share of\nHow shall she do this? As\nsoon as any teacher fully grasps the meaning of her opportunity in this line,\nresponsibility for character development.\n\nvarious practical methods of systematic guidance will suggest themselves to\nher.\n\nIn our Seattle experiment we organized a regular system of character\n\nstudy in connection with the vocational department.\n\nCharacter qualities\n\ndeemed of the most importance were listed on our vocational recommendation blanks, were estimated by teachers on the same basis as academic qualifications, and were utilized by us in recommending the school product to our\nbusiness houses. Employers who accepted our pupils, after a reasonable\nperiod of observation, graded on the same qualities and returned their estimate to us for comparison. I shall not go into details. Our system is\nfully outlined in our last report which can be secured gratis by any who\n\nmay be interested.\nWere T compiling a list of character qualifications now, I should lessen\nthe number and try to draw a more definite line between the meaning of\n\nsuch as were chosen.\n\nI would recommend to you, as I did to Seattle, that\n\nthis type of character study be extended beyond the vocational department,\n\nthat certain character qualities be included on the regular report cards, that\npupils be encouraged to estimate their own standing in these qualities, and\n\nthat such pupil estimates be utilized by the teachers in final grading. What\ndo you think you have to offer? and. Would you hire yourself? are the\nmost thought-compelling questions ever askt in my oflSce.\n\nMy own experience warns me that many teachers will find difficulty in\novercoming the personal equation which enters so largely into the estimate\nI mention\nof all such qualities as personality, initiative, and alertness.\npersonality especially because it seems to be the most important and the\n\nmost elusive to analyze and the most difficult to estimate. Moreover,\nmy own grading on personality to be at consider-\n\nI have constantly found\n\nable variance with the grading of classroom teachers.\n\nIn the Seattle\n\nreport many stories are told which indicate the difficulty.\n\nPersonality to\n\nthe employer and to me, in so far as I am seeing a pupil for the first time\n\nand am estimating her prospects of employment, means external appearance\n\n"} {"page": 633, "printed_page": null, "text": "VOCATIONAL GUIDANCE\n\nDepartment!\n\nas indicative of character.\n\n617\n\nTo her teacher, who has had time to study her\n\noften and at close range, it means the sum total of all that she knows about\n\nthe girl.\n\nConflict between these two viewpoints, coupled with the fact that\n\nvery frequently underneath a careless or an unattractive exterior we all\n\nknow that qualities of intrinsic worth are hidden, has led us to rely rather\nmore than is justifiable on \"appearances being deceitful.\" This accepted\naphorism has been a stumbling-block for many teachers. I think we can\nturn it to good account in almost every case if only we make it work with\nus instead of against us in the development of personality.\n\nWhy need we\n\nhesitate to use it as an encouragement to the pupil whose deficiencies in\n\npersonality have been decreed\n\nby Providence?\n\nWhy,\n\nalso,\n\nneed we\n\nhesitate to urge upon our pupils that, appearances being admittedly deceitful, just in so far as\n\nsuch appearances are within our own control it is far\n\nbetter to study how to have them deceive for us rather than carelessly and\n\nThe gum-chewing girl and\nboy were permitting appearances to deceive against them,\nthe red-haired girl was doing all she could to make wise use of the aphorism.\nThe second phase of vocational guidance, occupational guidance, is still\nin a chaotic condition so far as its use by the classroom teacher is concerned.\nIn order to be of any real worth it must be offered by expert students of\nuselessly to permit them to deceive against us ?\n\nthe overalls\n\noccupational life.\n\nThis fact has not been as well understood as it should be\n\nby our school authorities with the result that much occupational guidance\nnow being given in our schools is ludicrous in the extreme, is absolutely\ndetrimental to the recipients, and is giving just cause for severe criticism.\nAbility to collect occupational data, ability to foretell the industrial future,\n\nand ability to estimate the value of the school product in terms of occupational efficiency is a full-sized job by itself and cannot be combined with\nclassroom instruction. The few teachers who have had the business experience to qualify for this line of work are passing rapidly from the classroom\nto the departments of research and efficiency maintained by our large\nbusiness houses.\n\nThree years of study along occupational lines in Seattle convinst me\nthat the product of our public schools in very large numbers was being\nclassified\n\nby business houses as \"seconds\" or as \"damaged goods.\" I\nmy conclusions by summarizing reports of business\n\ntested the validity of\n\nconferences, articles in trade magazines, reports of corporation schools,\n\nand by observing the actual work which was being done in our public continuation schools. My summary seemed to voice the general opinion that\nour school product is good in natural ability, but lacks training in the\nfundamentals used in daily business life, namely, arithmetic, commercial\ngeography, and ability to use the English language clearly and correctly;\nthat it also lacks in earnestness, accuracy, reliability, initiative,\nquality of being eternally on the job.\n\nand the\n\nOr, in other words, the schools\n\nseem to be receiving satisfactory raw material which is too often spoiled in\n\n"} {"page": 634, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n6l\n\nthe process of manufacture.\n\nwrong ?\n\nWhat is the trouble?\n\n[Classroom Teachers\n\nequipment\n\nIs the\n\nIs the method wrong ?\n\nTo seek light upon these problems was the real purpose of my present\nOne at a time in twenty-four cities of our country I have\n\nyear's study.\n\nvisited in turn, factories, offices, stores, corporation schools, vocational\n\nOf the business houses I have askt What are\nand girls, men and women doing? How many are working\n\nschools, and public schools.\n\nthese boys\nefficiently ?\n\n:\n\nWhat constitutes efficiency ? Where can they best learn it?\nWhat does it all mean in terms of general\nOf the corporation schools I have askt: What does it prepare\nWhat does this school mean in terms of general education?\n\nWhere have they learned it ?\neducation ?\n\nthem for?\nWhat work that purports to be done by the public school is it doing ? Why\nthe repetition? Is it using the same or different methods, and which\nsecures the better results ?\n\nOf the older public-school system I have askt:\n\nWhat are these boys and girls studying ? What will it prepare them for\nthat will make their lives successful ? What foundation are they laying for\nthe specialized study of the corporation school or the public evening school ?\n\nOf the public continuation school I have askt: What does continuation\nmean in actual practice? Does it mean continuing to manufacture\ndamaged goods, does it mean mending damaged goods, or does it mean that\nby wise interpretation of the wage-earning experiences of the young we\nare helping them to continue the real education of life ?\n\nHow much of this phase of vocational guidance can and should be\ndone by the classroom teacher ? Very little securing vocational informaVery much\ntion first-hand, very little individual occupational guidance.\nof that type of guidance should be had which takes the vocational information secured by the research worker and so incorporates it in the educational curriculum that it forms a part of her regular classroom instruction,\nleading her charges to think, study, and question as to the meaning of\nvocational preparedness and its requirements.\n\nJust at the present time the sins of omission committed by classroom\nteachers who are interested in vocational guidance are as nothing in com-\n\nparison with the sins of commission committed by the well-meaning, would-\n\nbe progressive teacher whose ignorance is her only excuse for attempting\nsuch guidance.\n\nIt\n\nseems to me that if our schools ever qualify in this\n\nphase of guidance, if our classroom teachers are ever enabled to offer even\ngeneral occupational guidance, it must be thru the medium of a wellorganized, thoroly centralized research department.\n\nI do not mention the\n\norganization and the duties of such central departments, as that topic\n\nbelongs to a later program, but I do urge upon you, as classroom teachers,\nthe dangers of occupational guidance based upon insufficient data.\n\nNever\n\nwas the novitiate, with no normal background on which to interpret\nabnormal conditions, on more dangerous ground, never a more dangerous\ncounselor.\n\n"} {"page": 635, "printed_page": null, "text": "DEMANDS OF PUBLIC ON TEACHER AND SCHOOL\n\nDepartment]\n\n619\n\nThe teacher who would contribute to educational preparedness for\nsuccess in vocational guidance will study this new movement carefully and\nintelligently; will do all that she can to increase educational interest in the\n\nstudy of occupations and to connect classroom problems with the problems\nof\n\nlife.\n\nIn the net results of the war she will have contributed her full\n\nshare to the success of American arms, American business, and American\neducation.\n\nDEMANDS MADE BY THE PUBLIC ON THE TEACHER\nAND THE SCHOOL\nANNA WILLSON, PRESIDENT, INDIANA STATE ASSOCIATION OF TEACHERS,\nCRAWFORDSVILLE, IND.\nI\n\nthe\n\nam confident that I am addressing the \"fittest,\" for in the face of\ndemands made upon the classroom teachers today no other\n\nterrific\n\nexplanation can account for your presence here this afternoon.\n\nI am just a\n\nlittle surprised, knowing as I do the wisdom of the president of this section,\n\nthat I should be assigned a very few minutes for the discussion of such a\n\ntremendous subject.\n\nNow if I had some little theme like \"What the\n\nPublic Does Not Demand of the Classroom Teacher,\" I could dispose of it\n\nvery briefly and easily.\n\nI should have time to bring\n\nlife-history, and inter it before your very eyes\n\n!\n\nit\n\nforward, give its\n\nBut when it comes to speak-\n\ning of what the public does demand of the classroom teacher I am staggered\nat the task!\nfirst place,\n\ntion\nSt.\n\nIt would take the strength of a Hercules to do that.\n\nand an angelic disposition.\n\nPaul:\n\nWithout any sacrilege, I may say with\n\nThe classroom teacher, like charity, suffereth long and is kind,\n\nbeareth all things, believeth\nthings.\n\nIn the\n\nthe public demands of the classroom teacher an iron constitu-\n\nall\n\nthings,\n\nhopeth\n\nall\n\nthings, endureth all\n\nNow abideth the superintendent, the supervisor, and the class-\n\nroom teacher; but the greatest of these is the classroom teacher.\nThe problems of our work loom before us big, complex, bewildering.\nAbout the only thing we are not held responsible for is bringing the child\ninto the world.\nFrom the time he is four years old we are held responsible\nfor his well-being, and any weakness or failure upon his part thereafter\nphysical, mental, or moral,\n\nis\n\ntraced back to his training in the public\n\nschool.\n\nVerily, it seems that the home, the church, the business world, the state,\nhave turned to us alone to train the citizens of tomorrow in everything,\nfrom the use of a toothbrush to the choice of a vocation and the casting of\nan intelligent vote.\n\nThe classroom teacher must welcome the American infant of four or five,\ntake off his overshoes and mittens, amuse him, and teach him correct table\n\nmanners and an infallible code of morals. He must be taught how to dance\nand how to say the blessing at the family table. He must be taught to be\n\n"} {"page": 636, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n620\n\n[Classroom Teachers\n\nHe must often be\nHe must, under the supervision of teachers,\n\nclean and to treat the rights of others with respect.\n\nbathed and clothed and fed.\n\nbe guarded against all diseases, protected from all germs, inspected by\ndentist and oculist and physician.\n\nHe must, as he progresses, be taught\n\nmore of literature, history, and science than college professors used to know,\nyet he must be as accurate and rapid in his calculations as the adding\nmachine. He must be correct in speech, no matter what sort of language\nhe hears every moment he is not in the classroom. He must be polisht and\nbroad-minded, alert, shrewd, and keen, no matter what his years and\ntemperament. He must be honest and steady, despite his heredity. He\nmust be a skilled workman. He must become an intelligent reliable\ncitizen.\n\nIf he does not develop into such a paragon of perfection under the\n\ninfluence of his teachers, who have him a few hours a day for nine months\nfor eight or nine years, it is proof that his teachers have been negligent\n\nand that the school is a failure! After dismissal, when all the youngsters\nhave been buttoned up, booted, and spurred, and sent to the home which\ncomplains that school hours are too short, his teacher must refresh herself\nby meetings with supervisors, by calls upon all the homes represented in her\nschool, by joyous attendance of the parent-teachers association, by inspection of the home gardens, by reading a paper at the club, by showing a lively\ninterest in the civic league, by singing in the community chorus, by teaching\na Sabbath-school class, and by taking a correspondence course in the university lest she become stale and rusty.\nShe must always be drest neatly\nand in good taste, and be sweet, sympathetic, and charming in manner!\nAnd in return for these things she shall be rewarded with a wage less than\nthat which the brickmason receives! The classroom teacher is by all odds\nthe rarest bargain that the public sees.\n\nThe time was when the teacher could lock the door at four o'clock and\nhave no care until eight- thirty o'clock the next day but that is past.\nMuch depends upon our attitude toward these new duties. Shall we\nregard these new demands as symbols of bondage or of power ? Shall we\n\n—\n\nShall we ignore them or accept\nthem as the highest compliment ever paid any profession ? Shall we protest and strike or shall we rise to the occasion and become such leaders\nin the community life as the great teacher at the White House is proving\nhimself the leader of an astonisht and grateful world in bringing about the\n\nthink of them as burdens or as privileges ?\n\n—\n\nuniversal triumph of democracy?\n\n\"He that is greatest among you, let him be servant of all,\" was said\nby the Great Teacher to all of us worthy of the name of teacher. It was\nsaid of Him, \"They brought the little children to Him that He might bless\nthem.\" Today the nation with touching faith brings all the children to\nus that we may bless them and save them. It is a comfort to know that our\nideal of our task is higher than that of the most carping critic.\n\nWe have\n\ncome to reaHze that education of head and hand without education of heart.\n\n"} {"page": 637, "printed_page": null, "text": "Department]\n\nDEMANDS OF PUBLIC ON TEACHER AND SCHOOL\n\n621\n\nand thus character-building is our ultimate aim. Character is\nmost habits are formed before twenty, most ideals are conceived in\nyouth. We have these future citizens of the nation which shall lead the\ndemocracies of the most wonderful age the world has ever known under our\nThink what opporinfluence during nearly all of these habit-forming years.\ntunity for patriotic service is ours\nWe beheve that it is possible to train for\nefficiency and at the same time instil such quaUties of chivalry that no war\ncan make brutes of our men. We have seen that education without culture\nis insufficient, and thus we must inspire a desire for the more abundant\nthe appreciation of nature, the love of music and good books, the right\nlife\nuse of the leisure hours. We have agreed with the public that education\nwithout a definite aim means disappointment and failure in life. Every\nboy must have a vocation; every girl must be made self-supporting and\nindependent. Thus we have taken upon ourselves the duty of guiding each\nchild to know himself and to know the world, and thus of helping him to\nfind his bent and fit himself to do the work for which God made him most\nis\n\nvain,\n\nhabit;\n\n!\n\n—\n\nfit.\n\nAnd we are sure that education without willingness to serve society\n\nand base, so we must hallow it to God's great work of bringing the\nKingdom of Heaven, real democracy, to earth here, if we are to help as a\n\nis selfish\n\nnation to establish it abroad.\n\nWe must strive to give the vision that \"no\n\nman liveth to himself alone or by bread alone,\" but that all must work for\nthe big, broad, human, public-spirited side of things.\n\nNever was the time more ripe than now to teach these big, splendid\nnever were people more responsive and thoughtful. Never was\nthere such need of training our youth in new and untried lines. We must\ncut loose from the old traditions and prepare for the wonderful new world\nthat needs leaders and workers. The schools and universities of Canada\nand Europe have been depopulated. We must keep our boys under conscription age in school, and we must use every moment of their time to fit\nthem in the highest way to serve, not only our nation, but the world. Our\ngirls must joyously prepare to take their place in the new order of things.\nWe must throw away much that is of doubtful usefulness and replace it by\nthings;\n\nmuch of business, of agriculture, of big, broad, commercial training.\n\nWe\n\nmust broaden and deepen the knowledge of all peoples and of the resources\nof all countries.\nWe must make instruction less superficial and more earnest\nand thoro. We must be willing to endure the hardships of the pioneer, and\nhew our way thru the wilderness of conflicting opinions and standards.\nIndulgence of our youth in ease, pleasure, and luxury has been our\nbesetting sin as a people, and all unconsciously, in our love as parents and\nteachers, we have been giving too much to our young people and expecting\ntoo little. We have awakened to the fact that we were mighty close to\nthe brink of a great error, and in the sacrifices that face us now we have\nrealized that the one best gift we can give is education for service.\nEvery\nschool should be a training camp for citizenship in the highest sense of the\n\n"} {"page": 638, "printed_page": null, "text": "622\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Classroom Teachers\n\nHere there must be discipline, obedience, cooperation, feeling of\nWe have been spendthrifts and squanderers of time. We\nmust make conservation of health and gifts and talents our slogan, for we,\nterm.\n\nresponsibility.\n\nas a people of ideals, are ready now to give our all to the greatest cause the\n\nworld has ever known.\n\nThis is our hour as teachers, and we must accept\n\nits God-given challenge and with greater courage determine to give back to\n\nthe nation useful, happy, self-respecting, self-supporting, loyal citizens,\nimbiited with a passion to bring democracy to the whole wide world at any\n\npersonal sacrifice.\n\n"} {"page": 639, "printed_page": null, "text": "DEPARTMENT OF SCHOOL PATRONS\nSECRETARY'S MINUTES\nOFFICERS\n\n—Mrs. Charles F. Harding, secretary of Vocational Supervision League,\nChicago,\nVice-President— Mrs. May L. Cheney, appointment secretary, University of California,\nBerkeley, Cal.\nScranton, Pa.\nSecretary— Miss Sarah F. Clarke, assistant principal, eighth grade\nPresident\n\n111.\n\nFIRST SESSION—Tuesday Forenoon, July io, 191\nThe department met in Room A of the City Auditoriimi at 10:30 a.m., the president,\nThe session took the form of a symposium on\n\"The Part of the Patrons' Department in War Aid.\" Mrs. Harding spoke briefly of the\n\nMrs. Charles F. Harding, in the chair.\n\nhistory of the Department of School Patrons and of its plans for the future.\n\nShe then\n\ncalled upon the representatives of the four afiiliated organizations who reported as follows:\n\n—\n\nAssociation of Collegiate Alumnae Mrs. Gertrude S. Martm; paper read by Mrs.\nRobert French.\nSouthern Association of College Women Miss Emilie W. McVea; paper read by\nMrs. E. W. Finzer.\nNational Council of Jewish Women Mrs. Charles Long; paper read by Mrs. Isaac\n\n—\n\n—\n\nSwett.\n\n—Miss Mary E. Parker; paper read by Mrs.\n\nGeneral Federation of Women's Clubs\n\nSarah A. Evans.\n\nThe following program was given on behalf of the standing committees:\n\n—\n\n\"Education in War Time\" Mrs. O. Shepard Bamum, Alhambra, Calif., chairman,\nCommittee on Coordination of Outside Activities.\n\"Rural Schools and the War\" Mrs. Josephine C. Preston, Olympia, Wash.; reporting for Mrs. Marie T. Harvey, chairman, Committee on Rural Schools.\n\"Guarding the Health of Children under War Conditions\" Dr. M. S. McNaught,\nSacramento, Calif.; reporting for Dr. Sarah M. Hobson, chairman, Committee on School\n\n—\n\n—\n\nHealth.\n\n—\n\n\"Conserving the Children of Working Age\" Mrs. Ella Adams Moore, Chicago, 111.,\nchairman, Committee on Vocational Supervision.\n\nSECOND SESSION—Wednesday Afternoon, July ii, 1917\nThe department met in the City Auditorium at 2:00 p.m., Mrs. Harding presiding.\nPreceding the regular program, Mrs. Ella Flagg Young spoke of the importance of the\nwork of the Department of School Patrons and complimented the department upon the\n\nway in which it has entered into the spirit of the National Education Association. A\ntelegram from Mrs. Josiah Evans Cowles, president of the General Federation of Women's\nClubs, was read. Mrs. Cowles extended cordial greeting in the name of the General\nFederation, and emphasized the need of maximum school work and support during the\n\nwar, and the constant need of combined and increast assistance by the Department of\n\n623\n\n"} {"page": 640, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n624\n\n[School Patrons\n\nSchool Patrons, and added the hope that this session might far outrank former ones in\ninterest and accomplishments.\n\nThe following program was then given:\n\n\"The Past, Present, and Future of the Patrons' Department\"\n\n—Mrs. O. Shepard\n\nBarnum, vice-president, State Board of Education, Alhambra, Calif.\n\"Some Phases of the Rural-School Problem\" Mrs. Mary C. C. Bradford, state\n\n—\n\nsuperintendent of public instruction, Denver, Colo.\n\"The Child\"— Rt. Rev. Walter T. Sumner, bishop of Oregon, Portland, Ore.\n\nTHIRD SESSION—July 13, 191\nThis meeting took the form of a luncheon at the Hotel Multnomah, Mrs. Ella Flagg\n\nYoung presiding.\n\nThe topic for the session was \"Vocational Supervision,\" and the follow-\n\ning program was given:\n\n\"The Chicago Experiment in Vocational Supervision\"\nChicago.\n\n\"Supporting Outside Activities in the Schools\"\nof Oregon, Portland.\n\n—Mrs. Ella Adams Moore,\n\n— Rt. Rev. Walter T. Sumner, bishop\n\n—\n—\n\n\"The Vocational Bureau in Chicago\" Mrs. Charles F. Harding, Chicago.\n\"The Parent as Vocational Adviser\" Robert J. Aley, Orono, Me.\n\n\"A Plea for Rural Children\"—Mrs. Mary C. C. Bradford, Denver, Colo.\nOthers who spoke were: Miss Kate Devereux Blake, of New York; Carroll G.\n\nMrs. Millie R. Trumbull and Miss Grace DeGraflf of Portland;\nand Dr. M. S. McNaught, of Sacramento, Calif. Mrs. O. Shepard Barnum, on behalf of\nthe Department of School Patrons, thankt the hostesses and the people of Portland for\ntheir gracious entertainment, and Mrs. Sarah A. Evans, on behalf of the women of PortPearse, of Milwaukee, Wis.\n\nland, presented to Mrs.\n\n;\n\n,\n\nYoung a beautiful basket of flowers.\n\nMrs. Young introduced\n\neach person on the program in a short, by pointed and appropriate speech, and altho\nthe session lasted over two hours and there were between 600 and 700 present at the\ntables, there was no lagging of attention or enthusiasm.\n\nA business meeting was held immediately following the luncheon. Dr. McNaught,\nchairman of the Committee on Nominations, reported the names of the following ofl&cers\nwho were unanimously elected:\nPresident Mrs. Charles F. Harding, Chicago.\nVice-President Mrs. Gertrude S. Martin, executive secretary. National Association\nof Collegiate Alumnae, Ithaca, N.Y.\nSecretary Mrs. Henry Kuh, National Council of Jewish Women, Chicago.\nThe question as to whether organizations other than national can become members\nof the Department of School Patrons was brought up and referred to Mrs. Young, who\ngave it as her general opinion that they might, but wisht the matter to be lookt up\nShe suggested that Mrs. O. Shepard Barnum be appointed to write up the\ndefinitely.\nhistory and policies of the department. The chair appointed Mrs. Barnum to do this.\nMrs. Young moved a vote of thanks to Mrs. Harding for the 'excellent meetings held in\nPortland and for Mrs. Harding's faithfulness and ability in conducting the work of the\n\n—\n\n—\n\n—\n\ndepartment.\n\nThe meeting adjourned until 1918.\n\nElla Adams Moore, Secretary pro tern.\n\nREPORTS OF COMMITTEES\nREPORT OF THE COMMITTEE ON VOCATIONAL SUPERVISION\nELLA ADAMS MOORE, CHAIRMAN\n\nThe first task which this committee set itself was that of discovering what efforts in\nthe direction of vocational guidance and employment supervision are being made in the\nUnited States. By vocational guidance we have understood the effort to discover the\n\n"} {"page": 641, "printed_page": null, "text": "kEPORTS OF COMMITTEES\n\nbepartment)\n\nchild's particular aptitudes\n\nand to guide him in the\n\n625\n\ndirection of getting the proper\n\ntraining to develop these aptitudes and to prepare him for a special vocation.\n\nBy the\n\nlatter term we have understood the investigation of employments open to children, the\n\nplacement of the child in the position most promising, or least demoralizing to him, and\nthe keeping track of him until his industrial life is reasonably well establisht. By the wider\ndesignation (vocational supervision), composed of terms found in both of the more limited\nexpressions,\n\nwe have hoped to bring out both the more general service of an advisory\n\ncharacter and the very definite personal relation between the vocational adviser and the\nchild.\n\nThe committee found that this investigation would not be possible with limited\n\ntime, limited funds, and no authority to ask for statistics.\n\nIt therefore applied to Miss\n\nLathrop, chief of the Children's Bureau in Washington for help.\n\nThru this bureau a\n\nquestionnaire has been sent to 590 towns and cities in the United States of ten thousand\n\nAnswers have so far been received from 233 cities, about 40 per\n\ninhabitants or more.\n\ncent of those questioned, with the following results:\n^\n\nInvestigation of local industries employing child labor was reported in\n2. Studies of individual children as to aptitude for specific occupations.\n3. Advice as to suitable opportunities in industry\n1.\n\n.\n\n4.\n\nPlacement work\n\n5. Follow-up work\nto keep children in school:\n6. Efforts\n\n113 cities\n93 cities\n45 cities\n74 cities\n\n68 cities\n\nmade\n\nBy showing the value of education in wider opportunity\nBy showing parents practical value of an education\nc) By finding work for children out of school hours\nd) By providing scholarships\na)\nb)\n\n182 cities\n163 cities\n132 cities\n37 cities\n\nBecause of the limited time given the cities for replying and because of a lack of\nunderstanding on the part of those who have received the questionnaire, the findings are\nas yet very incomplete.\n\nThe movement is new and in most cities still in an experimental\n\nstage; hence the information, in the case of many cities which replied, has been meager.\n\nThe committee hopes, however, that the Children's Bureau will continue its aid in this\ninvestigation and that the committee may have some very definite statistics to report at\n\nthe meeting in 1918.\n\nAs a second piece of work the committee has planned to acquaint clubs and schools\nall over the country with the need for vocational supervision and with methods for begin-\n\nning and carrying on the work.\n\nCopies of a circular describing the Chicago experiment\n\nin detail may be obtained by addressing the Vocational Supervision League of Chicago,\nin care of the chairman of this committee, and a leaflet giving references on this subject\n\nand hints for a program for a \"Vocational Supervision Day\" for clubs or schools may be\nhad from the president of the Department of School Patrons. The chairman of this\ncommittee would be glad to answer any questions and to arrange for help in starting the\nwork in any city if interested persons wiU make application.\n\nREPORT OF THE VOCATIONAL BUREAU IN CHICAGO: A SUMMARY\nMRS. CHARLES\n\nF.\n\nHARDING, PRESmENT, DEPARTMENT OF SCHOOL PATRONS\n\nThe public schools have just publisht the report of the work done by Miss Anne S.\nDavis, chief vocational adviser, Chicago Public Schools, during the first five years of the\nhistory of the Vocational Bureau.\n\nThis Bureau, as you have just heard, was establisht\n\nin 191 1, after an investigation made possible by the generosity of three Chicago clubs.\n\nMiss Davi§, acting under the guidance of the Chicago School of Civics and Philanthropy,\nmade this first investigation and has directed the Bureau since its organization.\nI quote from this report:\n\n"} {"page": 642, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n626\n\n[School Patrons\n\nSOURCE OF INFORMATION\nThis study of Chicago children who leave school to go to work covers a period of five\nyears. The children who fumisht the data, numbering 6758, for the study came to the\nVocational Bureau for advice and assistance in securing employment upon leaving school.\nAll but a small percentage of them came from the elementary schools and were under\nsixteen years of age.\n\nThe material presented is an accumulation of facts and information regarding the\nchild's working life, gained by meeting the child as he leaves the schoolroom, going with\n\nhim into the shop, the office, or the factory, and following him up, month by month and\nyear by year, after he has entered industry.\nIt has thus been possible to secure complete industrial histories of a large number of\nchildren covering a period of from one to five years, showing what becomes of boys and\ngirls who leave school early, in what kind of work they engage, and with what success.\nAs the Vocational Bureau during these five years was making a study of industries and\nalso was placing boys and girls in positions, it has gained an insight into the position of\nthe child in industry, both from the child's point of view and the employer's.\nThe children included in the report are average children; they are not all from the\npoorer and more congested districts of the city, where poverty plays a large part in driving\nthe children from school at an early age. They are not all retarded children who dropt\nout of school before completing the elementary grades; 42 per cent had graduated from\nthe eighth grade or had come from the high schools, 84 per cent left school before their\nsixteenth birthday. They represented forty-four nationalities, but less than 10 per cent\nwere foreign born. They came from schools all over the city with the exception of\ntwenty-five schools which were in the outskirts of the city or in exceptionally well-to-do\n\nThey were on\nwho leave the public schools of\n\ndistricts where children are not in the habit of going to work at fourteen.\n\nthe whole a group well representative of the children\nChicago at an early age to enter industry.\n\nMiss Davis has drawn the following conclusions:\nCONCLUSIONS\n\nThe chief facts brought out in this report are:\n\n—\n\neconomic pressure and\n1. There are two main reasons for children leaving school\nThe latter plays the more important part. Many parents\ndissatisfaction with school.\nwould keep their children in school longer if they were informed in time of industrial\nconditions and educational opportunities in the schools.\n2. About 50 per cent of the children leave school before they reach the eighth grade.\nThe majority leave on their fourteenth birthday or as soon as the law allows.\n3. Children leaving school seem to have little idea of what they want to do or of what\nthey think they can do.\nDrifting from job to job\n4. The kind of job secured is often a matter of chance.\nrarely leads to better opportunities, but produces unstable habits.\nThey are easily learned\n5. The occupations open to boys and girls are non-educative.\nand are monotonous and mechanical. They offer little opportunity for advancement.\n\nMuch of the work is seasonal.\n6. School grade has little to do with the earning capacity of children and the kind of\nwork they enter before the age of sixteen, so limited are the occupations open to children.\n7. An increasing niunber of employers are refusing to employ children under sixteen\n\nyears of age.\n8. Because there is so little work for children and because they change positions so\nfrequently, wiUi a period of idleness between jobs, it has been shown that over 50 per\ncent work less than half the time until they are sixteen. The rest of the time they are\n\non the streets.\n9. Since they work so little of the time, their wages are not likely to increase the\nfamily income sufficiently to make up for their loss of schooling.\n\nREPORT OF THE COMMITTEE ON SCHOOL HEALTH\nSARAH M. HOBSON, M.D., CHAIRMAN\nThis committee has been cooperating with the Jomt Committee on Health Problems\nin Education of the National Education Association and the American Medical Association, Dr. Thomas D. Wood, chairman.\n\nThis cooperation takes the form of the distribu-\n\n"} {"page": 643, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\nDepartment!\n\n627\n\ntion of pamphlets publisht by the Joint Committee to all branches of the four affiliated\n\nnational organizations.\n\nThese pamphlets are Minimum Health Requirements for School\n\nChildren, Health Essentials for Rural School Children, and Health Charts.\n\nFurther to enlist the interest of patrons of the public schools in health questions and\nto stimulate community activity, a program is submitted as a suggestion for school health\n\nday, and clubs all over the country as well as organizations of various kinds are urged to\n\nThe affiliated\nWomen, the Association of Collegiate\nAlumnae, the Southern Association of College Women, and the General Federation of\nWomen's Clubs, are especially requested to indorse whenever practicable the plan for a\nset aside one day for the study and discussion of school health problems.\n\norganizations, the National Council of Jewish\n\nschool health day.\n\nThese programs may be obtained by addressing the chairman of the\n\ncommittee, 700 Marshall Field Building, Chicago, 111.\n\nThe problems of guarding the health of children under war conditions will be the usual\nproblems intensified by the high cost of living, by the withdrawal of women from the\n\nhome into industrial occupation, by the increase of children in industry, and by exposure to\ndisease brought back from the war zone by returning soldiers.\nThe ill-balanst economic conditions which are met in many cases of so-called\n\"charity\" constitute the greatest peril.\n\nTo give to one group, under any guise whatso-\n\never, a commodity or service for which a neighbor group pays and is therefore independent\n\ndown the American spirit. The spirit of America asks for an opportunity to\nwork and for wages adequate to pay for the things necessary to a wholesome life.\n\nis to break\n\nREPORT OF ASSOCIATION OF COLLEGIATE ALUMNAE\nGERTRUDE S. MARTIN, EXECUTIVE SECRETARY, ITHACA, N.Y.\n\nThe past year has been a period of rapid growth for the Association of Collegiate\nDuring the year twenty-five new branches have been formed, and the gradu-\n\nAlumnae.\n\nates of eighteen additional colleges have been admitted to the Association.\n\nThere has\n\nnot been time as yet to canvass these new alumnae for membership in the Association, but\n\nmany of them have applied without waiting for a personal invitation, and the next year\nwill undoubtedly see the formation of many new branches.\nIn the spring of 19 16 it was voted to transfer the editorship of the Journal to the office\nof the executive secretary and to change it from a quarterly to a monthly, omitting only\n\nthe months of July and August. This change has made it possible to use the Journal, not\nmerely for the publication of our proceedings, but as a vehicle of communication between\nthe branches and for bringing before our members news and discussion of all sorts of social\nand educational movements in which our members are interested. In addition to interesting articles and reports of our own committees, and state sectional conferences, etc., the\nJournal has presented each month news from the branches, news from the colleges, notes\nfrom the bureaus of occupations for women, and reviews of books that seemed likely to\ninterest our readers, particularly books by our own members.\nThe enlarged Journal has\nproved of inestimable value in bringing our branches into touch with one another and\nwith the work of the national Association.\nOne of the gratifying advances of the year has been closer association and cooperation\nwith the Southern Association of College Women. We have invited the branches of the\n\nSouthern Association to use the pages of our Journal for the publication of their branch\nnews from month to month, and we look forward hopefully to the time when the excellent\nwork that that association is now carrying on under the able leadership of its president,\nElizabeth Avery Colton, for the raising of educational standards in the South, shall have\nso far succeeded as to make possible a union of the two associations.\n\n"} {"page": 644, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n628\n\n[School Patrons\n\nIt is impossible in this report to attempt to give anything like an adequate report of\nall\n\nthe activities of the Association.\n\nI select, therefore, only the\n\nnewer developments\n\nand those in which the Department of School Patrons will probably be most interested.\nOne of these is the Americanization work. A little more than a year ago it was\nvoted to create a national Americanization Committee to stimulate and extend more\nwidely the work which some of our branches were already carrying on. Miss Frances\nKellor consented to take the chairmanship of this committee, and we are now attempting\nto secure a state chairman for every state in which branches of our Association are located\n\nand in which there is an immigrant problem to be dealt with. Where this work is already\ngoing forward under the auspices of some other organization we merely appoint a committee to cooperate. Our effort is directed particularly toward reaching the immigrant\nwoman and bringing her into contact with the standards and ideals of our American life.\nHaving found that the night school is not the solution of the problem of Americanizing the\nimmigrant wife and mother, some of our branches are preparing to provide afternoon\nclasses in cooking, sewing, English, and citizenship under such conditions as to make\nattendance possible for this most neglected and most important element of the immigrant\nfamily.\n\nAnother very important part of our work is that carried on under our National\nCommittee on Vocational Opportunities for Women. The work of this committee consists in part in investigation into the opportunities open to women in fields other than\nteaching, with the publication of the results; in part in advice and guidance in the establishment of new bureaus of occupations for the placement of trained women; in part in\nthe creation of subcommittees in the local branches to deal with whatever phase of the\nvocational problem seems most pressing.\n\nThe Association has begun the publication of a series of vocational bulletins growing\nout of the research work of this committee.\n\nBulletin I, publisht several years ago, listed\n\nall the institutions of the country of college rank giving vocational training for\n\ninformation with regard to length of course, cost, etc.\nrevision and will soon be republisht.\n\nwomen with\n\nThis bulletin is now undergoing\n\nBulletin II gives the results of an investigation into\n\nopportunities for women in the field of home economics by Marie Francke.\n\nBulletin III\n\nwill be a report on an occupational census of college women, the most extensive investiga-\n\ntion of this sort ever made.\n\nThis will be ready for publication in the fall.\n\nThe work of forming new bureaus of occupations for the placement of trained women\ngoes on apace. Eleven such bureaus are now in operation, all but three of which have been\ncreated wholly or partly under Association of Collegiate Alumnae auspices. Two ofthem have begun their work during the past year. The fall or early winter will almost\ncertainly see the opening of several more. With the demand for trained women that is\ncertain to result from the withdrawal of so many men from business and industry, the\n\nneed for such bureaus will be overwhelming.\n\nUnfortunately our financial resources are\n\nOur organization has the training and the experience for the\ncreation of such bureaus. Who will furnish the money ?\nIn the local branches the work of subcommittees varies according to the needs of the\nlocality.\nWhere the branch is a part of a college community, it is likely to undertake to\nassist in providing vocational guidance for the college woman by means of vocational contoo slender to meet the call.\n\nferences, lectures, etc.\n\nElsewhere these committees have concerned themselves more\n\nfrequently with the problem of the high-school, and above all that of the grammar-school,\npupil.\n\nIt is safe to say that thru the efforts of these committees thousands of boys and\n\ngirls are each year either kept in school longer than they would otherwise have stayed or\n\nare being guided into occupations that offer possibilities of a successful economic career.\n\nOur efforts are not, however, making more than a bare beginning toward any adequate\nsolution of this problem.\n\nClosely allied with this work of vocational guidance in the grammar and high schools\nis the effort\n\nmade by most of our branches to assist promising high-school students to con-\n\n"} {"page": 645, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\nDepartment!\n\ntinue on into college.\n\n629\n\nNearly all of our one hundred branches are administering loan or\nIn some cases two, three, and even four young women\n\nscholarship funds for this purpose.\n\nare receiving assistance at the same time, so that the whole number of students for whom\ncollege is being made a possibility thru the efforts of our branches would,\n\nif\n\nthey were\n\nbrought together in a single institution, constitute a group almost as large as the present\nstudent body in some of our smaller colleges.\n\nIn addition to this assistance of the undergraduate student the Association is carrying\n\non and extending its work in behalf of advanst study and research for women thru its\n\nThru its Committee on Fellowships it is now awarding eight fellowships for\nIn most cases the holders of these fellowships are within one year of\nattaining the doctorate and in a number of instances in the last few years the beneficiaries\nhad already received that degree, but wisht to carry on further investigation in their\nxhosen fields. It is only rarely that any of our fellowships go to women who have comfellowships.\n\nadvanst research;\n\n)leted less than two years of graduate work.\n\nSo successful has been the work of our committee in finding the best-equipt candiites in\n\nthe country that organizations\n\nand associations that have created funds for\n\nfellowship purposes are beginning to turn to the Association both as a repository of their\n\nmds and as the best-equipt agency in the country for the award of the fellowship.\n^ear the\n\nThis\n\nGamma Phi Beta sorority, having establisht a fellowship in the field of social\n\nput it into the hands of our committee for award, and the first beneficiary was\nimed in April.\nMoreover, the Association has itself created this year a new and very interesting\njllowship to be open only to women from the Latin-American republics.\nCandidates for\nlis fellowship are now under consideration, and it is hoped that the award can be made\nin time so that the beneficiary can enter upon her work at the beginning of the coming\nacademic year. This fellowship is the concrete expression of the desire of the Association\nto do all that it can to cement friendly relations between our country and our sisterrepublics in South America. We believe that the only firm foundation for a permanent\npeace between nations consists in a thoro understanding, on the part of each, of the political\ninstitutions, the intellectual life, and the spiritual aspirations of the others.\nWe believe\nlat one of the most effective means of bringing about such an intellectual and spiritual\nipprochement would be an extensive interchange of students and teachers between the\nIn creating this fellowship we hope that we are making\nJnited States and Latin America.\nir first contribution toward such an interchange.\nThe Association has also taken its first steps this year toward making itself not only\nitional but international in scope by the formation of branches in distant parts of the\nTo\nrorld, tho in certain aspects of its work it has always had an international outlook.\nle branch in the Philippines there has been added one in Hawaii, and there is active\n)romise of branches in the near future in Canada, China, India, and Japan. A new section\njrvice,\n\nbeen created with a sectional vice-president in the Orient.\nLike all similar organizations the Association has felt the call for national service.\n\nAt\n\nwhich opened in Washington three days after the declaration of\nmr, resolutions were past offering our services to the government for any work for which\nThe thought was exprest that perhaps such a body of trained\nire might be found fitted.\niromen might be able to render service in the safeguarding of the training camps and in\n\n|ts national convention,\n\nconnection with the provision and testing of foods for the armies.\n\nMeantime every effort\n\nhas been made to arouse public opinion to the necessity of safeguarding the training camps\nto prevent a repetition of conditions that existed in cormection with most of the camps on\n\nthe Mexican border.\n\nAs soon as the Women's Advisory Committee was appointed by the federal government and it was decided to organize the work by states, the executive secretary appointed\nin each state in which branches exist a state representative of the Association to cooperate\n\nwith and put at the disposal of the state committees the forces of our organization.\n\nAll\n\n"} {"page": 646, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n630\n\ntSchool Patrons\n\narrangements had been made to take a registration of our membership for national service\nwhen the appointment of the Women's Advisory Committee was announst. Effort in\nthat direction was at once suspended pending the preparation of a satisfactory plan by the\ncommittee, but as soon as the committee announces its plan for registration the work will\n\ngo forward.\n\nThe Association is issuing to its branches from time to time little war-service bulletins\ncontaining suggestions of work that our branches might carry out as groups or as indi-\n\nThe first suggestion, which was \"to bring a healthful home atmosphere to\n\nviduals.\n\nenlisted men off duty by providing club houses and homes outside the camps,\" is now in\n\nprocess of execution by the Boston Branch, not only for the camp at Ayer, Mass., but for\n\nthe naval training stations along the New England coast.\n\nIt has been presented to the\n\nalumnae association of several of the women's colleges and has been enthusiastically\nreceived.\n\nIt bids fair to be carried out at many of the camps.\n\nThe second suggestion, given first to the branches as a bit of work to be done locally,\nhas gradually developt into something much larger and more inclusive. The idea has been\n,\n\nroughly sketcht in the \"Proposal for the Training of Girls for National Service.\"\n\nThis\n\nhas been submitted to the Women's Advisory Committee of the National Council and to\nthe state chairmen as well as to our own state representatives. Whether it will be found\npracticable remains to be seen.\n\nThe Association has also undertaken the task of finding and organizing the women\nchemists of the country in order to have them readily and quickly available when the\n\nThe field of industrial chemistry has not opened readily to women.\ncall for service comes.\nAs has been the case in other professional fields, employers have been hesitant about\nemploying women. The tremendous demand for chemists incident to the war is certain\nto give them their opportunity, but they can take advantage of it much more effectively\norganized than as separate units.\n\nIn addition the executive secretary is planning to hold state conferences of the college\n\nwomen in order to discuss Ihe best methods of making available for the service of the\nnation the power of its trained women. These surely are the women to whom we must\nlook for leadership in the effort to deal effectively with the complicated social and ecopomic\n\nproblems growing out of the war.\n\nREPORT OF THE SOUTHERN ASSOCIATION OF COLLEGE WOMEN\nEMILIE W. MCVEA, PRESIDENT, SWEET BRIAR COLLEGE, SWEET BRIAR, VIRGINIA\n\nThe effort of the Southern Association of College Women in the past few years has\nbeen devoted largely to differentiating between the preparatory schools and colleges of\nthe South. The investigations have been chiefly made by Miss Elizabeth Colton, president of the Association.\n\nMiss Colton has succeeded in impressing upon many schools\n\nattempting to do work of college grade the need for fairly definite aims, definite entrance\nrequirements, and adequate college courses. There is no question that thru the instrumentality of the Southern Association of College Women and the Association of Colleges\nand Secondary Schools in the South the standards have been greatly raised during the past\neight years.\n\nThru its various chapters and its individual members the Southern Association of\nCollege Women has held college days in many high schools and preparatory schools in the\n\nSouth.\n\nIt has interested the students in colleges whose degrees are of real value, and it\n\nhas also brought this same kind of influence before the parents of prospective students.\nAt present it has representation on the state committees of the Woman's Council of\nNational Defense, and thru this agency is undertaking active service in the plans for the\nIt will have more to report along the line of definite endeavor in the war situation\n\nwar.\n\nnext year.\n\n"} {"page": 647, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\nDepartment]\n\n631\n\nREPORT OF COMMITTEE ON EDUCATION, COUNCIL OF JEWISH WOMEN\nMRS. CHARLES LONG, CHAIRMAN, WILKES-BARRE, PA.\n\nThe report of the work of the Committee on Education of the Council of Jewish\nomen shall begin with the promising word \"finally.\" Not only because it is the last\n\nI\n\nthree reports given you which cover a triennial period of service of the chairman, but\n\nin beginning with the \"finally\" of 191 6 the continuity obtains, moreover, because the\n\nconcluding legend of a rounded sentence, last year constructed to fit the mouth rather\n\nthan the mind, has become the master-key of 1917 endeavor.\n\nIt reads,\n\n\"We can sense\n\nthe occasions without fooling even ourselves when we will all work for all the children all\n\nthe time.\"\n\nFrom the eighty-nine sections listing the educational activities which each undertakes, a surprising number of such \"occasions\" seem already at hand, for to the question,\n\n\"What are you doing?\" by far the most frequent reply is: \"We cooperate with other\norganizations along all lines of educational activity.\"\n\nIt\n\nmight be suspected that the\n\nblanket phrase \"we cooperate\" is merely a glib dismissal of an obligation, but in almost\n\nevery instance the case is stiffened by special data, such as money contributed, offices held,\nrepresentative sent, plans offered, lectures provided, demonstration made, and the like\n\nguaranty of the \"Service with Sense\" which was last year the Council's claim.\nthis year it\n\nTo fit\n\nappears that \"common\" may be added to both the service and the sense.\n\nWould it not be heartening to be able to say that everywhere kindergartens, penny\nlunches, medical inspection, classes for defectives, visiting teachers, vocational guidance,\n\nand all those social and health outposts are being set up firmly and adequately along the\nwhole academic pathway of child life by state, school, or community authority instead\nof as the spectacular, meager, faddy, quasi-efficient effort of a small group ?\n\nBut our eighty-nine sections show too that both conditions exist and that there is no\nimmediate plan anywhere to strike an attitude of awed approval of existing conditions.,\n\nHuman nature and human needs have not yet scrapt the Council's hope to render real\nservice as the unit of American Jewish womanhood to the unit of American Jewish child-\n\nhood in cooperating, in now and again projecting, even in sometimes protesting, but\nalways protecting.\n\nTwice before I have mentioned the mothering of our children.\n\nIn our \"Program of\n\nWork\" one of the activities recommended to the attention of section committees on\neducation is that they attempt to meet in their communities any need of any Jewish child.\n\nThis plan is now submitted in its detail as it appears in the \"Plan of Work,\" page 74, C\nIII ff.\n\nYou are urged to be the \"School Friend\" of Jewish Children, a medium between\nschool and home, in health, studies, occupations, material benefits. This follow-up work\nis emphatically valuable as an activity.\nConcentrate in large conmiunities upon the\nJewish child life of a single school; in smaller communities, the whole Jewish child life\ncan be touched by the Council school friend or visitor, at every angle of need or possible\nprofit, thus raising the whole mass of Jewish life by a practical service bom of real acceptance of responsibility.\nHaving the experience, you will be able to help in special non-Jewish cases, should\nthe principal or teacher request.\nAll school visiting to be done under Committee on\nEducation, home visiting referred to proper committee according to the issue involved\nin each case.\n\nIn all communities, except where the size of Jewish population makes it unreasonable\nto carry it out, this\n\nplan is now accepted as the uniform policy of the Committee on\n\nThe San Francisco section so prizes this sort of service that it employs a\nvisiting home teacher to insure its efficient execution.\nAnd while in other places, Norfolk,\nKansas City, Louisville, Wilkes-Barre, Atlantic City, etc., the work is done by the\nEducation.\n\nunsalaried \"school friend,\"\nit\n\nit is\n\nno less continuous, effective, clear-headed.\n\n— prevents\n\nsolves the next problem\n\nit\n\nMoreover,\n\nfret in our high-bred college graduate by giving\n\n"} {"page": 648, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n632\n\nher training, opportunity to function.\n\n(School Patrons\n\nThe \"school friend\" is your opportunity, you\n\nparents, teachers, taxpayers, to call upon the good offices of those deeply eager to lift with\n\nwith efficiency, and with pride the whole mass of American Jewish life by\n\nintelligence,\n\nhelping each unit; thus to return for the new privilege of larger life in this land, the newly\n\nmolded children, little cups bearing finest tracings of their old traditions and their new\nobligations, showing no roughness, inviting gentle handling.\n\nAnd this may serve to introduce again the matter of the critical study of Shylock.\nIn our last report the question as to the Jewish child's part in carol singing, in sectarian\nfestival service, and the criticism of Jewish characters in literature, we left as the immediate\n\nproblem of the community concerned, to be dealt with according to its own interpretation\nof the immoral issue of lip-service. However, after much questioning of high-school\nboys and girls, we find it advisable to warn the teachers of Shylock that we cannot be\npatient with those who fail to make clear to their classes the historic foundation of the\nstory, the excessive persecutions of the man, the untrue picture of Jewish filial relation, the\n\nrevengeful qualities as of an individual, not of a race, and the fine frenzy of a poet's inter-\n\nwoven plots.\n\n—anything\n\nTo have these fairly placed before honest young minds is our whole request\na new spitting upon our beards, refined torture that practices upon\n\nless is\n\nquivering adolescent souls unbraced with argument to parry the thrusts.\n\nMoreover, to\n\npresent the merchant otherwise is no less bad literary than bad moral training.\n\nNo, Jessica was no Jew's real daughter, for filial love is also the badge of the tribe,\nand this parental love has a wider spread than the wing. So the Council mothers all\nchildhood in the large, but tenderly nurses the single branch.\n\ngroups that cherish the talented.\n\nIn evidence are those\n\nTo waste its sweetness is no longer a necessary tragedy.\n\nHouston, Hartford, Newark, Birmingham, Norfolk, Fort Worth, St. Paul, Pittsburgh, are\nsome sections that find instruction in business, art, and music for children who would\notherwise miss it.\n\nIn Charleston, Savannah, Galveston, Portland, etc., kindergartens are conducted,\nwhile special schools for young and adult foreigners exist in too many of the sections to\nlist,\n\nbut particularly picturesque are Toledo's Girl Scouts; Brooklyn's class to correct\n\nfaulty accent; Los Angeles' dancing and piano lessons, and the translation of the classes\nright into the foreign\n\nhome.\n\nSan Francisco educates foreign mothers for citizenship,\n\nwhile Worcester makes sure of the mothers by providing kindergarten and baby care at\n\nAtlanta collects and distributes magazines to them, while Charleston,\nSouth Carolina, and other southern cities provide free textbooks. Then, too, many\nrecord persistent work for better health conditions with penny lunches, dental clinics,\nopen-air classes, special industrial instruction for defectives, the blind, deaf, etc., and\nthe same time.\n\nsocial hygiene courses for both children and mothers.\n\nAnd always parallel with the Jew's labor for social reconstruction is his passion for\nself-improvement.\n\nloves the flavor.\n\nIn providing classes for others he spreads the feast because he himself\n\nAnd so the Council activities in \"the pursuit of wisdom\" are especially\n\nOf lectures and classes in first aid, Red Cross, home keeping, dietetics, we\nparliamentary law classes are held (an acknowledgment of the\nvalue of technique) in Chattanooga, Denver, Newark, Schenectady, Hartford, New\nHaven, Pittsburgh, New York, and elsewhere; while Cincinnati's class has grown up and\nBesides these, the gamut\nis now a course for real teeth in \"Finance and Investments.\"\n\ncharacter stic.\n\nfind a goodly crop;\n\nof cultural interest is run from Stevenson study in Nashville to current events in Chat-\n\ntanooga, Russian literature in Albany to history of the Jews in Wilkes-Barre, drama club\nin Atlantic City, art in Pittsburgh, biography in Terre Haute, music in Charleston, W.Va.,\n\nand so on and on.\nYet over and above the rest is a new bugle call, best interpreted in words from\nGalveston, Tex., \"Up to the declaration of war, our work has concerned itself with Jewish\nand community interests. Now our efforts are directed toward uplift of the soldier and\ntraining for service of those who shall sustain him.\"\n\n.\n\n"} {"page": 649, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\nDepartment)\n\n633\n\nThe Council calendar of its holidays was sent as usual to school authorities.\n\nEvery-\n\nwhere the explanations of their significance were given the consideration due them. It is\nhoped that some day a something may be hit upon that will find the quick in the colossal\nabstraction of college authorities.\n\n—\n\nYet one more activity\n\nthis because it has been a state interest.\n\nWith the proper\n\nenthusiasm and due procedure we of Pennsylvania, at the last State Educational Association meeting in Harrisburg, presented a petition, with double the number\n\nheavy-weight names necessary to create a new department.\n\nand all the\n\nPennsylvania now has that\n\ndepartment, whose purpose the petition claimed will be \"to present the welfare and\npurposes of the teachers, the needs and interests of the children, the rights and duties of\nparents, and the privileges and obligations of taxpayers so that each may better under-\n\nstand and help the other.\"\n\nPennsylvania State Educational Association\n\nnow has a\n\nDepartment of School Patrons, and when it shall again meet in December it is hoped that\n\nPennsylvania organizations will somehow appreciate that they should have an interest\nin the conduct of the great institution of education.\n\nReal efforts will be made to tell the\n\nstate federation, the chambers of commerce, the civic clubs, rotary clubs, and others of\ntheir new opportunity and real obligations.\n\nWe hope to see the Department of School\n\nPatrons of the National Education Association take the large and dignified place it deserves\nas representing the not unimportant and as yet least considered side of school influence\n\nI\n\nthe public and the parents.\n\nPerhaps a state department of school patrons can help\n\ndevelop the crude notion that these two groups are at least a fraction as important as the\n[teacher to the child in the welfare of all four.\n\nWe are happy, as the Council's Committee\n\n[on Education, to have put this particular piece of work thru, to claim for it your approval\n\nand help, and to leave it now as a new instrument at yours and the state's service.\nI\n\nREPORT OF EDUCATION DEPARTMENT, GENERAL FEDERATION OF\nWOMEN'S CLUBS\nMARY E. PARKER, CHAIRMAN, WESTERN RESERVE UNIVERSITY, CLEVELAND, OHIO\nAs the present chairman interprets the duties of the education department of the\n:\n\nGeneral Federation of Women's Clubs, they have to do with the activities of certain\nvolunteer groups of\n\nwomen looking toward cooperation with\n\norganized educational\n\nauthorities, that is to say, the education departments of women's clubs aim to contribute\n\nto the efficiency of the public schools in every way possible.\n\nIt is an obvious fact that the\n\nneed and consequent opportunity for such service vary in inverse proportion to what\nthe school authorities have been able to accomplish.\n\nIn communities which have been both prosperous and progressive the number of\nopportunities is not so great, in fact, it may be stated as a pretty general rule that clubs\n1\n\nhave taken up pieces of work which have been neglected by other agencies, whether thru\nlack of interest or lack of resources.\n\nIn the opinion of the present chairman no single object has interested so many club\nwomen as the rural school, and in no other single cause have they workt so whole-heartedly.\n\nThey have aroused public opinion to the necessity for increast revenue; they have workt\nfor the passage of compulsory education laws, and they have followed up their support\nby vigilant efforts to secure the effectiveness of such laws; they have given personal attention to specific problems in their own neighborhood rural schools; they have helpt to\nbeautify the building and the ground; they have added books to the school library and\nthey have in many thoughtful ways helpt also to make the life of the rural-school teacher\nmore enjoyable.\n\nThe work for the rural school is one of the most significant phases of our department,\nparticularly in face of the present crisis and of the future strain which is bound to come.\n\nThe present emphasis on agricultural productiveness only serves to bring into stronger\n\n"} {"page": 650, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n634\n\n[School Patrons\n\nthe permanent need for improved rural conditions, especially as they touch the\ncoming generation.\nAt the last Biennial the Federation gave formal expression to its belief in vocational\neducation, and hundreds of letters were sent to Washington supporting the Smith-Lever\nVocational bill. Since the passage of the bill state chairmen have been active in their\ndifferent states and have urged that provision be made to receive the federal aid.\nThe\nrelief\n\nsteps to be taken in carrying out in detail the provisions of the, vocational bill involve\n\nmuch technical knowledge and careful readjustment, so that probably all that the clubs\ncan do for the present will be to assist local and state authorities in whatever ways may be\nindicated by them.\nIf such work is already under way, club women should show a personal interest in the\n\n—\n\nespecially for girls.\nIn one city the local club arranged an exhibit and sale of\nwhat had been made and took orders for future delivery, in that way helping to bring the\nnew venture to the notice of other women in the community. In some towns and cities\nthey have brought speakers who were actively engaged in vocational work and who could\nspeak with conviction and definiteness from their own experience. Club women have\nclasses\n\ntaken practical interest in the problems of vocational guidance, altho here again much\n\nThe directing of a\nboy or girl into modern industrial life is too serious a matter to be undertaken lightly, and\nabout all that we can do is to bring to audiences of students and parents speakers who can\nof the necessary information is not available to the volunteer worker.\n\ngive a general idea, each one of his own particular field.\n\nThe question of special psycho-\n\nlogical fitness or of economic future can be considered only by experts.\n\nProbably no more suggestive piece of work along this line of vocational guidance\nthan that carried on by the dean of women in the\nEvery year representative girls from the high schools\n\nfor high-school girls has been done\n\nMontana Agricultural College.\nall over\n\nthe state are sent to a vocational conference held at the college.\n\nThe teachers\n\nin the high school select the girls, the clubs meet the expenses for transportation and living\n\nexpenses, and the college provides as speakers specialists from different sections of the\n\ncountry.\n\nThe kindergarten section of the department has been actively engaged in an effort\nto arouse a new interest in the establishment of kindergartens and has been in close co-\n\noperation with other organizations.\n\nWe deplore the fact that there are so many little\n\nchildren who cannot enjoy the benefits of the kindergarten, and a strenuous effort is being\n\nmade by the Kindergarten Committee of this department to arouse a new appreciation of\nimportance of this phase of education.\n\nThe Federation has committed itself to help in the Americanization work, and especially valuable assistance has been rendered in Los Angeles, Chicago,\n\nBoston, Rochester, and occasional other cities.\n\nNew York, Detroit,\n\nThis work for the foreign woman has\n\npresented a new opportunity for club educational work in communities in which other\n\nends have been already served.\n\nIn Montclair, N.J., for example, which has been most\n\ngenerous in support of its schools and most progressive, the local federation paid the salary\nof a \"home teacher\"\n\nforeign\n\nhome.\n\nwho served as a connecting link between the day school and the\nThe possibilities for good in such work are great. The establishing of\n\nfriendly relations\n\nbetwen the non-English-speaking mother and the public schools is a\n\ndelicate matter.\n\nOccasionally there is a volunteer worker who is especially fitted to do it\n\nand whose hobby it is, but it seems quite a safe statement to make that the position as\nteacher requires special aptitude, special social training, and also the ability\nto understand and use at least a little of the language of the section in which the work is\ndone. As I see the problem, the securing of the home teacher who is a part of the publicschool system is the most valuable contribution a volunteer organization can make to the\nAmericanization work. The raising of funds to finance this work is a splendid service to\nany community. The value of the work is educational, it is social to a degree, and it\n\nhome\n\ncontributes more than we can know to real Americanization.\n\n"} {"page": 651, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\nDepartment]\n\n63 s\n\nIn the present crisis we are concerned primarilj^ with immediate needs, the most\npressing of which is the need for food conservation.\n\nSince educational activities as a rule\n\nlook to future rather than to present realization, it has seemed wise to lay aside other plans\n\ntemporarily and to stress for this summer all work leading to food production and preserva-\n\nOur women have been urged to join in this work, to lend a hand to the carrying out\n\ntion.\n\nof plans of large organized bodies, and to initiate no work entirely by themselves unless\nit\n\nwas obviously neglected for some unusual reason.\n\nThey have been urged to cooperate\n\nwith state agricultural colleges and to assist them if need be, in organizing school boys\n\nand girls into clubs for the raising and preserving of food. They have been urged to use\ntheir influence to stimulate school authorities to teach both thrift and patriotism, if not\nalready doing so, and to lend a hand if there is any need.\nIn a word, in the immediate present their work is mainly that of cordial cooperation\nIn\nin activities planned by government departments or other specialized organizations.\nthe near future certain few needs may demand our attention. As a nation we must not\npermit our schools to help carry the burden of the war, we must not lower our appropriation, and we must not lower our educational standards.\nOur women in organized clubs\ncan serve as vigilance committees, and whenever hostile forces threaten the schools they\nwill have a definite duty to perform\nthat of rousing public opinion.\nAs the mother in the home guards the physical welfare of her children, so the great\nbody of women must watch the standard of vitality of the next generation. Probably the\nbest way of avoiding the danger of overlapping and duplication of efifort is for two or\nmore of the departments to unite on one piece of work. It may mean serving breakfast\nand lunches to school children, it may mean better recreational facilities, or it may mean\nthe engaging of a competent teacher of physical training.\nThese are the most obvious duties, it seems to me. The academic discussions of\nchanges in courses of study and methods of teaching are not today so much a problem for\nthe lay worker as for the specialist in education.\nIn conclusion two principles stand out very clearly to my mind as the ones which\nshould govern the women's clubs: First, their greatest service is possible when their\ncooperation with educational authorities is closest. Women have long ago learned that\ntheir service is most valuable, not when they criticize or attempt to formulate policies, but\nwhen they lend a hand to school officers who are presumably fitted for their work and\nintelligent as to local needs.\nIf the schools are not in the control of such men who can be\n\n—\n\ntrusted, public opinion should be roused to demand the right sort of persons in educational\ncontrol.\n\nNo policy enunciated by the General Federation will serve equally well all sections of\nthe country, and any attempt to outline such a policy in detail would be futile.\n\nThe best\n\nadvice a central office can give, in my opinion, is, \"Find out in what way your local educational experts can make best use of you.\"\n\nThe second is that there should be greater\nThe instinct to achieve is fundamental and so is the instinct\nwhich craves recognition for achievement. Without them little would be accomplisht,\n\ncontinuity in our efforts.\n\nbut there is danger that with our plan of biennial change of officers the aggregate loss may\nbe greater than the final gain.\n\nA new chairman of education fears criticism if she inaugurates nothing new, and she\nhas a perfectly natural desire to start some piece of work for which the need has never\n\nbeen realized before.\neffort.\n\nAs a result many good things are lost because of lack of persistent\n\nA few weeks ago a prominent man in charge of the educational activities of a\n\nprosperous and progressive state said to me:\nis that\n\n\"The fault I have to find with women's clubs\n\nthey are always wanting to start something, and in their zeal to inaugurate some-\n\nThey seem to tire of keeping\nThe wisdom of this criticism is unquestioned.\n\nthing they neglect to develop what has already been started.\nat one thing.\"\n\nTo summarize briefly, it is the duty of the educational departments of our women's clubs\nto help the public schools as they try to contribute to the work of food conservation and of the\n\nRed\n\n"} {"page": 652, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n636\n\nCross during the present summer\n\n—then\n\n[School Patrons\n\nthe next duty will be to watch that the schools do not\n\nWe must guard the vitality\nWe must teach them thrift and patriotism and we must\n\nstiffer and that we do not lower our standards thru a false economy.\n\nof our children as we never have before.\n\nremember that there is bound to come a period of grilling economic competition which will need\n\nWe must help if we can to make our schools serve\nThe country needs an educational program which will involve sacrifice if\n\nboth the trained mind and the skilled hand.\nall types of children.\n\nwe are to do our duty by the next generation. Whatever happens the women of our country\nmust stand with those who are not blinded by the stress of the present to the needs of the future.\nIn spite of war, the schools must grow constantly better.\n\nPAPERS AND DISCUSSIONS\nPRESIDENTS ADDRESS\nTHE WORK OF THE DEPARTMENT OF SCHOOL PATRONS\nMRS. CHARLES F. HARDING, CHICAGO, ILL.\n\nThe Department of School Patrons, numbering hterally miUions of\nwomen, is an integral part of the National Education Association. These\nwomen are able, progressive, public-spirited. They form the membership\nof four great national organizations, the General Federation of Women's\nClubs, the Association of Collegiate Alumnae, the National Council of\n\nJewish Women, and the Southern Association of College Women.\n\nTHE PURPOSE OP THE DEPARTMENT\n\nThe department was formed\nFirst,\n\nto perform\n\ntwo important functions:\n\nthe department passes on to every individual club\n\nmember the\n\nknowledge of current educational needs and accomplishments gained from\nthe meetings and pubhsht reports of the National Education Association,\n\nand from independent study and investigation thru the well-organized\nchannels of the women's organizations which make up its membership.\nSecond, the department has a very real function in presenting to the\nteachers who are technically trained and technically engaged in the teach-\n\ning of children what may be termed the lay viewpoint, that is, the viewpoint\nof the intelligent and progressive patron of the schools.\n\nThe department is now acting thru five standing committees.\nfirst of\n\nThe\n\nthese is the committee on\n\n.\n\nOUTSIDE ACTIVITIES\n\nThe Department of School Patrons concerns itself chiefly with those\nactivities which, altho important and in many cases essential to the welfare\n\nof the school children, are as yet often outside the school administration.\n\nExamples of such activities are kindergartens, vacation schools, penny\nand the work of the visiting teachers.\nThere is no question|that there is great overlapping and waste in the adminislunches, vocational supervision,\n\n1\n\n"} {"page": 653, "printed_page": null, "text": "Department)\n\nTHE WORK OF THE\\DEPARTMENT of school patrons\n\n637\n\ntration of the various outside activities with which the department is con-\n\ncerned.\n\nA Committee on the Coordination of Outside Activities has\nThis committee is studying the operation of\n\ntherefore been appointed.\n\nthese activities, with a view to sifting their value, suggesting a judicious\n\neUminating of the least useful while encouraging the most important, and\nurging classification and combination wherever possible.\n\nMORE MONEY FOR SCHOOLS\n\nA Committee on School Revenue is concerned with a problem vital to\nthe schools at this time.\n\nBecause of the war and because of the tendency\n\nof the schools toward socializing, new demands are being made every day\n\nupon public-school revenue.\n\nAt the same time there is a universal desire\n\nto economize, not only in living expenses,\ntaxes.\n\nbut in the matter of certain\n\nEconomy in school revenue means the cutting off of equipment, of\n\nteachers, and of facihties in general for the schools.\n\nPubHc opinion should\n\nbe created against measures which would weaken rather than strengthen\n\nThe National Education Association, made\n\nour \"second line of defense.\"\n\nup of a great body of teachers, has never undertaken this and would be\nhandicapt in doing so because of its relation to the pubUc.\n\nOn the other\n\nhand, the Department of School Patrons, whose members are closely in\ntouch, not only with the children, but with the sources of income and some-\n\ntimes with the administration of the pubUc schools, can and should under-\n\ntake and accomplish this work.\n\nVOCATIONAL SUPERVISION\n\nAn example of what may be accomplisht for the schools thru cooperation,\nsuch as is afforded in the department, is the work of vocational supervision\ncarried on in Chicago, where a juvenile employment bureau was started by a\n\nleague made up of representatives of women's clubs and other social organizations.\n\nAfter five years of successful operation the general direction of this\n\nbureau was taken over by the public schools with a large part of the expense\nof its operation.\n\nA Committee on Vocational Supervision has been made a committee of\nthe Department of School Patrons and is now engaged in a study of vocational supervision and vocational guidance thruout the country, and hopes\n\nto make a definite report at the next meeting of the National Education\n\nAssociation.\n\nThis committee cooperated with other organizations in Illinois\n\nin pushing the Child Labor bill which was made a law at the last meeting of\n\nthe legislature.\n\nSCHOOL HEALTH\n\nThe Committee on School Health does not expect to initiate investigation or experiment.\n\nIt is working in connection with the Joint Committee\n\nof the National Education Association and the American Medical Association, of which\n\nDr. Thomas D. Wood is chairman.\n\nThis joint committee\n\n"} {"page": 654, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n63\n\nhas already publisht three pamphlets:\n\n[School Patrons\n\nMinimum Health Requirements for\n\nRural Schools, Health Essentials for Rural-School Children, and Health Charts.\n\nThe first two present in teUing form the rules for health which should be\nobserved by rural-school children and by the community in planning conThey are, however, quite as valuable to the city\nditions for these children.\nchild and the city community as they are to those for whom they were\nformulated. The third pamphlet consists of photographs of fifty-two\nwhich put graphically these same rules for health and\nshow the results both of carrying them out and of neglecting them. The\nCommittee on School Health feels that it can do no better than to ofifer\nits services in distributing these pamphlets as widely as possible and in\ncalling the attention of club members and school people to their value.\nillustrated charts\n\nTYPICAL PROGRAMS\n\nThe Committees on Rural Schools, on School Health, and on Vocational\nSupervision have each prepared a typical program for a club meeting.\n\nThese have been printed in numbers and will be sent to anyone applying\nEach of these programs gives in brief form topics for discussion,\nfor them.\nsubjects for papers, suggestions for debates, and references for study. It\nis urged by the department that a day be set aside by clubs and schools for\neach of these programs. The program on rural schools has already been\npublisht by two state magazines in Missouri, one representing the interests\nof educators,\n\nand the other those of club women.\n\nThe chairman hopes,\n\nthru this publicity, to interest the people of the state in setting aside a day\nfor the study of rural schools.\nstates.\n\nThis seems a good precedent for other\n\nThe war has brought to the attention of the United States the\n\nnecessity for the conserving and building up of the health of school children\n\nby showing the great numbers of young men who fall below the physical\nconscription requirements; it has shown also the dependence of the country\n\nupon the rural communities and the necessity of directing attention to the\nproblem of the rural child and his surroundings; while the inroads which\nthe war situation is making upon the education of children over fourteen\nmakes particularly imperative the matter of protection of the child of working age, which is the province of the Vocational Supervision Committee.\n\nThese programs will focus interest upon these vital topics.\nWith its present equipment the Department of School Patrons can only\napproach the problem which is its particular field. In order to become a\nnational force in the\n\nwork\n\nof\n\nuniting trained thought\n\nand volunteer\n\neffort, and thus make pubHc opinion in educational matters, the department\n\nshould have increast affihations, a larger income, and a more complete\norganization.\n\nWe look forward to a time when the affiliated organizations\n\nas well as the National Education Association will so appreciate the great\n\nnational educational problem which this department is attempting to solve\n\nthat they will place at its disposal the means for reahzing this vision.\n\n"} {"page": 655, "printed_page": null, "text": "TtJE PATRONS' DEPARTMENT\n\nDepartment)\n\n639\n\nTHE PAST, PRESENT, AND FUTURE OF THE PATRONS'\nDEPARTMENT'\nMRS.\n\nO.\n\nSHEPARD BARNUM, VICE-PRESIDENT, STATE BOARD OF\nEDUCATION, ALHAMBRA, CAL.\n\nThe meaning of several movements in the recent past has become clear\nOne conspicuous movement during the last twenty-five years has been the extensive and intensive\norganization of women. Undeterred by ridicule or difficulties, American\nin the blazing light of the present world-struggle.\n\nwomen have formed clubs and councils and associations in communities,\nthen, urged onward by an irresistible impulse, they have formed the local\n\nclubs into county, district, state, and national federations; these in turn\nhave fabricated a framework of departments and committees, wheel within\nwheel.\nSome of us have wondered whether our multifarious club life was\nreally a duty or a deUght.\nToday we see the hand of Providence; we see\nthat an army of American womanhood has been enlisting, training, mobilizing, effecting organizations, not \"for organization's sake,\" but for the service\nof their country in her sudden hour of supreme need.\nTheirs is a preparation vital and fundamental, for it touches the crucial task of democracy at\nwar that of creating, among a hundred million free and independent\npersons, unity of thought and feeling and action sufficiently quick and strong\nfor a life- and death-struggle.\nFurthermore the present struggle involves\nproblems unheard of in military science hitherto many of them can be\nsolved only in a universal laboratory of homes. We are profoundly thankful\nthat over two millions of organized women are ready, and that they occupy\nstrategic positions locally and will be loyally followed by millions more.\nThru this channel government instructions and appeals are already\nbeing past rapidly from headquarters to homes in every city and hamlet,\nand the stir of myriad ordered activities is pulsing back to Washington.\nTwelve years ago the educational leaders of five of the largest national\norganizations of women, led by Miss Ellen Abbot, then educational chairman\nfor the General Education of Women's Clubs, became convinst that the\nvolunteer educational work which they had long been conducting should be\nunified to be effective, and to be fully intelligent should profit by the\n\n—\n\n—\n\nsystematic guidance of the national organization of professional educators\nthe National Education Association.\nfor a\n\ndepartment\n\nin the\n\nConsequently a request was made\n\nNational Education Association which should\n\n—the Depart-\n\nrepresent and direct the educational activities of these women\n\nment of School Patrons.\nNo war was needed to demonstrate the value of such systematic\nvolunteer support and service in the educational field, because social and\nindustrial changes had brought to the door of the American school duties\nand activities that had formerly been shared by the home, the farm, the\n«\n\nThis paper includes both\n\nOutside Activities.\n\nMrs Barnum's address and her report as chairman of the Committee on\n\n"} {"page": 656, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n640\n\nshop, and the church.\n\n[School Patrons\n\nThese include, to rehearse at random, a great\n\nvariety of studies; prevocational training for various occupations;\nvision of play;\nclinics;\n\nsuper-\n\npersonal and social hygiene; medical inspection and free\n\npenny lunches and student cafeterias;\n\nmanners, and\n\ndiscipline,\n\nmorals; vocational supervision; vacation schools, evening schools;\ngardens, home credits;\n\nhome economics;\n\nhome\n\ncitizenship and social relation-\n\nships.\n\nAll this necessary socialization of the schools entails a tremendous\n\nburden.\n\nIn any given community organizations interested in social and\n\neducational work must help carry the financial burden,\n\nif\n\nthe school is\n\nmodern Protean tasks; they must help the neglected\nchildren if the schools have not yet come to the rescue. It does not seem\npossible, even in war time, to conscript the homes, to say nothing of the farms\nand shops and churches, and reestablish their ancient share in the upbringing\nalready doing\n\nits\n\nof children.\nStrictly speaking, the Department of School Patrons has an honorable\nIt was authorized under the name of the \" Department\nWomen's Organizations\" by the Board of Directors of the\n\npast of ten years.\nof National\n\nNational Education Association at the convention held in Los Angeles in\n\nMrs. Josiah Evans Cowles, now president of the General Federation\nWomen's Clubs, was the representative of the women's organizations\nwho secured the necessary petition and convinst the directors of the value\n1907.\n\nof\n\nof the plan.\n\nMrs. Ella Flagg Young, United States Commissioner Elmer\n\nEllsworth Brown, President Carroll G. Pearse, and many other leaders in\nthe National Education Association gave cordial assistance in the organization of the department, as they have continued to do thruout the ten years\nof its history.\n\nThe department held its first meeting in 1908 as part of the convention\nof the National Education Association at Cleveland, Ohio.\n\nAs the purpose\n\nof the department called for united effort by all the five national organiza-\n\ntions and in all the states, a nicely adjusted system of administrative com-\n\nmittees was instituted by Miss Laura Drake Gill, the first president.\n\nThis\nsystem was in operation until the meeting of the National Education Asso-\n\nciation in 191 5, at which time it was decided to give up the joint committees\nand to use the machinery already estabHsht by each afiiliated organization\nfor its state work.\nAn executive committee was formed to conduct the\nwork of the department between regular business meetings (which occur\nonly during sessions of the National Education Association), and this\n\nexecutive committee included a representative from each of the five aflaiiated\nnational organizations.\n\nUnder the next president, Mrs. O. S. Barnum, elected in 19 10, the work\n\nTwo committees\nwere added, in accordance with the advice of Mrs. Ella Flagg Young, then\nof the executive and state committees was carried on.\n\npresident of the National Education Association, in order to concentrate\n\nand direct the efforts of all of the organizations upon two school needs that\n\n"} {"page": 657, "printed_page": null, "text": "I\n\nTHE PATRONS' DEPARTMENT\n\nDepartment!\n\nshe, with her wealth of educational\n\n641\n\nwisdom and school experience, con-\n\nsidered most general, most urgent, and most directly dependent on parents\n\nand citizens, namely, increast school revenues and improved health conditions for school children.\n\nThe work of the Department of School Patrons under the presidency of\nMrs. William S. Hefferan during 19 13-14 was a continuation of the previous\nyear's\n\nwork thru the joint state committees, emphasizing school health,\n\nschool revenue, and adding one other feature\n\n—rural-school improvement.\n\nThe Committee on Rural Schools was added to the department at the\nsuggestion of the president, Mr. Fairchild, and of the United States Commissioner of Education, Dr. Claxton.\n\nThe work undertaken was the arousing of pubUc opinion for desired\nlegislation, for the enforcing of existing provisions, for the increase of revenue\n\nfor school purposes, for school health and all it means in the way of medical\n\ninspection, school nurses, proper ventilation and lighting of schools,\n\nand\n\nlastly for rural-school improvement.\n\nMrs. Louis Hertz, of San Francisco, was president during the years\n191 5-1 6 and continued the policies of the preceding years.\n\nWe say in America there is always the \"man of the hour\" prepared by\nProvidence for each emergency.\n\n\"woman of the hour.\"\n\nIn the new order we find there is also the\n\nIn New York, in 1916, as America was in the thick\n\nof war problems and within a year of actual war, involving the educational\n\nas well as all other forces of the nation, Mrs. Charles F. Harding became\n\nthe president of the Department of School Patrons, and most truly the\n\nwoman of the hour.\n\nWith her administration we reach the strenuous\n\npresent and, we are sure, a promising future.\n\nIn brief outUne I should say that the past of the Department of School\nPatrons has stood for preparation, in common with that of women's organizations generally; that the present should stand for application to immediate\nwar needs; and that the future should stand for preservation of child life\nand school life in spite of chaotic and menacing conditions.\nThe duties of the present are plain. Education in war time demands\nIt will require the utmost\ngreatly increast expenditure of effort and money.\nendeavors of professional educators and generous systematic aid from\nvolunteer agencies. All regular work must be maintained at maximum\nscope and efficiency. During the war, more than ever before, every child\nin every family must be given knowledge and skill and intelligent understanding of the nation's needs. Many additional school activities must\nbe undertaken on a large scale as preparedness measures: school gardens\nand home gardens conducted under school supervision of agricultural\nexperts; courses in home economics and club and extension courses directed\n\n—\n\nfor scientific food conservation;\n\nthorogoing physical education extended to\n\nevery school and class, to girls as well as to boys; vocational courses and\ncontinuation schools to equip children for self-support and the nation for\n\n"} {"page": 658, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n642\n\n[School Patrons\n\nindustrial preparedness; evening schools, vacation schools, home teachers,\n\nand neighborhood centers must be multiplied and maintained to hasten at\ntop speed the Americanization of our immense alien population. This\npopulation cannot be a sure source of strength and unity until it can understand our language and learn our institutions, laws, and purposes in the\nVolunteer aid for these war-time additional undertakings has been\n\nwar.\n\neager, but it should be made systematic.\n\nState legislators have helpt\n\npowers to school officials.\n\nby passing measures giving emergency\n\nState attorney-generals have made astonishingly\n\ngenerous and elastic rulings.\n\nState departments of health, industrial wel-\n\nfare organizations, and others have assisted with surveys, labor supervision,\n\nand inspection of labor camps. State councils of defense have cooperated\nwith educators and issued instructions for Red Cross work and organization\nof student labor reserves.\n\nThe Association of Collegiate Alumnae, Young Women's Christian\nAssociations, Daughters of the American Revolution, Women's Christian\n\nTemperance Unions, parent-teachers associations, the state and general\nfederations of women's clubs, are cooperating with defense agencies.\n\nThe\n\naffiliated organizations of the Department of School Patrons of the National\n\nEducation Association have already rendered much assistance, as will be\nGeneral and state federations,\n\nseen by referring to their separate reports.\n\nin addition to much other important legislation, have helpt secure the Smith-\n\nHughes law for vocational education and state laws providing for state\nparticipation in this true \"preparedness measure.\"\n\nThe National Education Association is ardently advocating all forms\nAs I said in the Department of School\nAdministration, we have heard during this convention every possible duty\nof patriotic school endeavor.\n\nFor the sake of the nation every teacher should form character,\naccuracy of judgment, strength of body, skill\nTo do this will cost heavily in equipment and leadership. We\nof craft.\nfor in all the National Education\nshall have to work hard to bring it about\nurged.\n\ninstil fervent loyalty, train\n\n—\n\nAssociation meetings I have heard no mention of ways and means for securing adequate funds for patriotic work except here in the Department of\n\nSchool Patrons.\n\nNot only do these additional preparedness phases of school work require\nadditional money, but under war conditions and financial pressure it is\nincreasingly difficult to secure adequate funds for ordinary school activities.\n\nPublic sentiment must be aroused to the really grave crisis confronting\nschool revenues in\n\nmany localities.\n\nwith\n\nnational organizations\n\nits\n\naffiliated\n\nThe Department of School Patrons\nis\n\nan\n\nideal recruiting agency.\n\nThru its standing Committee on School Revenue aggressive campaigns\nThe\nfor school funds should be conducted with scientific thoroness.\namounts required by school bond issues, appropriations, and taxes are\nbecoming so large that they attract critical hostile attention.\n\nSentiment\n\n"} {"page": 659, "printed_page": null, "text": "THE PATRONS' DEPARTMENT\n\nDepartment!\n\n643\n\nand the conviction that public education is the best public investment are\nno longer sufficient. Legislatures, executives, supervisors, and other taxenabling and tax-levying bodies insist that they \"must be shown.\" School\nauthorities that have failed to secure requisite support by former methods\nof\n\nappeal are desiring assistance for their next campaign.\n\nCertainly\n\nvolunteer cooperation is required, because some hard-headed officials consider professional educators as interested parties and a? overambitious for\ntheir own specialty.\n\nThe Committee on School Revenue of the Department of School Patrons\nis\n\nideally constituted to direct thoro finance campaigns for the following\n\nreasons: First, because it is fortunate in including by affiliation the National\n\nAssociation of Collegiate Alumnae and the Southern Association of College\n\nWomen.\n\nTheir members are trained in making investigations and in\n\nresearch work.\n\nThe Committee on School Revenue should enlist them to\n\nconduct investigations and secure facts and proofs concerning school\nrevenue,\n\nits\n\nsources, its\n\namount, its amount in comparison with other\n\npublic service, its rate of increase in comparison with such other agencies,\nthe presence or absence of scientific budgeting and efficient management\nto insure maximum economy and wise expenditure; comparative expenses\nin the same locality for a period of years\ntions;\n\n—noting causes for violent fluctua-\n\ncomparative expenses for different localities similarly conditioned;\n\ntabulation of expenses for new items and phases of \"socialization\" or war\n\nA large program!\n\nwork.\n\nBut the Association of Collegiate Alumnae and\n\nthe Southern Association of College Women know how to focus on some\n\nproblem that they can work out accurately; and every set of hard, reliable,\ndemonstrable facts and proofs will assist in many situations, allay many\nsuspicions, convert many skeptics.\n\nSecondly, the Committee on School Revenue has a unique advantage\nit can take the facts secured by the Association of Collegiate\nAlumnae and the Southern Association of College Women and put them in\nthe hands of the Council of Jewish Women and the two million members of\nthe General Federation of Women's Clubs. By well-timed campaigns of\npublicity and by use of community influence these milUons of women can\nhelp meet each revenue situation as it arises in each city or county or state.\nThis done, the Department of School Patrons will be able to use a popular\n\nbecause\n\n'\n\nphrase\n\n—\"to put the budge\n\n—\n\nin budget.\"\n\nPhilosophers tell us that the present is only a vanishing line between the\n\npast and the future, and our department should at once consider the prob-\n\nlems of preservation of child life and school life.\n\nAs the department continues its work after the program is over and the\nconvention adjourns, and is carried on thru the year and all over the country,\n\nnew needs or new military necessities caUing for school cooperation\nAt present the following\n\nmay change its poUcy or plan of work at any time.\nUnes of policy seem important;\n\n"} {"page": 660, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n644\n\nISchool Patrons\n\nAs the need for the work which the Department of School Patrons can\n\n1\n\nbest do for the schools is greater than ever, it should increase its efficiency\n\nby every means.\n\nThe executive committee should be continued with full\n\npowers and the policy maintained of double terms for officers.\nAll state and local organizations interested in the schools and willing\n\n2.\n\nto help should be askt to cooperate, to attend conventions, and especially\n\nto join the National Education Association by taking institutional memberships.\n\n3. Arrangements should be made to have the plans of the department\nand the National Education Association its message and instructions, its\nprojects at any particular time taken systematically to the conventions of\n\n—\n\n—\n\naffiliated organizations.\n\nSome representatives should attend every national\n\nconvention of the General Federation of Women's Clubs, Council of Jewish\n\nWomen, Association of Collegiate Alumnae and Southern Association of College Women, to present the\n\ndepartment work and secure active partici-\n\npation.\n4.\n\nSimilar arrangements should be made for publicity thru the organs\n\nof these national and state organizations.\n5.\n\nA simple and very effective addition to the present plan of organiza-\n\ntion would be to have in every state one person appointed to represent the\n\ndepartment in that state and take the department work and plans to the\nstate convention of each affiliated organization or others interested in\n\n—\n\nvolunteer educational work.\n\nSuppose a state is approaching a legislative\nWhat assistance could be rendered by such a\n\ncampaign for school funds.\nShe could bring all \"facts and proofs\" above indicated\nfrom the Committee on School Revenue, could unify and direct, and help\nbring local and state finance campaigns to a successful issue.\nAs we face the future with its heavy responsibilities, every committee\nFor tl\\e \" Committee\nof the department should intensify its assigned work.\nrepresentative?\n\non the Cooperation of Outside Activities\" I should like to bespeak condiminisht and endangered school\nattendance. We need to know how many children of school age are out of\nschool and why. Even where services of truant officers are adequately\nprovided, if there is any such place, their work is usually based on school\nenrolment; in these disturbed times many families are in places where their\nchildren have never been enroled and so are not discovered and cared for.\nIf some sort of volunteer school census could be made we should find more\nwork for all of our other committees. We should find more money needed\nto solve the problem of overcrowded schoolrooms; more families requiring\nemergency help, and more children at work who should be in school. This\nlast important problem is being very satisfactorily attackt in Chicago\nby the Vocational Bureau, the Vocational Supervision League acting thru\nits Scholarship Committee under the able leadership of its chairman, Mrs.\nMoore, also in Los Angeles, and probably elsewhere. If we learn why each\n\n—\n\ncentrated effort on one war problem\n\n"} {"page": 661, "printed_page": null, "text": "Department)\n\nCONSERVING THE CHILDREN OF WORKING AGE\n\n645\n\nchild is out of school we shall learn the communities' deepest needs as to\n\nhealth and labor and social life.\n\nIn conclusion may I repeat the thought that has been with me thruout\nthe convention and which I exprest at the National Council on the first\n\nday ?\n\nA great opportunity and obligation was placed upon all friends of\n\neducation by the President's reference to the schools as the nation's \"Last\n\nLine of Defense\"\n\n—the reserve\n\nline of strength and knowledge and training.\n\nWe must hold that line unbroken! We must not allow it to be held as the\n\"Hindenburg line\" is being held today\n\n—by moving\n\nevery now and then at the instance of the enemy.\n\nit\n\nback a few miles\n\nIn spite of all difficulties\n\nwe must keep that line just where it is, without retreating one inch; school\nterms must not be shortened, the school course of each child must be kept\nup to its reasonable and normal fulfilment. Mass attacks in the interest\nof child labor must be repelled, as well as individual desires on the part of\nthe pupil or parent to snatch a handy *' blind-alley \" job. All these insidious\nfoes must be repelled.\nIn the name of patriotism and education and the\nfuture of our children and our country, let us meet our supreme obligation,\nlet us \"hold that Une!\"\n\nCONSERVING THE CHILDREN OF WORKING AGE\nELLA ADAMS MOORE, VICE-PRESIDENT OF THE VOCATIONAL\nSUPERVISION LEAGUE, CHICAGO, ILL.\n\nEvery year in the United States an army of children enters industry.\nIn Philadelphia during 19 16 its recruits numbered between fifteen and sixiteen thousand, in\n\nChicago about twenty thousand, while in New York\n\n—the children who took out\n\n^City alone they were forty-seven thousand\n\nand left school to go to work. Nearly three-fourths of them\n[were only fourteen years old, and all were under sixteen.\nOnce in industry these children are likely to find themselves misfits;\n[they shift from job to job with long periods of demoralizing idleness between,\n[and with deplorable loss to themselves and to the community. All over\nthe country people are beginning to be shockt by this waste, and in many\n[places experiments looking toward checking it are being tried out.\nSuch\n[certificates\n\n[an experiment has been carried thru six years of constructive effort in\n\n[Chicago.\n\nIn April, 191 1, three clubs, the Association of Collegiate Alumnae, the\n^Chicago Woman's Club, and the Woman's City Club, under the guidance\n)f\n\nthe Chicago School of Civics and Philanthropy, united to employ a\n\ntrained investigator for three months to discover what industrial opportunities were open to boys and girls of fourteen in the downtown district\nof Chicago.\n\nThis investigator. Miss Anne S. Davis, made her report in\n\nJuly and in the following October a vocational bureau was started by the\nthree clubs with Miss Davis in charge.\n\nThis bureau has been in successful\n\n"} {"page": 662, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n646\n\n[School Patrons\n\noperation ever since, and now has a staff of five regular paid workers besides\nvolunteers and students.\n\nIt has been able to increase gradually its staff\n\nand its equipment because it has gradually enlisted the help of individuals,\nof clubs, and especially of the public schools.\nThe organization which\nthese clubs formed to carry on the work is called the Vocational Supervision\nLeague. Both clubs and individuals are eligible for membership, which\nnow numbers about two hundred individuals and representatives of fifty\nBoth clubs and individuals pay two dollars a year membership fee,\nclubs.\nwith sometimes additional contributions.\n\nThe cooperation of the public schools was early enlisted, and they began\ntheir assistance by giving, in 1913, a room for the Employment Bureau,\n\ngradually increasing their contribution until now they have assumed the\ngeneral direction of the Bureau, giving the services of three vocational\nadvisers, a stenographer, and office equipment.\n\nThe first duty of the Bureau is to investigate the employments open to\nfourteen- to sixteen-year-old children with a view to determining which\n\nare safest, most wholesome, and especially which offer the best opportunities\nin the way of training for positions of skill and responsibility later in life.\nAbout 4,500 firms and employments have been investigated thus far, and\nthe results of this investigation tabulated and placed on file in the office\nof the Bureau, where they can be drawn upon for the benefit of individual\n\nchildren.\nf\n\nThe Bureau interviews the boys and girls who apply for work.\n\nIts first\n\nendeavor is not to place the child in employment, but to send him back to\nschool.\n\nThe adviser always asks his reason for leaving.\n\nIn more than 30\n\nper cent of the cases it is found to be dissatisfaction with the school.\n\nIn such\n\ncases the vocational adviser often suggests a vocational or commercial or\n\ntechnical school.\nParents are interviewed, and both they and the children\nshown the practical value of further training, with the happy result that between 25 and 30 per cent of the children return to school, altho in many\ncases they aheady have their working certificates. Where home conditions\n\nmake it absolutely imperative that the child should go to work, a position\nis found for him, the vocational adviser keeping in mind the characteristics\nof each individual and endeavoring to fit the place to the particular appH-\n\ncant.\n\nAfter the child has been placed, the Bureau keeps track of him at his\nwork and in his home, seeking to smooth out differences between him and\nhis employer and thus to keep down the shifting and idleness which are the\nparticular pitfalls into which, in the first two years out of school, he is so\nlikely to fall.\nIt endeavors also to keep the young \"workers in touch with\nsettlement classes, evening schools, and social centers, and in every way\nto call attention to opportunities for further training and development.\nThe pubUc schools of Chicago have just pubhsht Miss Davis' report\nof the first five years of the work of the Bureau.\nDuring these five years\n\n"} {"page": 663, "printed_page": null, "text": "CONSERVING THE CHILDREN OF WORKING AGE\n\nDepartment!\n\n647\n\nabout eighteen thousand children were aided and directed by the Bureau,\n\nand this accompHshment is, of course, considerable; but the greatest value\nof the work is its experimental value and the suggestions it has yielded as\n[to\n\nmethods of vocational guidance and the course which legislation and\n\n:hool administration should take in the future.\n\niportant by-products only briefly.\n\nthe curriculum.\n\nI\n\ncan speak of these\n\nThe first is a suggestion with regard\n\nMiss Davis' report of the first five years of the work\n\nikes an intensive study of 6758 children interviewed as to reasons for\n\njaving school:\n2187 or 32.4 per cent reported economic necessity,\n1507 or 22.3 per cent reported earnings desired, but not necessary.\n2025 or 30 per cent reported dissatisfaction with school.\n\n231 or\n\n4.4 per cent reported preferred work to school.\n5.6 per cent reported graduated from eighth grade.\n3.4 per cent reported could not afford books.\n\n126 or\n\n1.9 per cent reported other causes, ill health, fell behind class, moved, etc.\n\n301 or\n381 or\n\nIt will be seen that 30 per cent reported dissatisfaction with school.\n\nThe 4J per cent who reported that they preferred work to school should\nperhaps be included under the same head. This indicates that the largest\npercentage of children leave because the schools are not giving them what\nthey need, or what they think they need. \" I didn't want to go any longer,\"\n\"I didn't like the school,\" ''I didn't like the teacher,\" \"I got tired of\n\"I couldn't learn,\" \"I was so big the boys laught at me,\" are\nme of the statements in which this dissatisfaction was voist, while one\nall boy with a really inspired disregard for the rules of orthography\note, after he had been at work six months, in answer to the question,\nWhat studies helpt you most in your work?\" \"They dint help me\nothink. They only thoght me to read and riwite.\nI wirked in a factry\nnd dint after read and riwite.\" All this shows clearly enough the children's\nnse that they were getting nothing which they regarded as vital, and\n\nschool,\"\n\noints with certainty to the necessity for including in the curriculum of our\n\nmore courses that will help the boy who ''wirks\" in a\nwith the introduction of vocational and\nbrevocational classes in Chicago, as Miss Davis' report shows, this dissatislaction is decreasing and more children are entering high school.\nSecond, the work of the Bureau has emphasized the advisability of\nraising the minimum working age of children.\nAs long as the child is felt\nby the community to be of age at fourteen, just so long must he go to work\nI*kt that age. The day he is fourteen, the Mother's Pension Fund, the\nUnited Charities, and other agencies stop their aid to the family. Even\nwhen not economically necessary to put the child to work, parents often\nfeel that as soon as the minimum age has been reacht, they have fulfilled\ntheir obligation to their child's education.\nHe must now help in the support\npublic schools\n'factry.\"\n\nIt is significant that\n\nof the family.\n\nOf the children taking out working papers in Chicago for\n\n"} {"page": 664, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n648\n\n[School Patrons\n\nthe year ending June, 191 5, 68 per cent were only fourteen years old, only\n\nMany were within a few weeks of graduation\nfrom the eighth grade.\nThe Bureau has helpt already in the legislative campaigns in Illinois\nlooking toward giving further legal protection to children of working age.\nIn the campaigns for raising the minimum age in Illinois, the statistics and\ninformation given by the Bureau have been of the greatest value in convincing the legislators, and in the campaign of 191 7 this work helpt by throwing\nlight on the whole question of school attendance of fourteen- to sixteenyear-old children. The Bureau had found that half the children between\n32 per cent were fifteen.\n\nfourteen and sixteen who were out of school were idle all the time or, to\nput it differently, that each child was idle on an average of half the time.\nKnowledge of this fact did more than anything else to bring about the provisions in the new child-labor law that children must be promised definite\n\nemployment before they leave school, and that certificates must be returned\nby the employer to the issuance bureau within three days after the child\nleaves his job. These provisions make it possible to keep track of a child\nwho is out of school and to do away with some of the truancy, vagrancy, and\ndelinquency which have so menaced the character of children of this age.\nThird, this work has shown the value of the various phases of vocational supervision.\n\nIt has emphasized the need of information to teachers,\n\nparents, and children.\n\nIf parents all over the country could know what two\n\nyears of vocational training would do for their children, even the most\nselfish or the most needy of them might be moved to further sacrifice.\n\nIf\n\nteachers could know what lines of work offer the most training and could\n\nturn the children in the direction of these lines, if children themselves could\n\nbe brought to see the advantage of a low initial wage with training over a\nhigh initial wage in a \"blind-alley job,\" the whole future of the children\n\nwould be altered.\n\nThe value of the placement and follow-up work seems to have been\nI have no definite statistics to show how many\n\nclearly demonstrated.\n\nchildren have been more advantageously placed than if they had found\ntheir own work, nor how many have been aided by two years of supervision;\n\nindeed it is impossible to marshal statistics to prove that something would\n\nhave happened if something else had not; but we can point to many individual instances like that of the boy who was askt to sweep out an oflSice\nwhere he had been placed to do filing. He demurred, and would have left\nhe had not been advised by the Bureau to continue at work. The\nemployer was consulted, with the result that the boy was kept, the objectionable menial service being offset by a higher wage. Another example is\n\nif\n\nthat of a small boy who came to the Bureau because he was so \"tired all\nthe time\" and \"often fell asleep at work.\"\n\nIt\n\nwas found that he was\n\nholding two positions, working eleven hours a day, for $4 50 a week.\n.\n\nin an engraving establishment was found for him\n\n—eight hours\n\nWork\n\nfor $4.50\n\n"} {"page": 665, "printed_page": null, "text": "Department)\n\nCONSERVING THE CHILDREN OF WORKING AGE\n\n649\n\nA little girl was kept from going into the office of a man\nwith- training.\nwhere she would be the only worker, and was placed where she could enjoy\nthe safety of numbers.\nA fourth result is that special help for certain classes of children has been\nshown to be necessary. Since the Board of Education has taken over the\nVocational Bureau the League has turned its attention to handicapt\nchildren and has provided a vocational adviser to give all her time to them.\nUnder ''handicapt children\" are included lame children, deaf children, and\n.especially tubercular and anemic children.\nThese last are particularly\npromising because their handicap is only temporary, and with care and\nattention they may develop into sound and useful men and women. Without such attention, however, they will almost inevitably be a burden to\nthemselves and a menace to the community, if indeed they survive at all.\nFifth, the value of \"scholarships\" for special children has been proved\n\nThru its Scholarship Committee the Vocational Supervision\nLeague undertakes to furnish to a limited number of special children a sum\nby this work.\n\nsufficient to enable them to attend vocational, commercial, or other courses.\n\nrThe children selected for these scholarships are:\n\nfirst,\n\nthe handicapt chil-\n\nwhose health and future prospects would be jeopardized by going\nto work at once; second, the particularly bright or gifted children who\nmay be prepared by a few months of training to obtain work leading to a\nskilled trade, to business, or perhaps even to a profession; and third, the\ndren,\n\noldest child of a family, since the training of such a child will yield results,\n\nnot only for himself, but for his younger brothers and sisters.\n\nWhen the Board of Education took over the Bureau in Chicago and\ngave it an equipment which enabled it to reach about one-fourth of the\nchildren who leave school, a member of the League remarked that our work\nfor the Bureau was now done and our connection with it at an end.\n\nThe\n\nsecretary of the League during the whole six years of its life, and the person\n\nabove all others to whom the Bureau owes its existence and its history, Mrs.\nCharles F. Harding, returned, \"Oh no, our work is not done.\nfinisht until every child in Chicago is served by the Bureau.\"\n\nthe slogan of the League.\n\nIt can't be\n\nThat became\n\nIt began to regard its first accomplishment not\n\nso much in the light of a triumph as in that of a widened opportunity for\n\nfurther service, a service that might be extended to the whole country.\n\nThe National Education Association at its meeting last July provided for\n[that extension by electing\n\nMrs. Harding president of its Department of\n\nSchool Patrons, and now the slogan for vocational supervision has become,\n\" No cessation of activity until every child in the United States is served by\n\nsuch a bureau.\"\n\nWe hope that thru the Department of School Patrons something may\nbe done in the next year in the direction of starting the youth of the country\n\non the right vocational track, and that this vision of the president of the\ndepartment may one day be made real.\n\n"} {"page": 666, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n650\n\n[School Patrons\n\nSOME PHASES OF THE RURAL-SCHOOL PROBLEM\nMARY C. C. BRADFORD, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nDENVER, COLO.\n\nThe rural-school problem as a whole is practically one with the great\nproblem of America's function in modern civilization. For America's\nproper discharge of its mission in twentieth-century life depends upon the\neffectiveness of its educational system, and that part of the school organiza-\n\ntion embraced in what are called rural schools provides for the training of\nmore than one-half of the children in the United States. Therefore it is\n\neasy to see the importance of giving to the majority of the school population\nof our country such advantages as will enable them to become worthy to\n\ntransmit the best traditions of American life and thought to future generations.\n\nAmple educational opportunities for all country children must be\n\nafforded by any school system claiming to do efficient work.\n\nEducation\n\nbroad and deep and rich in content and practically adapted to the needs\nof the rural community must be the aim.\n\nThe country child is entitled to\n\ninstruction from professionally trained teachers, and to the use of school-\n\nhouses and playgrounds arranged in such a way as to conserve health and\n\ncomfort and to develop appreciation of beauty and the use of power. The\ncommunity is entitled to the possession and use of such buildings for all\npurposes tending to enrich the community life and to tighten the bond of\ncommunity unity.\nThe rural-school teacher is entitled to a salary commensurate with the\ncost of Hving and the present-day demands in the lines of scholarship,\nprofessional activity, and community leadership. The teacher is also\nentitled to a home environment of comfort, added to at least a modicum of\nbeauty, to the end that hours of preparatory work and leisure may be spent\nin congenial surroundings, thereby increasing the efficiency of the teacher.\n\nHow are these things to be obtained in rural schools ?\nFirst, by a campaign of education on these general necessities of rural-\n\nschool education in every school district in the United States.\ntask, you say?\n\nA mighty\n\nYes; but one that must be undertaken if the rural-school\n\nproblem is to be solved.\nSecondly, by advocating and demonstrating the three principal methods\nof rural-school betterment:\n\neither the\n\ncounty unit of administration or\n\ngreat numbers of centralized or consoHdated schools, and in\n\nall\n\ncases\n\nstandardization.\n\nStandardization, to be really effective, must result in uniting all the\n\nendeavors of every factor in the educational fife of a commonwealth or\n\ncommunity. It must bind in one mighty whole the offices of state and\ncounty superintendents, the activities of the school boards, the functioning\nof the teacher, the response of the children, and the cooperative effort of\npatrons, taxpayers, and the electorate.\n\n"} {"page": 667, "printed_page": null, "text": "i\n\nRURAL SCHOOLS AND TtlE WAR\n\nDepartment]\n\n651\n\nA great vision, this, a rural-school system based upon a sane and\nbeautiful relation between life-activities\n\nand educational\n\neffort.\n\nEach\n\nschoolhouse a center of physical, mental, and spiritual preparedness to meet\nthe demands of life.\nefficiency,\n\nRural districts transformed into regions where beauty,\n\nfreedom, and happiness dwell.\n\nUrban populations purified and\n\nenricht by the contribution of rural population such as these\n\n—a nation\n\nenricht, reconsecrated to the service of all humanity thru the reahzed ideal\n\nof a rural-school system equal to the magnitude of the task imposed upon\nit\n\nby our Mother-Land\n\n—^America.\n\nRURAL SCHOOLS AND THE WAR\nDR. MARGARET SCHALLENBERGER McNAUGHT, COMMISSIONER OF ELEMENTARY\nEDUCATION, SACRAMENTO, CAL.\n\nIn considering rural schools in their relation to the war we must keep\nin mind two facts:\n\nfirst,\n\nthat they can do much because they are schools;\n\nsecond, that they can do more because they have the advantages of rural\nconditions.\n\nAll schools can be of service to the nation in the manifold\n\nactivities of this war by reason of the pressure which those activities put\n\nupon\n\nall\n\nphases of\n\nlife.\n\nSchools can teach patriotism and\n\nthrift,\n\ncan\n\ninculcate principles of cooperation, obedience, and discipline, and can give\ntraining in many kinds of help thru the medium of county or other boards\nof defense, or thru the\n\nRed Cross and similar associations whose work\n\nrequires at times many kinds of service that can be given by school children\n\nas well as, if not better than, by adults.\n\nIn addition to these services common to city and rural schools alike, the\nrural school has a big advantage in the means at its disposal to engage boys\n\nand girls in the actual work of increasing food production. In that regard\nthe whole school community, men and women as well as children, should be,\nas it were, pupils of a common school.\n\nChildren should help their parents\n\nand parents should help their children to bring forth from orchards, fields,\nand pastures the most abundant harvests that nature can be made to yield\nSchool teachers, farm advisers, and all others having special\nto industry.\nknowledge or expertness in any kind of food production, food conservation,\nor food distribution should be teachers in the common task of this community school.\nAs the federal government thru what is known as the Smith-Lever Fund\nprovides money to assist under certain conditions the task of agricultural\ninstruction thruout the United States, each rural-school district should make\nitself\n\nacquainted with those conditions and seek to profit by the aid thus\n\nextended.\n\nMany school teachers and many school districts are not aware\n\nof the existence of this\n\nfund nor of the purposes for which it is granted.\n\nRural-school teachers should make inquiry into the manner and the conditions of the distribution and use of this fund in their states, and strive to\n\n"} {"page": 668, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6S2\n\nobtain a due proportion of it for their own districts.\n\n(School Patrons\n\nThe amount obtained\n\nmay be small in some districts, but it will be helpful in itself and an incentive\ntoward bringing local help as well.\n\nInformation concerning the Smith-\n\nLever Fund may be obtained from Washington or from the agricultural\ndepartments of state universities.\nGreat as is the strain of the war, however, it should not be forgotten\nthat the schools best serve the nation by fitting children for the work which\nthey are to do when they in their turn become the upholders of the state.\nNeither time, nor money, nor energy needed for right training toward\n\nmanhood and womanhood should even at this crisis be diverted from the\nabiding purpose of childhood education\n\n—that of\n\nfitting the coming genera-\n\ntion to meet and master the problems that will surely confront it.\n\nSuch\n\neducation can be made to develop by the very means of war work and\naspiration.\n\nThere are few better means of nature-study than that\n\nof\n\nactive engagement in the growing of plants and the tending of farm animals,\n\nfew better lessons in domestic science than those given in food conserving\nand cooking, few better moral lessons than those of thrift and discipline, few\nhigher lessons than those of patriotism and cooperation.\n\nTo the rural schools then the coming of the war brings, not only new\nduties and new burdens, but new opportunities and new advantages.\n\nThe\n\nfullest as well as the fairest and the finest field for these is at the very door\n\nThe schoolhouse, therefore, should be a community center for all worthy gatherings; a place for counsel and planning,\nfor working and helping, for inspiration and aspiration; a sort of local\ntemple of usefulness where the ever-broadening mind of the community\nmay live and move and have its being.\nof the schoolhouse itself.\n\n"} {"page": 669, "printed_page": null, "text": "DEPARTMENT OF EDUCATIONAL PUBLICATIONS\nSECRETARY'S MINUTES\nOFFICERS\n\n—Arthur H. Chamberlain,\nSierra Educational News.\nSecretary— George L. Towne,\nNebraska Teacher\nChairman\n\neditor,\n\n.\n\n.\n\neditor,\n\nSan Francisco, Cal.\nLincoln, Nebr.\n\nFIRST SESSION Wednesday Forenoon, July ii, 191\nThe meeting was called to order by the chairman, Arthur H. Chamberlam, in Room C,\n[City Auditorium, at 10:00 a.m.\n\nTopic:\n\nThe Textbook (A Symposium)\n\nThe following paper was presented:\n\n— R. H. Wilson, superintendent of public instruction,\nDiscussion: \"State-Printed Textbooks\"— E. M. Cox, assistant superintendent of\nschools, Oakland,\n\"Uniform Textbooks\"— Edward C.\nchancellor. University of Montana,\n\"Free or Rented Textbooks\"\nOklahoma City, Okla.\nCalif.\n\nElliott,\n\nHelena, Mont.\n\nSECOND SESSION— Friday Forenoon, July 13, 191\nThe meeting was called to order by Chairman Chamberlain in Room C, City Auditorium, at 9:00 A.M.\n\nRound-Table Discussion: \"Editorial Journalism\"\n\n—W. C. Bruce,\n\neditor, American\n\n^School Board Journal, Milwaukee, Wis.\n\nBusiness meeting was then called to order, when the following resolution was adopted:\n\nWe believe in the principle of free text books unhampered by restrictions of publicajtion and uniformity.\n\nThe following ofl&cers were elected:\n\n—Arthur H. Chamberlain, editor, Sierra Educational News, San Fran— George L. Towne, editor, Nebraska Teacher, Lincoln, Nebr.\n\nPresident\nnsco, Calif.\nSecretary\n\nFREE OR RENTED TEXTBOOKS\nR. H.\n\nWILSON, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nOKLAHOMA CITY, OKLA.\n\nSince this subject has engaged the best thought of school men, pubpohticians, patrons, and taxpayers during a period of years, I\ndrawn largely upon such information as has been collected by the\n[different commissions and committees that have made investigations along\nlishers,\n\nlave\n\n^this line.\n\n6S3\n\n"} {"page": 670, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n654\n\n[PubUcations\n\nThere is no doubt that free textbooks for school children will ultimately\nbe provided in all of the states.\n\nTherefore the plan of having books pro-\n\nvided by the public and rented to the pupils is but one step toward what\nwill eventually be the common practice in this country,\n\nand it is hardly\n\nnecessary to discuss the latter division of the subject assigned me, because\nit is at best but a\n\nmeans of securing free texts for all pupils.\n\nMore than two-thirds of the states have laws giving some central power\ncontrol over the choice of the textbooks used in their public schools.\n\nThese\n\nstates as a rule provide for uniformity of texts.\n\nFifteen of the states and one or more of the provinces of Canada have\n\nlaws providing that textbooks shall be f urnisht free to all pupils in the public\nschools, while practically all the states furnish\n\nbooks free of charge to\n\nOur schools are and should be the most democratic institutions in the nation, and I submit to you that the furnishing of books to\n\nindigent children.\n\nindigent children only is a badge of charity which subverts in a measure the\n\ndemocracy of the school by creating class distinctions. Not only is this\ndepressing for the morale, but it prevents the school from exercising its\nwidest possible influence\n\n—that of reaching\n\nall persons\n\n—to say nothing\n\nof\n\nthe decrease in eflSciency on the part of the educational institution caused\n\nby failure to touch the Uves of the \"proud poor.\"\n\nWhen compulsory\n\neducation laws are strictly enforst, the free textbooks to indigent pupils\nserve to accentuate the state's charity, to humiliate parents and pupils, and\nto foster or emphasize class distinctions.\n\nLegislatures in passing laws\n\ncompelling attendance should regard free-text laws as equally necessary.\n\nAs a general rule teachers and bookmen have opposed uniform texts\nwhile parents have favored them.\n\nHowever, teachers have now joined\nLet us examine briefly why so\n\nthe parents in favoring free textbooks.\n\nmany of the parents and teachers are in favor of free texts.\nThe burden of expense is felt less by shifting the distribution of it\nthru taxation.\n\nAs a result there is less complaint on account of cost of\n\nPromotion and demotion of pupils are easier and impose no addiThe dilatory parent or dealer does\ntional expense on the parents or public.\nnot interfere with the work of schools thru failure to provide books on time;\ntexts.\n\ntherefore there is a decided gain in time of classes and in efficiency of the\n\nSince books are free, all children may enter school and begin\nwork the first day without loss of time, and where high-school texts are\nschool.\n\nf urnisht free a larger percentage of pupils enrol in the secondary schools and\n\nremain until graduation.\n\nThe rules relating to preservation and neatness\n\nbooks can be so arranged and enforst as to teach the young citizens\nvaluable lessons respecting use and abuse of public property. Old and outof\n\nof-date texts can be changed without the usual turmoil that follows a\n\nchange in communities where parents are required to buy books, and with\na greater economy, since under the free-text system all the old books\nwill be exchanged, while under the individual system more than half of the\n\n"} {"page": 671, "printed_page": null, "text": "FREE OR RENTED TEXTBOOKS\n\nDepartment]\n\n65s\n\nold books are left in the homes or thrown in the corner and eventually\nIt is possible to have a larger number of texts at smaller cost\ncommunity thru centralized buying. The authorities controlling\nthe books have greater power in managing the schools. Requests for permission to study together are eliminated. Members of the same family\n\ndestroyed.\nto the\n\ndo not have to share in the use of a text as is now done in many instances;\ntherefore each one does better work.\n\nBy exercising the proper sanitary\n\nprecautions there is less chance of spreading disease then under the system\n\nwhich permits children to purchase second-hand books used by children\nin other districts where proper sanitary precautions may not have been taken.\n\nFree texts make the schools free to pupils in fact as well as in name.\n\nThe foregoing summary of advantages of free textbooks is based upon\nand as has been said\n\nthe experience of states having the free- text system;\n\nby Dr. E. Benjamin Andrews,\nIt is significant that those states and cities in the union commonly considered the\nmost advanst educationally have adopted free books as indispensable to the proper working\nof a free-school system, and that wherever this has occurred the number of pupils in\n\nattendance has increast, the average attendance has lengthened, a greater number have\ncontinued their studies thru the highest grades, and the whole efficiency of the schooling\nhas improved.\n\nNew York City has furnisht textbooks free to all its pubUc-school pupils\nsince the public schools of that city were first organized in the year 1806.\n\nThe public schools of Philadelphia were organized in 1818, and a system of\nfree texts was immediately installed.\n\nIn 1884 the state of Massachusetts\n\nadopted a compulsory law providing for free texts for all public-school\nchildren.\n\nIn more than one-fourth of our states pupils are now supplied\n\nwith texts at the expense of the public, and in none of these states have\nthe theoretical reasons offered by opponents of the system been realized.\n\nProbably there is no subject about which there is more misinformation\nthan that relating to the cost of textbooks. The United States Commissioner of Education reported in 1911-12 that the entire amount spent\nfor the school system of the several states was $483,000,000, of which about\n\n$10,000,000, or less than 2 per cent,\ninstruction suppHes.\n\nwas spent for textbooks and other\n\nThe Commissioner estimates that the average cost\n\nof textbooks for all the school children of the United States is 60 cents per\n\ncapita under the present plan of distribution.\n\nBut the people, having\n\nbefore them the concrete examples of poor people being compelled to buy\n\nbooks for large families of children, do not deal in averages.\nthe legislatures have past laws for uniform and free textbooks.\n\nAs a result\nThe New\n\nYork Department of Efficiency and Economy made an investigation of the\ncost of books in that state for the year 191 2-13 and found that ''the cost\nof installation of a new system of furnishing free textbooks to all the pupils\n\nin the public elementary schools of the state would be an average for each\n\npupil of $1 23, and for pupils in the secondary schools an average of $4 .85\n.\n\n"} {"page": 672, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n656\n\n[Publications\n\nwould be required, while the cost of renewal would amount to 52 cents for\npupils in the elementary grades and $1 .58 for pupils in the high schools.\"\n\nState Superintendent N. C. Schaeffer gives the enrolment of pupils in Penn-\n\nsylvania for the year ending June 30, 191 5, as 1,343,055, and the cost of\n\ntextbooks for these pupils as $1,157,930. 27, or 86 cents per capita.\n\nThese\n\nfigures include the high schools and normal schools which under the law are\n\nfurnisht books free of cost upon the same basis as the elementary schools.\n\nThere is a wide divergence in number and cost of texts used in the first\neight grades of the pubHc schools in the several states, ranging from $5 57 in\nKansas to $17.41 in Utah, according to the report of the School Book\n.\n\nInvestigating Committee to the General Assembly of Georgia made in 19 14,\nso we find that the cost to the taxpayers of free texts must be estimated\n\nseparately for each state.\n\nBut if we use as a basis the figures given by the\n\nUnited States Commissioner of Education, 60 cents per capita, a district\nhaving an enrolment of thirty pupils would be required to spend $18.00\nfor books each year.\n\nIn New York it would be necessary for this district\n\nto spend $36 .90 to instal the system of free texts in the elementary schools,\n\nand $15 .60 each year thereafter to keep the supply replenisht. In Pennsylvania it would cost a district having thirty pupils enrolled only $25 .80 to\nsupply all pupils in the elementary, high school, and normal school. Thus\nit will be seen that in no case cited will the cost be prohibitive.\nIt has been estimated that the average life of a textbook is four years.\n\nUnder a free-textbook system the public secures the full benefit and use\nof the text during its entire\n\nlife,\n\nwhile under the system of individual\n\nownership the book is frequently retired from use after one year of service,\nthus causing a waste of wealth which appeals strongly to the conservationist.\n\nOn the other hand books that are obsolete or antiquated are retired from\nthe school. In many districts in states having no uniform laws providing\nfree textbooks, pupils are using books that were once used by their grand-\n\nparents.\nI\n\nam of the opinion that the weight of authority is in favor of free text-\n\nbooks and that it is a question of time only until all states will have laws\nproviding for the entire freedom of our public schools.\n\nThe method of\n\npurchasing and distributing these books will then become important.\n\nIs it\n\nbetter to have the books purchast by a central state authority and paid for\n\nby a uniform tax over the state, or should each district purchase its own\nbooks ?\n\nBoth methods are employed in this country, but I am of the opinion\nthat the method providing for the purchase of the books by districts is\n\nfundamentally and economically sound. As shown heretofore the cost\nnot prohibitive. The people in the district, thru their directors, have\n\nis\n\ncontrol of all school property belonging to the district.\n\nThis property was\n\npurchast with the taxpayers' money, and as a result the directors safeguard\nit more^ jealously than\n\nthey would were it donated to the district by some\n\n"} {"page": 673, "printed_page": null, "text": "PREE OR RENTED TEXTBOOKS\n\nDepartment]\n\n657\n\nFor the same reason the books will be cared for\ndistant taxing authority.\nmore painstakingly if provided at the expense of the district. A director\nwill hesitate a longer time before exacting the penalty for abuse of property\n\nprovided by the state than he will for the abuse of property provided by his\n\nown district.\n\nIf texts be furnisht free of cost\n\nthe schools in those states\n\nhave practically the same advantage\nas those schools in states having a uniform adoption of schoolbooks, espehaving no uniform adoption\n\nwill\n\ncially where the districts purchase and distribute the books.\n\nIn my own\n\nstate, Oklahoma, our interests are so diversified that texts suited admirably\n\nto the needs of one district may be entirely unsuited to the requirements\nof another section.\n\nFor instance, in the subject of agriculture entirely\n\ndifferent texts are\n\nneeded for the southeastern part of the state where\n\nrainfall is abundant and corn and cotton are the chief crops raised, and for\n\nthe northwestern region where wheat and forage are the principal crops,\nand where rainfall is so small that dry-farming methods secure the best\nresults.\n\nOther industries are just as varied with us as in other states.\n\nArithmetics, as well as the texts for some other subjects that might be\n\nmentioned, suited for city schools may be ill adapted to use in rural schools.\n\nThese objections to uniform texts apply in some degree to all states with\ndiverse populations, climates, and interests. Since it is impossible to cover\nthe entire field of knowledge in one book, or set of books, the authority\nshould make it possible for the children of any community to use those\ntexts which will most nearly meet their needs and at the same time furnish\n\nthe greatest amount of inspiration for their future.\n\nWith each district furnishing its textbooks free, pupils moving from one\ndistrict to another are not required to buy new books, as they leave their\n\nold books with the board in the district from which they move and are\n\nsupplied with other books in the districts into which they move.\n\nThe\n\nfact that the books used in the two districts might not be the same would\n\nnot seriously impair the efficiency of the school as much as it may be\n\nimpaired under a system that makes it possible to have books unsuited to\nthe needs of the community.\n\nThere are in many states districts that are now taxt to the constitutional\nand I realize that objection can be made to having these districts\nfurnish the texts for the pupils.\nSuch districts should be provided for by\nhaving the county or the state supplement their funds by an appropriation\nor levy until such time as their taxable valuation becomes sufficient to\nlimit,\n\nenable these districts to make provision for their own suppHes, or until\nthe districts have consoUdated with other territory that has sufficient\ntaxable wealth to bear the burden.\n\nWhere books are bought in large quantities for all the schools of the\nstate or the country and distributed to the districts by the county super-\n\nintendent, or some other suitable person, considerable money may be saved\n\nthru the elimination of the jobber or middleman\n\n—a saving that\n\nwill be in the\n\n"} {"page": 674, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n658\n\n[PubUcations\n\ninterest of the taxpaying public, the individual parent, and the community\n\nas a whole.\n\nIllustrating this statement the state of Massachusetts spent\n\n$1.11 per capita to supply books for indigent children in 1880, where such\n\nbooks were bought for a Umited number, while the average per capita cost\nof supplying books to all pupils in 191 2-13 was only 85 cents, a difference\nof 26 cents per capita.\n\nThe foregoing facts and figures explain why opponents of the freetextbook system gather their arguments from communities, counties, and\nstates that have never given the plan a trial.\n\nROUND-TABLE DISCUSSION\nEDUCATIONAL JOURNALISM\n\n—\n\nW. C. Bruce, editor, American School Board Journal, Milwaukee, Wis. John Milton\ndeclared that \"where there is much desire to learn, there of necessity must be much\narguing, much reading, many opinions, for opinion in good men is but knowledge in the\nmaking.\"\n\nThe desire of American educators to learn as well as to teach and the constantly\n\nchanging conceptions of educational values are causes of the fact that the educational\nfield has an unusually large number of periodicals, and these vary more in type and purpose\n\nthan the technical periodicals of all other professions.\n\nThe most helpful educational paper is one which the average teacher and executive\nreads with a feeling of eagerness and pleasure.\n\nIt promotes every distinctly worthy educa-\n\ntional improvement and interests itself, not only in the theory of education, but in those\n\nmore practical topics which may be specifically applied in the classroom.\n\nIt promotes the\n\nprofessional interests of teachers as a class by consistently and persistently setting high\n\nstandards of preparation and achievement, by holding up higher ethical standards and,\nlast but not least, by seeking the recognition of teaching as a social force thru improved\n\nconditions of tenure, service, and compensation.\n\nNegatively, this type of school paper\n\nis the foe of all things which hinder the progress of education and citizenship.\n\nfailure of educational journalism\n\nMuch of the\n\ncan be attributed to the lack of consciously adapting\n\npublications to their reading circle.\n\nEditors are prone to think that their leadership\n\nshould be of such a character that it is always far in advance in every movement.\n\nThey\n\noverlook the fact that they are really teaching a great ungraded school in which there are\n\nalways some beginners, some few advanst students, and a great number of intermediate\nstages of professional preparation and experience. In a mature way these readers all have\nthe individual characteristics of students in the classroom, and the editors must apply,\nin the type and treatment of editorial content all the pedagogical principles which they\n\nwould use in the classroom to arouse attention and interest, to overcome indifference and\ncarelessness, and to impress the lessons they would convey.\n\nThe educational periodical when it reaches the subscriber must compete with the\npopular magazines of the day, which are exceedingly attractive in content and make-up and\n\nwhich use every artifice of high-grade typography, art work, and authorship to command\nattention.\nAgain, the school journal competes with the strongest literary, political,\nand popular reviews, whose resources in subject-matter and authorship can bring together\nthe most vital topics of the day as discust by the leading thinkers, statesmen, and men of\naffairs.\n\nIn meeting such competition it is not too much to ask that the editor of the\n\nschool magazine shall seek to make every article he presents of the greatest possible interest to his readers, in so far as the subjects of discussion touch upon their work.\n\nHe will\n\nkeep carefully in mind what may be called the news value of all articles as determined by\ntheir statement of principles in education or the application of old principles to new situations.\n\nHe will hold to the timeliness in season of every problem discust, and he will seek\n\n"} {"page": 675, "printed_page": null, "text": "EDUCATIONAL JOURNALISM\n\nDepartment!\n\nto avoid duplicating the articles of his competitors.\n\neach article for its clearness, directness, and force.\n\n659\n\nHe will look carefully to the style of\nHe will study carefully the length of\n\neach paper, seeking compactness, conciseness, and logical arrangement in place of heaviness and diffuseness.\n\nHe will look for crisp, definite discussions and specific recommenda-\n\ntions in place of wearisome academic generalizations.\n\nThe decline of personal editorship among the daily papers and general magazines\nA few publications still make\nthe editor's page the very heart of each issue, but the great majority make it secondary\n\nhas not been without effect on the educational magazines.\nin importance to the other articles publisht.\n\nIn itself this condition is an acknowledgment\n\nThe editorial page ought to be the strongest portion\n)f every educational journal and its discussions as genuine and fresh as the editor can make\nlem. They ought to be an interpretation of the important happenings and of the best\nloughts of the times. If the editor has none of that special spark of genius which makes\nis writings stand out for their brilliancy, his work can at least be markt by earnestness and\n)f\n\nweakness that ought not to exist.\n\nicerity.\n\nHe can be optimistic, and the strongest appeals as well as the most severe\n\nbe tempered with the \"leaven\" of good sense. The educational editor\nmst remember that he is both educator and editor. The news section of educational journals has never been fully appreciated as a strong means of educational betteriticisms can\n\n'ment.\n\nTeachers' journals quite rightly seek editorial material of permanent value, but\n\nthey should not overlook the fact that what may be of passing interest has frequently a far-\n\nAn English schoolboy's \"howler\" will illustrate the attiWhen asked to define the words weather and climate, he wrote,\n\nreaching effect on education.\n\ntude which is desirable.\n,\n\n\"Weather lasts a few days at a time, but climate lasts all the time.\"\nEducational news should be timely, accurate, and fresh, but it should not be printed\nmerely as a record. It should be written to help as well as to inform and to interest\nreaders.\nEven the most simple news item about a person of importance or about a movement can be well digested and causes and relations indicated. State papers will limit\nthemselves to state news, and papers of national or sectional circulation will tell of happenings of greater importance, but all of them can present facts which have a bearing on the\nbetterment of school conditions and the improvement of the teaching profession. There is\nsome danger in giving an editorial turn to the news columns of the school journal, in that\nthe editor's own views will cause him to emphasize some facts and to minimize others.\nSo\nlong as the news is not clear as to facts, this policy is far more desirable than a lack of\ncareful selection and adherence to the publication of every trifling item which is sent in by\nsubscribers.\nThe news columns of the school paper afford an opportunity for careful\n^writing and still more careful editing.\nThe editor who does not avail himself of city,\nite, and county school bulletins and other official publications, and who does not use\n)ress clippings and local correspondence is missing many opportunities for service thru his\nlews columns.\n\nEducational journals have suffered a good deal from what may be termed amateur\n\nmmalism in that there have been many milk-and-water \"sheets\" begun by men who\nive no conception of the problems and hazards of the publishing business, as well as the\nluties of the school periodical, and who have used unfair methods to gain circulation and\n\nitronage.\n)f service if\n\nEducational journals must hold to high ideals and must render a high tjrpe\nthey are to enjoy a self-sustaining existence.\n\nI do not know of an educational\n\n)umal that would not render double service if its income were doubled, and if its editor\nid publisher were given a compensation equal to that which is enjoyed by superintendents\n\nFand educators who are doing work of equal educational value.\n'\n\nA comfortable margin of\n\nincome over the necessary monthly outlay of a school paper gives a feeling of confidence\nthat makes an editor bold to attack abuses wherever they are found and permits him to\n\n\"hew to the line,\" whether the chips strike an advertiser or a large number of his readers.\nThe average educational editor is not seeking money for its own sake, but for the sake\nof what it will do to make his periodical a larger and stronger educational force.\n\n"} {"page": 676, "printed_page": null, "text": ""} {"page": 677, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\nKANSAS CITY MEETING, FEBRUARY 27-MARCH 3, 1917\n\nSECRETARY'S MINUTES\nOFFICERS\nPresident—Jobs D. Shoop, superintendent of schools\n\nChicago, 111.\n\n—F. L. Keeler, state superintendent of public\nstruction\nSecond Vice-President —John Dietrick, superintendent of schools\n—\nSecretary Margaret T. Maguire, supervising principal, George A.\n\nFirst Vice-President\n\nin-\n\nLansing, Mich.\n\n.\n\nMcCall School\n\nHelena, Mont.\nPhiladelphia, Pa.\n\nFIRST DAY\nEVENING SESSION—Tuesday, February 27, 1917\nThe Department of Superintendence of the National Education Association met in\nConvention Hall, Kansas City, Mo., at 8 00 p.m.. President John D. Shoop, superintendent\n:\n\nof schools, Chicaga, 111., presiding.\n\nThe following preliminary musical program had been rendered by the Polytechnic\nInstitute Chorus, David Grosch, director.\n\n\"BeNot Afraid\" (from \"Elijah\")\n\"Thanks Be to God\" (from \"Elijah\")\n\"The Cry of Rachel\"\n\n.......\n\n\\ir\n^ i\nj^endelssohn\ni.\n\nSalter\n\nThe session opened with an invocation by Rev. Burris A. Jenkins, pastor of the\nLinwood Boulevard Christian Church.\nAddresses of welcome were given by George H. Edwards, mayor of Kansas City,\nUel W. Lamkin, state superintendent of schools, Jefferson City, Mo., and I. I. Cammack,\nsuperintendent of schools, Kansas City, to which response was made by O. T. Corson,\neditor, Ohio Educational Monthly, Columbus, Ohio.\nAlbert J. Beveridge, former United States senator, Indianapolis, Ind., delivered an\naddress on \"The School and the Nation.\"\nPresident Shoop announst the' following committees:\nCOMMITTEE ON RESOLUTIONS\nFrancis G. Blair, state superintendent of public instruction, Springfield, 111.\nJ. George Becht, secretary. State Board of Education, Harrisburg, Pa.\nFrank B. Cooper, superintendent of schools, Seattle, Wash.\nGrace Strachan, district superintendent of schools, New York, N.Y.\nH. B. Wilson, superintendent of schools, Topeka, Kans.\n\nCOMMITTEE ON NOMINATIONS\nH. S. Weet, superintendent of schools, Rochester, N.Y.\nH. A. Johnson, superintendent of schools, Ogden, Utah.\nZ. R. Thornburg, superintendent of schools, Des Moines, Iowa.\n\nWm. McKay Vance, superintendent of schools, Delaware, Ohio.\nE. C. Hartwell, superintendent of schools, St. Paul, Minn.\n\nA vocal solo was rendered by Mrs. Ella Van Huff.\n661\n\n*\n\n•\n\n"} {"page": 678, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n662\n\n[Kansas City\n\nSECOND DAY\nMORNING SESSION—Wednesday, February 28, 1917\nA preliminary musical program was rendered as follows:\nThe Girls* Chorus, Westport High School, Effie J. Hedges, director, sang:\n\n\"The Wanderer's Night Song\"\n\"Invitation\"\n\nRubenstein\n\nWeweler\n\nThe Boys' Glee Club, Central High School, Marie F. Whitney, director, sang:\n\"Winter Song\"\n\nBullard\n\n\"Love's Old Sweet Song\"\n\nMolloy\n\nThe following program was presented:\n\n\"A Stronger Foundation for, and a Better Command of. Spoken and Written\nEnglish\":\nMilton C. Potter, superintendent of schools,\na) \"In the Elementary Schools\"\nMilwaukee, Wis.\n\"\nHigh\nSchools\nJesse H. Newlon, principal, High School, Lincoln, Nebr.\nb) \"In the\nJames F. Hosic, Chicago Normal College, Chicago, 111.\nc) \"In the Normal Schools\"\nd) \"In the Colleges\"\nE. M. Hopkins, professor of English, University of Kansas,\nLawrence, Kans.\n\n—\n\n—\n\n—\n\n—\n\nGreetings were presented by Robert J. Aley, president. National Education Association, who also called attention to the meeting to be held in Portland in July and announst\n\nthat the program would center about preparedness, nationalism, and patriotism.\n\nAFTERNOON SESSION—Wednesday, February 28, 1917\nThe afternoon was devoted to a gymnastic exhibition illustrating preparedness in\nthe elementary schools, given at Convention Hall by thirty-five hundred children of the\n\nelementary schools of Kansas City, under the direction of the department of physical\ntraining, F. Burger, director, L. H. Molis and E. Seitz, assistants.\n\nThe music was fumisht by the elementary-school orchestras, under the direction\nof the department of music, Mrs. B. M. Whiteley, director, Lena M. Spoor, assistant.\n\nEVENING SESSION—Wednesday, February 28, 1917\nAt 7:00 P.M., an illustrated lecture on \"The Scenic Beauties of Oregon\" was presented\nby Samuel L. Lancaster, engineer and builder of the Columbia River Highway, thru the\ncourtesy of the Portland Chamber of Commerce.\nThe topic for the evening program was, \"Uniform Standards and Correlative Factors\nin Public-School Education.\"\n\nThe following program was presented:\n\n—\n\n\"Standards of School Architecture and Schoolhouse Construction\" Fred L. Keel'er,\ntate superintendent of public instruction, Lansing, Mich.\n\"Standards of Individual Health among Children\" John Dill Robertson, commissioner of health, Chicago, 111.\n\"Are the Older School Virtues Obsolescent? \" W. C. Bagley, professor of education,\n\n—\n\n—\n\nUniversity of Illinois, Urbana, 111.\n\" Standardized Units of Achievement of Pupils, and Measurable Standards of School\n*\nAdministration\" Charles H. Judd, director. School of Education, University of Chicago,\nChicago, 111.\n\n—\n\nTHIRD DAY\nMORNING SESSION—Thursday, March i, 191\nA preliminary musical program was rendered by the Lincoln High School musical\norganizations, N. Clark Smith, director, as follows:\n\nFolk-Song Anthem, \"Steal Away to Jesus.\"\nPlantation Folk-Songs, \"Make Good,\" \"Rock Mt. Sinai.\"\n\n"} {"page": 679, "printed_page": null, "text": "SECRETARY'S MINUTES\n\nSuperintendence!\n\n663\n\nThe general topic for the morning was, \"Defining the Scope of Education,\" and the\nfollowing\nprogram was presented:\nfoUc\n\n\"The Legitimate Range of Activity of the Junior College in a Public-School Sys1. 1. Cammack, superintendent of schools, Kansas City, Mo.\n\"Relations between, and Dififerentia Defining, the Work of Public-School Education\nd Philanthropy\" J. H. Francis, superintendent of schools, Columbus, Ohio.\n\"Relations and Lines of Demarcation between the Fields of Industry and PublicSchool Education\" Albert Shiels, superintendent of schools, Los Angeles, Cal.\nMultiple Use of Child- Welfare Agencies\" William Wirt, superintendent of schools,\nry, Indiana.\n\ni\n\n—\n\n\"\n\n—\n—\n\n—\n\nThe annual business meeting followed the program.\nThe report of the Committee on Relation between Boards of Education and Supertendents was presented by Charles E. Chadsey, superintendent of schools, Detroit,\nMich,, chairman.\n\nrl\n\nAt the conclusion, of the report, on motion of Superintendent Chadsey,\n\nlutions covering the following points were unanimously adopted:\nI.\n\nThe general principles of school administration detailed in the report were con-\n\ncurred in.\n2. A committee of ten members to be known as the Committee on Publicity was\nauthorized for the purpose of bringing these principles to the attention of boards of education and communities thru legitimate avenues of public discussion, said committee to be\nfumisht with the necessary funds for carrying on its work.\n3. A commission of ten was authorized to be known as the Commission on Administrative Legislation, which should work out details in the form of rules suitable for adoption\nboards\nof education, and model laws to be recommended to legislatures, and should\nby\npresent these rules and laws to this department for action at its next annual meeting. In\nthe performance of this duty the Commission on Administrative Legislation was directed\nto give special attention to board rules and laws now in operation and, so far as possible,\nto support each of its recommendations by direct reference to such establisht cases.\n4. A committee of ten was authorized to be known as the Committee on Cooperation\nwith School Boards, the duty of which shall be to get into communication with school\nboards or organizations of such bodies and to secure from them as much cooperation as\nmay be possible in defining fully the problems of public-school organization. The special\nduty of the committee shall be to promote, so far as possible, organizations of sections\nfor school-board members in state educational associations and in the National Education\nAssociation, in order that the general principles adopted by this department may be\nH|iscust and supplemented by school boards.\n\nI^H\n*\n\nThe Committee on Nominations reported as follows thru the chairman, Herbert S.\n\nWeet:\n\n—Thomas E. Finegan, deputy commissioner of education of the state of\nS.D.\nFirst Vice-President—A. A. McDonald, superintendent of schools, Sioux\nSecond Vice-President— Carlos M. Cole, superintendent of schools, Denver, Colo.\nSecretary—Lida Lee Tall, supervisor of grammar grades, Baltimore Co., Baltimore, Md.\n\nPresident\n\nNew York, Albany, N.Y.\n\nFalls,\n\n»\n\nOn motion of Calvin Kendall, state commissioner of education, Trenton, N.J., the\nreport was unanimously adopted and the secretary was directed to cast a ballot for their\nelection.\n\nThe report of the Committee on Resolutions was presented by Francis G. Blair,\nchairman, as follows:\n\nYour Committee on Resolutions believe that the program prepared for this meeting\nhas been one of the most successful and profitable ones ever rendered in the history of\nthis Department and that the attendance and interest has been unusual in spite of the\nfact that over and above all our deliberations has hung one transcendent question, overshadowing all others in its interest and importance. That overhanging and absorbing\nquestion is, how our nation will meet the great international situation which confronts it.\nYour committee, after a careful consideration of all the issues involved, unanimously\nbelieve that under this unusual and extraordinary circumstance we should deny ourselves\nthe time-honored privilege of formulating and presenting an extended statement of the\nprinciples and policies of educational supervision and procedure, and in lieu of such resolutions present a single declaration for your consideration. That declaration is as follows:\n\n"} {"page": 680, "printed_page": null, "text": "NATIONAL Education Assoct A fion\n\n664\n\n[Kansas city\n\n\"Met, as we are, in the midst of a great world-crisis which threatens the safety and\nhonor of our own country, the Department of Superintendence of the National Education\nAssociation, representing in its membership all the education systems and interests of\nthe United States of America, do hereby solemnly and unitedly declare our confidence in,\nand our loyalty to, the President of the Republic Woodrow Wilson in his supreme\neffort to maintain the dignity and honor of our nation.\"\nThe report of the committee was unanimously adopted by a rising vote, and the\npresident of the department was directed to wire the declaration to President Wilson.\n\n—\n\n—\n\nThe representatives of cities desiring to invite the Department of Superintendence\nfor its 19 1 8 meeting were allowed three minutes each for the presentation of invitations.\n\nAtlanta was represented by J. C. Wardlaw, Boston by F. B. Dyer and A. E. Winship,\n\nChicago by Mrs. Charles O. Sethness, Columbus by J. H. Francis and F. B. Pearson,\nMilwaukee by M. C. Potter, Minneapolis by W. F. Webster, Newark by J. W. Kennedy,\nWashington by E. L. Thurston.\nIt was agreed that on each successive ballot the two cities receiving the smallest\nnumber of votes should be withdrawn. Milwaukee and Newark were withdrawn after\nthe first ballot, Chicago and Washington after the second ballot, and Columbus and\nMinneapolis after the third ballot. The fourth ballot gave Atlanta 446 and Boston 441.\n\nAFTERNOON SESSION—Thursday, March i, 1917\nThe afternoon session was given to round tables as follows:\nA.\n\nROUND TABLE OF STATE AND COUNTY SUPERINTENDENTS\n\nChairman\n\n—Nathan C. Schaeffer, state superintendent of public instruction,\nHarrisburg, Pa.\n\nThe topic for the afternoon was, \"How the State Department of Public Instruction\nand the County Superintendents May Best Cooperate for the Advancement of Education\nin the State.\" Following a paper by Frank B. Pearson, state superintendent of public\ninstruction, Columbus, Ohio, the entire afternoon was spent in general discussion.\nB.\n\nROUND TABLE OF SUPERINTENDENTS OF CITIES WITH A POPULATION OF 250,000\n\n—\n\nChairman William M. Davidson, superintendent of schools, Pittsburgh, Pa.\n\"The Modem School\" was discust by George D. Strayer, professor of educational\nadministration. Teachers College, Columbia University, New York, N.Y.; Otis W.\nCaldwell, School of Education, University of Chicago, Chicago, 111.;\n\nand Franklin B.\n\nDyer, superintendent of schools, Boston, Mass.\n\"Military Training in the Public Schools\" was discust by John D. Shoop, superintendent of schools, Chicago, 111., and E. L. Thurston, superintendent of schools,\n\nWashington, D.C.\n\n\"The Duplicate School as an Educational Asset\" was discust by Joseph S. Taylor,\ndistrict superintendent of schools.\n\nNew York, N.Y., and Charles E. Chadsey, super-\n\nintendent of schools, Detroit, Mich.\n\n\"Unity or Dualism in School-Board Control of Our Educational System\" was discust by H. E. Miles, Racine, Wis., and Frank E. Spaulding, superintendent of schools\n\nMinneapolis, Minn.\nC.\n\nROUND TABLE OF SUPERINTENDENTS OF CITIES WITH A POPULATION OF\nFROM 25,000 TO 250,000\nChairman\n\n—E. U. Graff, superintendent of schools, Omaha, Nebr.\n\nThe following program was presented:\n\"Books as Tools\"—Zora Shields, teacher and librarian, Central High School, Omaha\nNebr.\n\n"} {"page": 681, "printed_page": null, "text": "I\n\nSECRETARY'S MINUTES\n\nSuperintendence]\nSui\n\n66$\n\n—\n\n\"Silent Reading\" Herman Dressel, superintendent of schools, Kearney, N.J.\n\"Testing the Efl&ciency in Reading,\" Charles Fordyce, dean, Teachers College,\nhiversity of Nebraska, Lincoln, Nebr.\n\nm\n\nD.\n\nROUND TABLE OF SUPERINTENDENTS OF CITIES WITH A POPULATION\nUNDER 25,000\n\n—Frank T. Vasey, superintendent of schools, Charles City, Iowa.\n\nChairman\n\nI\n\nThe following program was presented:\n\n—\n\n\"Measurements and Tests, Aids to More Efficient Supervision\" M. E. Haggerty,\nassistant professor of education. University of Minnesota, Minneapolis, Minn.\n\"Adjustment of School Work to the Individual Differences of Children\" J. W.\nStudebaker, assistant superintendent of schools, Des Moines, Iowa.\n\"Ear Marks of an Efficient School System\" Fred M. Hunter, superintendent of\nschools, Lincoln, Nebr.\n\"Cooperative Experiments in Spelling\" Ernest Horn, assistant professor of education, Iowa State University, Iowa City, Iowa.\n\n—\n\n—\n\n—\n\n^\n\nE.\n\nROUND TABLE ON COMPULSORY EDUCATION, SCHOOL CEl^ISUS, AND CHILD\nWELFARE\n\n—\n\nChairman J. M. Gwinn, superintendent of schools, New Orleans, La.\nThe following program was presented:\n\n\"What Provisions Should a Compulsory-Education Law Include from the Viewpoint\n\n—\n\nof Aim and the Viewpoint of Enforcement?\"\nGeorge H. Chatfield, assistant director,\nbureau of attendance, New York, N.Y.\n\"The Federal Child-Labor Law\" T. P. Twiggs, supervisor of compulsory education,\nDetroit, Mich.\n\"Child Welfare as the Product of Civic Cooperation\" P. W. Horn, superintendent\nof schools, Houston, Tex.\n\"The Factors of an Adequate School Census\nThey\nBe Realized\"\nPaul B. Habans, assistant superintendent of schools, New Orleans, La.\n\"Are School Facilities and School Progress Keeping Pace with Our Restrictive\nLaws?\" R. J. Condon, superintendent of schools, Cincinnati, Ohio.\n\n—\n\n—\n\n—How\n\nMay\n\n—\n\nGeneral Discussion: Albert S. Shiels, superintendent of schools, Los Angeles, Cal.;\nO. L. Reid, superintendent of schools, Louisville, Ky.; Carlos M. Cole, superintendent\nof schools, Denver Colo.;\n\nFred M. Hunter, superintendent of schools, Lincoln, Nebr.;\n\nJ. H. Markley, assistant superintendent of schools, Kansas City, Mo.\n\nF.\n\nROUND TABLE OF DIRECTORS FOR EDUCATIONAL RESEARCH\n\nChairman\n\n—Walter\n\nS. Munroe, Bureau of Educational Measurements and\n\nStandards, State Normal College, Emporia, Kans.\n\nThe following program was presented:\n\n\"The Problem of Measuring Ability to Read Silently\"\nof educational research, Detroit, Mich.;\n\n—\n\nS.\n\nA. Courtis, supervisor\n\nH. W. Anderson, Bureau of Educational Research,\n\nDubuque, Iowa.\n\"Correlation between Ability to Think and Ability to Remember, with Special\nReference to United States History\" B. R. Buckingham, educational statistician, State\nBoard of Education, Madison, Wis.\n\"Organized Effort in Educational Research in City School Systems\" ^J. P. O'Hem,\n^\nassistant superintendent of schools, Rochester, N.Y.\n\"Fundamental Problems in Conducting a State Bureau of Educational Research\"\nCharles Fordyce, dean. Teachers College, University of Nebraska, Lincoln, Nebr.\n\"The Function of a Bureau of School Service in a State University\" H. A. Brown,\nBureau of Research, Department of Public Instruction, Concord, N.H.; F. J. Kelly,\nBureau of School Service, University of Kansas, Lawrence, Kans.\n\n—\n\n—\n\n—\n\n"} {"page": 682, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n666\n\n[Kansas City\n\nEVENING SESSION—Thursday, March i, 1917\nPreliminary to the regular program, John R. Fox, Chicago, 111., gave an illustrated\ntalk on \"The Yellowstone National Park.\"\n\nViolin Solo, \"Ballade and Polonaise\" (Vieuxtemp), by Heinrich Rittmeister, concert\n\nmaster, Kansas City Symphony Orchestra, Mrs. H. Rittmeister, accompanist.\n\nThe topic of the evening was, \"Observable Tendencies toward a Nationalization of\nAmerican Education.\"\n\n—\n\n\"Its Spirit, Purpose, and Method\" Philander P. Claxton, United States Commissioner of Education, Washington, D.C.\n\"Its Legitimate Scope and How It Might Be Made to Articulate with State and\nLocal Initiative\" Francis G. Blair, state superintendent of public instruction, Spring-\n\n—\n\nfield, lU.\n\nPresident-elect Thomas E. Finegan was presented and made a short address.\nHoward H. Hayes, Salt Lake City, Utah, gave an illustrated talk on \"The New\n\nNational Park Idea.\"\n\nFOURTH DAY\nMORNING SESSION—Friday, March 2, 191\nThe musical program was fumisht by a chorus of 700 children from the elementary\nschools of Kansas City, Mrs. B.\n\nM. Whiteley, director, Lena M. Spoor and Pauline\n\nCampbell, accompanists.\n\"Hail, Bright Abode\"\n\"Hymn to the Stars\"\n\"Zuni Indian Song\"\n\"The Birthright\"\n\nWagner\nMendelssohn\nLoomis\n\nPage\n\nThe following program was presented:\n\"Variations in the Ratio of Time to Be Given to the Mental and Manual Elements\nin the Different Grades of the Elementary Schools and Their Relative Values in Developing Educational Symmetry\" ^James H. Van Sickle, superintendent of schools, Springfield,\n\nMass.\n\" Educational Poise \"\n\n—\n—Adelaide Steele Baylor, Vocational Division, State Depart-\n\nment of Public Instruction, Indianapolis, Ind.\n\n—\n\n\"Preparedness\" R. A. White, University Military-Training League, Chicago, 111.\n\"Military Training Camps\" Wharton Clay, secretary. Central Department,\nMilitary Training Camps Association of the United States, Chicago, 111.\n\"Health Problems of Rural and Village Schools\" H. A. Davee, former state super-\n\n—\n\n—\n\nintendent of public instruction, Helena, Mont.\n\"The High-School Teacher's Professional Preparation\" William H. Smiley, supervisor of high-school education, Denver, Colo.\n\"Report of Committee on Military Training in the Public Schools\" Henry Snyder,\nsuperintendent of schools, Jersey City, N.J., chairman.\n\n—\n\n—\n\nFollowing this report, Randal J. Condon, superintendent of schools, Cincinnati,\nOhio, offered the follo%ving resolutions, which were adopted with only a few scattered\nnegative votes:\nResolved, That the recommendations of the Committee on Military Education of\nAmerican Youth be, and they are hereby, adopted as the recommendations of this\nDepartment, namely:\nI. Since it appears that we have not yet reacht the time when we may escape war,\nwe favor and recommend the adoption of a plan of intensive and specific miUtary training\nfor young men of nineteen years of age and over to be conducted during the twentieth\nand twenty-first years. This training should be universal and compulsory upon young\nmen of the ages mentioned who are physically qualified, should include all the features\nnecessary to prepare young men practically and effectively for the work of the soldier,\nshould be provided and directed by the National Government and at its expense, and\nshould be given by expert instructors provided by the National Government.\n\n"} {"page": 683, "printed_page": null, "text": "SECRETARY'S MINUTES\n\nSuperintendence!\n\n667\n\n2. We are opposed to the introduction of military training and military drill, or any\nform of instruction which is distinctively or specifically military, into the elementary or\nsecondary schools.\n.3, A thoro and comprehensive plan of physical training should be provided and\nmade compulsory upon all boys and girls of all ages attending the schools. This plan\nshould include physical exercises, setting-up drills with emphasis upon posture and\ndiscipline, marching, organized and supervised play, recreation, athletics, gymnastics,\nsummer camps and outdoor life, wherever possible, for the whole or part of the vacations.\nThis work should always be intensive, should be graduated and adapted to the ages and\nneeds of pupils, should aim to train pupils in health, strength, vigor, alertness, endurance,\n\nself-reliance, and self-control, and should include suitable provision for the correction of\n\nbodily defects. At the same time, provision should be made for the extension of similar\nkinds of instruction to young people, who are not in school, thru agencies already establisht,\nsuch as evening and continuation schools, recreation and community centers, and others\n\nwhich may be establisht.\nThis should include\n4. Special attention should be directed to personal hygiene.\nthe care of the body, frequent, thoro, compulsory medical inspection, and a consideration\nof the laws of health, strength, and vigor.\n5. Provision should be made for instruction in sanitation and safety precautions for\nthe purpose of guarding against disease and injury. For this purpose voluntary camp\nlife during vacations should be encouraged, as well as out-door exercises and hikes into\nthe country.\n6. Patriotic and civic service should be a prominent feature of an American education.\nThis work should include the study of the history of our country, accurately and frankly\npreesnted, a study of the people, the aims, efforts, and sacrifices of our great leaders,\nstimulation of a love of country, the opportunities for rendering service, the Americanization of the thousands of foreigners coming to our shores each year, and the development\nin them of an appreciation of the value and responsibility of American citizenship. The\nspirit and purpose of the Boy Scout movement, as contributing to these purposes, should\nbe recognized.\n\nAFTERNOON SESSION—Friday, March 2, 19 17\nThe musical program was fumisht by the orchestra of the Northeast High School,\nFrank E. Chaffee, director.\n\"Surprise Symphony\" (First Movement)\n\"The Skaters\" (Waltz)\n\nHaydn\nWaldteufd\n\nAndrew W. Edison, associate superintendent of schools, New York, N.Y., presented\nthe following resolution, which was adopted on a count vote of 172 affirmative,\n\nin\n\nnegative.\nResolved, That the President of the Department of Superintendence and the Executive\nCommittee of the National Education Association be authorized to fix the time and place\nof the next meeting of the Department of Superintendence, provided suitable arrangements cannot be made for the meeting at Atlanta.\n\nThe following program was presented under the general topic, \"Educational Innovations and Experimental Movements\":\n\n\"Some Remarkable Achievements in Rural Schools\"\n\n—A, E. Winship,\n\neditor. Journal\n\nof Education, Boston, Mass.\n\n— Wilmer Kennedy, assistant superintendent of schools,\n\"The Two-Group Plan\" —L. R. Alderman, superintendent of schools, Portland, Ore.\n\"A Kindergarten Training for Every Child\" — Bessie Locke, kindergarten division,\n\"The All- Year School\"\n\n^J.\n\nNewark, N.J.\n\nUnited States Bureau of Education, Washington, D.C,\n\nThe following report of the Committee on Unification and Americanization of All\nOur People was presented by William M, Roberts, district superintendent of schools,\nChicago, 111.\n\nThe foreigner who comes to this country presents a problem in the solution of which\nthe public schools must give assistance. He is ignorant of our language and of our\nmethods of government, but most of all he is a stranger to our ideals. To teach him the\n\n"} {"page": 684, "printed_page": null, "text": "NA TIONA L ED UCA TION A SSOCIA TION\n\n668\n\n[Kansas City\n\nlanguage, acquaint him with the methods of popular government, and bring him into\nsympathy with our ways of thought and feeling, so that he has a sense of pride in being\none of us, is what is meant by Americanization.\nIn this work the schools are performing a great service; but what they most need is\nYour committee desires later to present at\ndefinite standards both of aim and method.\nlength some suggestions regarding these matters, but begs leave to submit at this time the\nresolutions:\nfollowing\nWhereas, The Bureau of Education from time to time has supplied to the schools\nhelpful information and suggestions relative to the education of resident foreign-bom\nadults;\n\nand\n\nWhereas, The Bureau of Naturalization\n\n—\n\nwhich is charged by law with certain\nduties regarding the admission of aliens to citizenship has also done much to interest\nthe schools and to assist them in preparing applicants for citizenship to meet the requirements of the courts; therefore be it\nResolved, That the Commissioner of Education and the Commissioner of Naturalization be respectfully petitioned to prepare and to present to the public-school authorities\na joint program for the education of the immigrant, including preparation for citizenship,\nto the end that the schools may have the benefit of their united counsel, and may also be\nfully informed as to what the federal executive department recommends or requires in\nthese respects; and be it further\nResolved, That the Department of Superintendence of the National Education\nAssociation indorses the request that the United States Bureau of Education be given an\nappropriation of fifty thousand dollars for the purpose of distributing information and\ngiving advice and assistance as to methods and practices in the education of immigrants\nlooking to the Americanization of foreign-born and alien residents of the country.\n\n—\n\nThe resolutions were unanimously adopted.\nThe report of the Committee on Economy of Time in Elementary Education was\npresented by H. B. Wilson, superintendent of schools, Topeka, Kans., as follows:\nAt this late hour, I shall merely detain you for a brief statement with reference to the\nwork which has been accomplisht by your committee and cooperating investigators\nsince the creation of this committee by the department at the Mobile (Ala.) meeting.\nThe immediate objective results of our work are contained in two reports on \"The\nMinimal Essentials in the Elementary-School Subjects.\" The first report was pubUsht as\nPart I of the Fourteenth Yearbook of the National Society for the Study of Education, and\nthe second has just been issued as Part I of the Sixteenth Yearbook of the National Society\nIn addition to these publications, various papers and\nfor the Study of Education.\naddresses have been presented by members of the Committee on Economy of Time, or by\ncooperating investigators, before meetings of the National Education Association, and\nthese are reported in the printed proceedings of this Association.\nThe indirect results of the work of the committee, we believe, are many. The printed\nresults of the committee's work are being used in classes in education in normal schools\nand universities, where hundreds of teachers and supervisors and superintendents are\nin training. The printed reports and papers are also being used very extensively by\nsuperintendents and supervisors in study courses with teachers who are in service, and\nby superintendents and supervisors in the reconstruction of courses of study. That they\nhave been influential in determining many phases of emphasis in supervision can hardly\nbe doubted. Evidence is beginning to appear also that the content of textbooks is being\ndetermined by the recommendations which have been made with reference to the minimal\nessentials in various subjects of study.\nThe work which the committee has projected for completion within the next two\nyears, before which time the committee cannot feel that it has met the responsibility\nplaced upon it at the time of its creation, is as follows:\n1. Its efifort to state the minimum content in the elementary-school subjects will\nbe further extended by including geography, music, elementary science, and drawing,\nthus completing, as far as is possible, the work on the reduced content in the elementaryschool subjects, interpreting all its recommendations regarding content finally in relation\nto economy of time.\n2. Arrangements have been completed for starting the work of three committees in\nthe field of method. One, in charge of W. C. Bagley, of the University of Illinois, will\nformulate the \"Objectives of Elementary Education on the Basis of the Minimum Content\nof the Elementary-School Subjects.\"\nCoordinately, another committee, in charge of\nFrank E. Thompson, of the University of Colorado, will formulate the \"Purpose of\nEducation in Terms of Activities.\" Another committee, consisting of Messrs. Bobbitt,\nCharters, Coffman, Horn, Kilpatrick, Stone, and Wilson will take up the \"Minimal\n\n"} {"page": 685, "printed_page": null, "text": "I\n\nSupcrintendencel\n\nADDRESSES OF WELCOME\n\n669\n\nEssentials\" in each subject as they have been recommended in the Fourteenth and Sixteenth Yearbooks and as they may be recommended in later publications, and endeavor\nto organize this content into the successive problems which should be mastered by the\npupils from grade to grade in each of the subjects.\n3. In the field of organization we propose to start a committee to work at once,\nunder the direction of H. L. Smith, of Indiana University, making a survey of the efforts\nbeing made above the sixth grade in this country which are resulting in the saving of time\nbetween the sixth grade and graduation from high school. This survey will be made in\nsuch way as to permit a quantitative report of the results of the survey.\n4. As soon as the report of the Commission on Reorganization of Secondary Education is available in printed form, we shall constitute the committee necessary to review the\nreport from the standpoint of»the organization of the teaching content of each subject\nas recommended in such a way as to determine where savings may be made.\n\nI\n\n5. Arrangements have already been completed whereby a study will be made, under\nthe direction of George D. Strayer, of Columbia University, of the extension of school\ntime, both the day and the year, in relation to economy of time.\n\nFollowing the report of the committee, Andrew W. Edsen offered the following\nresolution, which was adopted:\n\nIn view of the fundamental and thorogoing way in which the various committees\non the economy of time, the council committee, and all the cooperating committees,\nparticularly the committee from the Department of Superintendence, are doing their work;\nResolved, That the Department of Superintendence indorses the work thus far done\nand urges that the necessary provision be made both financially and otherwise for the\ncontinuance of this work to the point of completion, and that the committee from this\ndepartment be instructed to ask for opportunity to make such report of its work from\ntime to time as, in its judgment, may be profitable to the members of this department.\nAfter some brief remarks by President Shoop, the meeting adjourned.\n\nMargaret T. Maguire, Secretary\n\nPAPERS AND DISCUSSIONS\nADDRESSES OF WELCOME\nI.\n\nUEL W. LAMKIN, STATE SUPERINTENDENT OF SCHOOLS,\nJEFFERSON CITY, MO.\n\nI appreciate very much the honor and privilege of welcoming to Missouri\nthis body of schoolmen and schoolwomen at this most important period in\n\nthe history of education in America.\n\nWe are glad that you are here to dis-\n\ncuss in this Missouri city the problems of present-day education and to\n\npoint the way toward their solution.\nI\n\nIt is needless for me to say that we are proud of the state of Missouri;\nof her resources; of her people;\n\nof her history.\n\nWe are proud of the fact\n\nthat her resources required the establishment within her borders of two\ngreat federal reserve banks, and, in addition, one of the federal farm-loan\n\n•\n\nbanks.\n\nWe are proud of the position that she holds in national affairs and\n\nof the influence she has had on national life.\n\nWe are proud of the progress which her schools have made. We hold\nthat the true measure of progress is not in what is the actual condition, but\nin what has been the real improvement in recent years.\n\nIt has come to\n\npass in Missouri that while we are interested in what our fathers did, yet\n\n"} {"page": 686, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n670\n\n[Kansas City\n\nwe are still more concerned in what opportunity our children shall have.\nWe are proud that we have in Missouri one of the best universities west of\nthe Mississippi and that we have here an efficient system of normal schools;\nthat we have increast the number of high schools more than 100 per cent\nin the past six years, and that we have establisht in more than a hundred of\nthem teacher-training courses. While we have not heralded it abroad,\nyet we began to standardize and approve rural schools in Missouri in 1907,\nand our policy of state aid makes it possible for every country school in this\n\nWe have a hundred consolidated districts in Missouri, all of them formed within the past four years.\n\nstate to be open for a term of eight months.\n\nThe eyes of the people of the state are turned toward the solution of the\ncountry-school question.\n\nWe have in Missouri a state senate, much maligned in some quarters,\nyet the first senate measure which past that body was one which lookt\n\ntoward larger state support of the country schools of the state.\n\nWith the\n\npresent feeling of the people toward education, with their attention directed\n\ntoward fundamental questions, we believe that in the next decade we can\nsuccessfully challenge any state in the\n\nUnion to show an equal record of\n\nprogress.\n\nAnd hence I say again, we are glad that you are here at this time. We\nhope that your visit within our borders will be pleasant and profitable to\nyou as well as to us, and we assure you that when the time comes for you\nto go back to your homes, you will take with you the \"Good-by, Good\nLuck, and God Bless You\" of every Missourian.\n\nII.\n\nI.\n\nI.\n\nCAMMACK, SUPERINTENDENT OF SCHOOLS, KANSAS CITY, MO.\n\nSince you have received the freedom of the state and are in possession\nof the keys of the city, it remains for me, on behalf of the Board of Educa-\n\nand teachers of our city, to extend greetings and express to you a\nThose of you who were present at the last meeting of this\nassociation, when the invitation was extended to come to this hitherto\nunexplored region of our country, need no assurance of the fervor of that\nWe wish\ninvitation and the earnestness of the desire to have you with us.\nnow to assure you that the great longing for your presence manifested on\ntion\n\nhearty welcome.\n\nthat occasion has been transformed into soHcitude for your welfare now that\n\nyou are here. The report of your secretary of the generous enrolment of\nteachers from this and adjoining states, together with the magnificent\naudience at this first meeting, is evidence that your selection of this city is\n\nduly appreciated.\n\nWe recognize in this department the greatest educational body in the\nworld, and we sincerely hope that this will be its greatest meeting.\n\nThe\n\nenthusiasm, inspiration, and wisdom you bring to us will be of inestimable\n\n"} {"page": 687, "printed_page": null, "text": "I\n\nADDRESSES OF WELCOME\n\nperintendencel\n\nvalue to our teachers and our citizens.\n\n67\n\nThe problems you discuss and the\n\nuggestions and criticisms we ask you to offer will bring new inspiration\n\naid us in our work.\n\nComing at a time when previously accepted standards affecting our\nand social welfare are being shaken to\neir foundations, this body is facing problems and responsibilities never\nfore encountered in its history.\nThe position of America today, in every\nhase of national and social life, was never in a more critical situation. The\nuestion of world-leadership is involved. Our nation has the geographical\ndustrial, educational, political,\n\nsition; it has the material resources; it has boundless enthusiasm.\n\nWill\n\ndevelop the leadership necessary to cope with the issues involved?\n\nI\n\nelieve you will agree with me that in the readjustments that must follow\n\nthe present great upheaval the public schools of America, as never before,\nare to become one of the most powerful factors in shaping that readjust-\n\nment, and that the future possibilities and relative importance which this\ncountry will command in the coming years depend largely upon how successfully this mission is accomplisht.\n\nSince our forefathers settled on the shores of the Atlantic the pioneers\nhave always been in the West. We are told that \"westward the course of\nempire takes its way.\" Whether or not this is true in the domain of education, the West, while without a great historical inheritance, has fewer\n\neducational traditions with which to cope.\n\nIt has\n\nmuch\n\neducational\n\nIt has flexibility and probably a large\n\nmeasure of that type of\ncourage described by the old adage that \"fools rush in where angels fear to\nfreedom.\n\ntread.\"\n\nEducationally here in the West (for considering the meeting-places of\nthis department we are on its westernmost frontier) we\n\nmay be, and prob-\n\nably are, in the elementary stages of our development, or at most in the\nearly adolescent period.\n\nIf this is true,\n\nwe at least have the virtue of\n\nexhibiting life in the making, possibly in more than the educational field.\n\nPerhaps more than in the older parts of our country education is becoming\n\nmore and more a function of the state, under public control, supported by\npublic taxation.\n\nPerhaps here in the West does the belief exist to a greater\n\nextent than elsewhere that this publicly supported education must cover\nthe whole period of human life, beginning at the cradle and persisting to the\n\ngrave; that it has as much to do with the physical, industrial, and social\nwelfare of the race as with the intellectual and moral; that the right atti-\n\ntude toward life is of as much importance as the right personal equipment\n\nIn its extension downward it is regarding the kindergarten of as\nmuch, if not of more, importance than any other single grade of the elementary school; while in its extension upward the junior college or the home\n\nfor life.\n\ncollege is its crowning achievement.\n\nIn its feeble way the city to which you have come is attempting to\nrealize\n\nIk\n\nsome of these ideals.\n\nIts buildings and grounds are planned and\n\n"} {"page": 688, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n672\n\n[Kansas city\n\nconstructed to minister to the largest possible community needs.\n\nIt\n\nis\n\na pioneer in its advocacy and pursuit of your perennial time-honored slogan,\n*'\n\nEconomy of time in education.\"\n\nFor many years it has been covering\n\nthe elementary period in seven years.\nall\n\nSixty per cent of all pupils entering\n\ndepartments of the schools, including the kindergarten, complete the\n\nelementary-school course.\n\nOf this number 90 per cent go into the high\n\nschool, and more than one-third of those entering the high school remain\nuntil graduation.\n\nThe last addition, the junior college, now gives us a\n\ntriple organization covering seven-four-two years, preparing\n\nour students\n\nfor the senior colleges, for the professional schools, and attempting to give\n\na more adequate and practical preparation for life.\n\nWe have prepared no extensive formal exhibit for your inspection. We\nhave believed that you prefer to see our schools in action. The chief\nexhibits to which we call your attention (the product of our vocational\nschools) are the temporary school buildings, the schoolroom, gymnasium,\nand playground equipment which are now in use. We invite your inspection and solicit your suggestions and criticisms. We wish to place our\nbuildings, our schools, and ourselves at your disposal and hope you will\ncommand us at your pleasure.\nTo enable our teachers to have the largest possible opportunity to profit\nby attending the meetings of this association and to meet you personally, all\nour schools will be closed on Friday. They will be in session the other days\nof the week, but with the privilege given to each teacher to be absent\ntwo half-days to attend such other meetings as may be of special interest\nto her.\n\nThe printed matter placed in your hands is designed to give you some\nidea of what we are attempting to do and to assist you in getting about our\ncity and in visiting our schools.\n\nFor months we have prayed for the delight-\n\nful spring weather with which we are usually blest at this time of year, and\n\ndo not blame us.\nIn closing, let me again assure you of our desire to assist in every way\n\nif it is not forthcoming please\n\npossible in making this the greatest meeting of your history, and thank you\n\nmost cordially for the privilege of serving as your host, with the sincere\nhope that you will remember us with pleasure and that you may wish to\nreturn at some future time.\n\nRESPONSE TO ADDRESSES OF WELCOME\nO. T.\n\nCORSON, EDITOR \"OHIO EDUCATIONAL MONTHLY,\"\nCOLUMBUS, OHIO\n\nI am grateful, Mr. President, for the privilege of representing the mem-\n\nbership of this great Association in an expression of appreciation of the\n\nopportunity which is ours of meeting in this growing city, the excellence of\n\nwhose schools is so justly and so universally recognized.\n\n"} {"page": 689, "printed_page": null, "text": "iperintendencel\n\nI\n\nRESPONSE TO ADDRESSES OF WELCOME\n\n673\n\n^^B\n\nI am sure that the friends who have so warmly welcomed us, and to\n'^\"whom I most sincerely return the thanks of the Association for their cordial\ngreetings, will neither misunderstand nor misinterpret\n\nmy meaning when I\n\nsay that, while listening to their messages so expressive of genuine hositality,\n\nmy mind, in common, no doubt, with the minds of many others in\n\nis large audience, could not avoid dwelling\n\nupon the noble life and unselfish\n\nwho, for forty years, so wisely and so sympa-\n\nrvice of the great soul\n\ndirected the educational affairs of this community that the\nmes of Kansas City and James M. Greenwood are inseparably linked\n\netically\n\ngether in the thought of all who knew him.\n\nI trust that I may be par-\n\n[oned the personal statement that I shall always treasure with sincere\n\ngratitude the memory of a visit to this city nearly twenty years ago and the\n\nwarm welcome then extended to me as a visitor to the Kansas City schools\nwith the purpose of learning,\n\nif\n\npossible,\n\nsomething of the secret of the\n\nunusual power of the man whose name will be forever associated, in the\n\nmemory of all who served with him in his remarkable career as superintendent of the schools of this city, or who were honored and blessed with his\nfriendship, with all that\n\nis\n\nhelpful and sane in educational thought and\n\npractice, all that is noble and worthy in character, and all that is sincere\n\nand sacred in friendship.\n\nWe are grateful, indeed, to Mayor Edwards, State Superintendent\nLamkin, and Superintendent\n- kindly\n\nCammack for their gracious words and\n\ndeeds of welcome, and our hearty congratulations are extended to\n\nall who have any part in carrying on this great system of public schools,\nI^MOunded and fostered by James M. Greenwood, the record of whose achieve.,\n\nI^Hients in the cause of popular education will ever remain a priceless heritage\nI^K) the members of this Association.\nI^B I am sure that no better use can be made of the brief time allotted to\nI^Kiis response than to direct your thought to the consideration of some suggestions growing out of repeated rereadings of the last address delivered\n\nby Mr. Greenwood, before the meeting of the National Education Association, at St. Paul, July 10, 19 14\nan address which needs to be carefully pondered and heeded in these days of superficial thought and hasty\n\n—\n\nconclusions,\n\nwhen there is danger of losing sight of the fact that the\n\none essential factor in a good school\n\nis\n\na good teacher with an oppor-\n\ntunity to do the work of a teacher without unnecessary interference and\n\nwith sincere appreciation both of the difficulties\n\nmet and the successes\n\nwon.\n\nHis subject was \"The Kingdom of Little Things,\" and out of a clear\nbrain, a warm heart, and a ripe experience of a full half-century of recognized\n\neducational leadership, he pleads for a return \"to fundamental truths\nbefore we cast aside all charts, compasses, logbooks, instruments, mental\n\nand mechanical, to take observations with on this unexplored sea we are\nendeavoring to navigate.\"\n\n"} {"page": 690, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n674\n\n[Kansas City\n\nHe inquires whether it is not \" the part of wisdom to take an inventory\nof the merchantable stock we already have before throwing it into the junk\npile,\" and then forcibly reminds us that *'many new assets are worthless\n\nin any market\" and that \"most of them have no quotable value in any\n\neducational stock exchange.\"\n\nHe pleads for a chance for the teacher to do this work of a teacher and\ndeclares that \"school frivolities, ignorance, laziness, stupidity in high places,\n\nslow-going processes, and thinly gruelled textbooks have so entrenched themselves behind innumerable boards of supervising bandits that the teachers\n\nhave no time to do the real essential work of the schools,\" and that \"there\nare so many efficiency engineers running hand cars through the schoolhouses\nin most large cities that the grade teachers can hardly turn around without\n\nbutting into two or three of them.\"\n\nThese are true words, bravely spoken, and should lead all supervisors of\nschools to realize anew that constant nagging, destructive criticism, and\npersistent interference do not constitute supervision, and that just as the\n\nobject of all purposeful teaching is to make pupils self-helpful and cooperative, so the object of all right supervision is to\n\ndevelop in teachers such\n\nqualities and characteristics as will make them strong in wise initiative and\n\nloyal in united service.\n\nIn the last few decades we have witnessed a number of spasmodic reforms\n\nFor some time courses of study were \"enriched\" by the simple\nThis \"reform\" proceeded until the mass required to be\ntaught became so large as to alarm and dishearten both teachers and pupils.\nCorrelation, often superficial and extreme, followed until the mass became\na \"mess\" suggestive of both comedy and tragedy. Today an honest effort\nin education.\n\nrule of addition.\n\nis being\n\nmade to correct the mistakes of the past by the elimination of useless\n\nmaterial and a return to fundamentals.\n\n\"Motivation\" and \"evaluation\"\n\nheld the stage for a brief period and then stepped aside to make room for\n\"standardization,\" which is in danger of being carried to such an extreme\nas to produce a dead and deadening formalism, and \"mensuration,\" which\n\n—\n\npretends to \"measure\" everything in the educational world\n\n^physical,\n\nmental, and spiritual.. All these bid fair to be entirely eclipsed by the\nlatest arrival which is sweeping over the land to such an extent that the\n\ncommon pedagogical salutation at this meeting is, \" Good-morning.\n\nHave\n\nyou been 'surveyed' since we last met ?\n\nThe attention now devoted to school-surveys warrants a few obserregarding them by one who is neither a \" surveyor \" nor a\n\"surveyee\" and who can therefore afford, with malice toward none\nand charity for all (who deserve it), to say what he thinks on the\n\nvations\n\nsubject.\n\nAt its last session this department wisely placed itself on record as\ncommending the properly conducted, sympathetic, and constructive\nschool-survey as an aid in the solution of school problems.\n\n"} {"page": 691, "printed_page": null, "text": "RESPONSE TO ADDRESSES OF WELCOME\n\nSuperintendence]\n\n675\n\nIt is fair to infer that this positive commendation of properly conducted,\n\nsympathetic, and constructive school-surveys is at least an indirect and\nwell-merited condemnation of\n\nall school-surveys improperly conducted,\nunsympathetically directed, with the evident purpose of finding fault, and\n\n[therefore necessarily destructive in their influence and results.\n\nNo argument is necessary to prove that a \"properly conducted\" schoolsurvey cannot be conducted by surveyors\n\n^\n\n[:experience in teaching,\n\nwho have had no successful\n\nwithout which it is impossible to pass intelligent\n\njudgment on the work of either teachers or pupils.\n\nNo amount of second-\n\n[hand information gained from textbooks or from collecting and collating\n\nmswers to questions sent to teachers can qualify anyone to survey, with\n[any degree of fairness or intelligence, any teaching of any kind anywhere.\n[If a few of the so-called \"experts\" in education would only retire from their\n\n)ernicious activity long\n\nenough\n\nto permit their proper classification as\n\ntex-\" spurts,\" the demands of truthfulness would be much better met, and\n\n{worthy teachers would be greatly relieved.\n\nWere it not for the incalculable and irreparable injury which would\n[come to helpless children, as a result, it would be interesting and instructive\nto try the experiment of requiring each \"expert surveyor\" to teach in the\nI\n\n[school which he surveys, for at least a month, and give a concrete example\n[of how the\n\nwork, which he is so ready to criticize, should be done.\n\nNo\n\ndoubt such an experiment would greatly reduce the number of theorists\nwho are always ready to find fault with the work of teachers, but who,\n\nwhen put to the test, are found to be far more incompetent than those whom\nthey criticize.\n\nNo survey is \"properly conducted\" which is hastily made.\nle\n\n:\n\nOne visit to a recitation is no criterion\njchool or the methods of a teacher.\nby which to pass final judgment upon teaching. All of us who have taught\nschool can recall days when all things seemed to work together for good\n\nland to conspire to bring success.\n\n!\n\nIt takes\n\nto investigate with any degree of fahrness or justice the work of a\n\nOn thf other hand, there are vivid\n\nmemories of other days when opposite conditions prevailed. Had we been\n\"surveyed\" on one of our \"good days\" our standing would have been\nexcellent,\" but, if on one of our \"bad days,\" \"very poor\" would have\nbeen recorded to our discredit. Any sane supervisor knows that more than\none hasty visit to a school is necessary to secure the information on which\nto base even a partially fair estimate of the work of a teacher.\nIn more than one instance in conducting school-surveys, a youthful\n\"professor\" in the full pride of a degree recently conferred, with little or no\nexperience in teaching, has rushed into a classroom with notebook in hand,\nthere to remain through one recitation, \"to survey\" the teacher's work.\n\nIn\n\nthe sense that \"to survey\" is to overlook, the \"farce\" is a great success,\n\nbut to give to the public conclusions based on such a \"farce\" is an outrage\n\nwhich cannot be too severely condemned.\n\n"} {"page": 692, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n676\n\n[Kansas City\n\nThe hasty and superficial manner in which school-surveys are sometimes\nmade justifies the suggestion that, when so made, a sign should be placed\non the survey headquarters to read:\n\" Schools surveyed while the teachers are at lunch.\n\nReports formulated\n\nand given to the press the following night while the superintendent, principals, and teachers are asleep, thus avoiding the embarrassment which\nwould come with a verification of the truthfulness of the statements made\nin the report. If in special haste, reports can be made in advance and the\nsurvey made afterward to conform to the report.\"\nTeachers neither ask nor desire that a survey of their work should be\n\n\"sympathetic\" in the sense that they be considered objects of pity or comBut they do insist and they have a right to demand that they\nbe treated as human beings men and women of character and intelligence^\nwho are truthful and honest and reliable and sincere. In some instances\nsurveyors have refused, when entering the schoolroom, to make known\neither their names or their purposes. Their actions have been characteristic of private detectives raiding a \"speak easy\" in search of concealed\nliquor and law-violators with the knowledge that, in dealing with criminals,\nThere is no explanation and can\nsilence and caution are both necessary.\nmiseration.\n\n—\n\nbe no excuse for thus humiliating teachers when inspecting their work. A\nschool-surveyor should at least act with such courtesy as always characterizes a gentleman,\n\nand should, in every way, endeavor to make his\n\n\"patients\" as comfortable as possible while the \"operation\" is being performed.\n\nA \"sympathetic\" school-survey will always look for good as well as\npoor teaching, and, whenever possible, will give due credit to teachers for\n\ngood results secured. Unfortunately, in some instances, good teaching, if\nmentioned at all, is referred to only incidentally, and instead of crediting\nteachers with good results when found, other explanations for such results\nare offered.\n\nIn the comments of one survey it is announced that \"one of the most\nastonishing outcomes of the testing (arithmetic) was the demonstration that\n\nlong division is the easiest of all complex operations for children.'-'\nIt is fair to assume that this \"astonishing\" statement is based upon the\n\nsuccess of the children in passing tests in long division.\n\nIf so, it is evident\n\nthat those in charge of this survey presume that success in passing a test\nis a certain indication that the subject tested is both easy to teach\n\nand easy\n\nSuch a presumption is false, and therefore the conclusion based\nupon it is also false. Experience will teach anyone that success in passing\nproper tests is the result of good teaching, which leads to such a mastery\nof the subject taught that the student is thoroly prepared to meet the test\nto learn.\n\nwhen required to do so.\n\nWhen an astonishing conclusion based upon a false presumption is\nreached and announced,\n\nit\n\nthen becomes necessary to accompany the\n\n"} {"page": 693, "printed_page": null, "text": "Superintendence)\n\nRESPONSE TO ADDRESSES OF WELCOME\n\nSuch an explanation\n\nannouncement with a \"philosophical\" explanation.\nis\n\n677\n\nas follows:\n\n—long division— made up of a succes-\n\n\"This apparently is because it\n\nis\n\nsion of operations in division, multiplication,\n\nand subtraction, in short\n\namounts, which permit the children to get rest through variety.\"\nIt\n\nis\n\nimpossible not to smile in the presence of this philosophical ( ?)\n\n(explanation of a false conclusion based upon a false presumption.\nof us can recall the \"rest\"\n\n—such sweet repose\n\nit\n\nSome\n\n—which came to us as\n\nwas\n\nchildren when we struggled through the intricacies of long division, due to\n\nthe \"variety\" of the \"succession of operations in division, multiplication,\n\nand subtraction,\" although we cannot recall that the \"amounts were short\"\nexcept in our answers, which quite often were too \"short\" to meet the\ndemands of accuracy.\n\"sympathetic\" understanding of the work of teachers and a knowldge of the simple fact that good results in learning are usually the product\ngood teaching will avoid false conclusions and render unnecessary any\n\n»A\nif\n\nxplanations for such conclusions.\n\nTo be \"constructive\" a school-survey must not originate with disgruntled members of school boards or patrons of the schools who have some\nselfish purpose in mind or some selfish scheme to carry out.\n\nA survey with\n\nsuch an origin is almost certain to be used in the interests of its promoters\nto oust the superintendent whom they have been unable to control because\n\nhe thought more of principle than position.\n\nTo be \"constructive\" the report of a school-survey must avoid everyThe interests of the schools are\nnext to those of the home in their importance, and the schools should be\nas sacredly safeguarded as the home against any attempt to injure them by\nthing which savors of the sensational.\n\nparading their defects in the headlines of newspapers or magazines.\n\nAs a\n\nrule, the defects which are discovered by a survey were well known by those\n\nin charge of the schools before the survey was made, and, in the majority\nof instances, everything\n\nthem.\n\nwhich could be done, had been done to remedy\n\nTo make public a report which leads to a wrong conclusion regarding\n\nthe efforts of a superintendent and his teachers to remedy existing defects\n\nand, as a result, brings censure both undeserved and unjust, is destructive,\n\nnot \"constructive,\" and deserves severe condemnation on the part of all\nfair-minded citizens.\n\nIt should never be the purpose nor the result of a\n\nschool-survey to create a vacancy, nor to fill a vacancy when created.\n\nThe \"properly conducted, sympathetic, and constructive school-survey,\"\ncommended by this department, has, in reality, in some form, been carried\non in the majority of schools ever since school-organization and schoolsupervision have had an existence.\n\nThe fact that these surveys have been\n\nquietly made by real superintendents and actual teachers, without any of the\n\nsensational features which sometimes accompany the modern school-survey\n\npompously conducted by so-called \"experts,\" is decidedly in their favor.\n\n"} {"page": 694, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n678\n\n[Kansas City\n\nIn some instances, no doubt, a real educational expert with superior\nknowledge of the needs of a system of schools and with superior judgment,\nthe result of large experience, can be of real service to the school authorities,\nsuperintendent, and teachers in making a ''properly conducted, sympathetic, and constructive school-survey,\" but no school-survey can be\n\"properly conducted,\" nor be \"sympathetic,\" nor \"constructive\" in any\ntrue sense, which is not so directed as to secure the hearty cooperation of\nthe superintendent and teachers of the schools surveyed.\nIf the facts are to be known, the only persons in possession of the facts\n\nmust be consulted.\n\nIf beneficial results are to follow the survey, the only\n\npersons who can bring about such results must have respectful consideration.\n\nThese persons are the superintendents, principals, and teachers. No one\nof them is perfect, but the great majority of them are capable and in every\nway worthy of confidence.\n\nOn behalf of these superintendents, and their principals and teachers,\nboth \"surveyed\" and \"unsurveyed,\" I again thank you for your cordial\n\nwelcome and bespeak for you, Mr. President, a most successful meeting.\n\nTHE SCHOOL AND THE NATION\nALBERT J. BEVERIDGE, FORMER UNITED STATES SENATOR,\nINDIANAPOLIS, IND.\n\nIn your hands and those of the teachers under you lies the future of the\nrepublic.\n\nThe press is powerful in influencing the course of the country\n\nfrom day to day; but the school more than all other agencies can form\nnational character, create such a thing as permanent national opinion, and\nestablish lines for it to follow with steadiness and continuity. This fact\nis so obvious and outstanding that I shall not becloud it by overstatement.\nBecause of it I wish tonight to suggest a policy. That policy is\nnationalism. Would it not be well if every program of instruction were\ncolored by it? Ought not American youth, class after class, generation\nafter generation, be reminded that our greatest task, or perhaps I would\nbetter say, the sum of all our effort, is to finish the building of the American\n\nnation ?\n\nAnd to this end is it not indispensable that certain fundamental\n\ncharacteristics be developt and continuously strengthened ?\n\nThe first of these is a steady state of mind and thoroness in thought and\nA shallow and uncertain people will not do much that will last.\nIt is the nature of instability that it wants to tear down even the structure\naction.\n\nwhich is in the process of building; and hasty plans only partly thought\nout are often worse than no plans at all because they are wrong and must\n\nDo we not see all around us the waste of capital\nand labor, of life and effort, caused by careless legislation and immature\nenterprise? In a material way we have not greatly suffered from this\n\nbe done all over again.\n\n"} {"page": 695, "printed_page": null, "text": "Superintendence]\n\nTHE SCHOOL AND THE NATION\n\n679\n\nhitherto because our natural wealth has been so great and our numbers\nso scanty that we can lose a great deal of energy, time, and resources and\nstill have larger natural riches than\n\nthe people of any other country.\n\nBut\n\nthis period is now drawing to an end and we can no longer leave prudence\n\nand prevision out of our lives.\nHow shall we establish normal standards of thinking and acting and\nIs not the best method that of acquiring a\nlive up to those standards ?\nstate of mind of which steadiness and thoroness are principal elements?\nAnd must not the formation of this begin in the classroom? Would it\nnot help if, from the very first, the child were made to understand that to\ndo or learn anything completely is the essential, and that quickness and\nbrilliancy are only incidental?\n\nAnd this process should continue as\n\nintelligence increases, until the man is evolved who, when he undertakes\n\nany task, makes sure that he knows what he is about and then does his\nwork in such fashion that it will not have to be done over again because\nit was badly planned and defectively executed in the first place.\nThis surely would help us as individuals in getting the most that is\nto be had out of life; and in our public affairs it would free us from that\nfreakish public opinion and those gusts of uninformed sentimentality which\nso confuse us and would bring disaster to a people less happily situated\nthan we are. Well-informed, patiently thought out, and therefore sound\nconclusions would take the place of hurried first impressions, such, for\ninstance, as those made by newspaper headlines which now so greatly\ninfluence us. We would require that our public leaders should be trustworthy in their mental processes as well as unblemisht in their moral\ncharacter. We would demand moderation rather than violence of statement. We would no longer be attracted by extremes merely because the\nexpression of them is emphatic, nor by the bizarre merely because it is\nunusual. All this would lead to sound counsel and well-considered action;\nand the constructive good accomplisht would be enduring.\nPerhaps no better example of the state of mind into which we have\nbeen wrought in recent times can be given than this very one of popular\nleaders.\nOccasions arise where words of clear-headed, far-seeing guidance\nfrom men of knowledge and judgment would be helpful to all of us. We\nrightfully look for this from prominent men who ought always to be\npublicists.\nBut in our inconsiderate haste we insist on immediate declarations of opinion from those whom we are accustomed to follow.\nNot only\nmust their views be given instantly, but they must also be sharp and\ndecided.\n\nThus those who should be the leaders of public thought too frequently\nbecome panderers to public impatience. They are too often competitors\nfor publicity.\nThey strive to get on the front page of the first edition of\nthe newspapers. To do this, speeches and interviews even on the gravest\nand most complicated questions are prepared with frantic precipitancy and\n\n"} {"page": 696, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n68o\nin lurid\n\nlanguage.\n\n[Kansas city\n\nThat necessary delay required by gathering and\n\nmastering data and carefully working out the problem which it presents\n\nwould make out of date the publication of the conclusions thus formed;\nwhile cool and balanst language would lack that sting and eccentricity\nat present so attractive to our taste.\n\nWe require that the outgivings of\n\nour public men shall be full of \"pep\" and ''punch\"; otherwise they are\nrejected by a public palate which has become accustomed to high seasoning.\n\nThus our public discussion is peculiarly heated, spasmodic, and charged\nwith error.\n\nInstead of a full statement of facts, they are often given only\n\nExtravagant catchwords more and\nmore frequently take the place of careful reasoning; and explosive epithet\nrather than clear argument is made the weapon of serious controversy.\nSo it is that public opinion, lasht by inconstant winds, whirls in eddies, now\nabout this point and now about that, instead of flowing in full and constant\nin part\n\nand with prejudist ardor.\n\ncurrent.\n\nThe papers of the statesmen of our formative period, and indeed of\nthe more powerful ones down to recent times, when compared with many\n\nproduced today, disclose the change in the manner of thinking of public\nmen and their expression of it. During the years that I have been writing\nthe Life of Chief Justice Marshall this fact imprest me so strongly that I\n\nplaced side by side on a long table typical speeches and papers of our\n\nThose of recent years appeared to be immature,\nand overemphasized when read in parallel with those\n\neminent publicists.\nhastily prepared,\n\nof our early and middle history.\n\nYet those calmer and simpler papers -dealt with problems as weighty\nas any that ever confronted the mind of man and were written at times\n\nwhen popular passions raged ungovernably. The others discust questions\nno greater and appeared at times no more perilous. They indicated that\nwe have indeed acquired the harmless \"punch\" of extravagance, but have\nIn gaining velocity we seem to\nlost the deadly \"punch\" of moderation.\nhave impaired our sense of direction.\n\nThat this is not the necessary result of democracy nor of any normal\nmodern condition is shown by the state papers and important public\nspeeches of European statesmen in very recent times. For example, when\nAristide Briand was minister of education in France he achieved by a\nsingle address to the French people a peaceful revolution in the gravest\n\nand most delicate of conditions. That paper dealt with a matter as\nemotional as it was economic. And yet Briand's statement was as\ncold and impersonal as a glacier and as irresistible. He merely set forth\nthe facts, the logic of them from his point of view, and the conclusions\nwhich that logic compelled. He added nothing more. It was as if he\nsaid to the French people: \"Here! This is how things stand; this is how\nyou are affected by them; this will be the result of changing them. Take\nDo what you like, but don't get\nit is your affair, not mine.\nit or leave it\n\n—\n\n"} {"page": 697, "printed_page": null, "text": "THE SCHOOL AND THE NATION\n\nSuperintendence]\n\nexcited.\n\n68l\n\nWhatever you decide upon, act with clear heads and without\n\npassion.\"\n\nOur newspapers\n\nare abused for sensationalism,\n\ninaccuracy, high-\n\npressure language, and exaggerated denunciation or laudation.\n\nBut are\n\nnot these faults both of our public men and of the press due, in considerable\ndegree, to a public state of\n\nmind which insists upon them?\n\nthis be changed for the better except in the classroom ?\n\nAnd can\n\nIs not the school\n\nthe only or at least the best loom on which steadiness, thoroness, and\n\nmoderation can be woven into individual character and thus made a part\nof national character ?\n\nIs there any other place where the uses of intel-\n\nlectual and moral dignity can be taught so well and with such good and\nlasting results ?\n\nThe French afford us an example of the truth that dignity may be\nretained without cooling the spirit and that responsibility does not soften\n\nthe temper of the blade.\n\nDignity and responsibility merely make sure\n\nthat spirit and temper are justified and are kept under the control of\n\ncommon sense instead of ruling it.\n\nFrench leading editorials are signed,\nand the writer makes sure of his facts, and his reasoning is careful. Also\nhe takes infinite pride in his work and writes with all the beauty and\ndistinction as well as force of which he is capable.\nHe strives to make his\nproduct the best in style as well as substance that can be turned out.\n\nHe\n\nacquires the sense of the artist and looks upon his pen as a painter looks\n\nupon his brush.\n\nHe knows that if he writes loosely as to thought or\n\nslatternly as to expression his prestige\n\nis\n\nimpaired and his influence\n\ndiminisht.\n\nThis love of one's work permeates French workmen as well as French\n\nand writers. The same is eminently true of German scientists\nand artisans. The idea that inspires these men is to execute their work\nwell and not merely to do as little as possible, as quickly as possible, for\n\nartists\n\nas much money as possible.\nwell as in financial gain.\n\nTheir reward is in spiritual satisfaction as\n\nThis has its effect, not only upon their individual\n\nproduct, but also upon the character of the nations of which they are parts.\nThus with insignificant resources great things are achieved.\nIt is not alone in our domestic concerns that steadiness of mind and\nthoroness of method would profit us. We would benefit even more\ngreatly in our relations with the world.\naffairs upon what we are told;\n\nWe base our opinions in foreign\n\nand our tendency to form quick and decided\nconclusions from first impressions, and to be swayed by emotion and\nsentimentality, is recognized by other nations and used by them. They\nare not to be blamed for doing this, but we are to be blamed for allowing\nthem to succeed in doing it. Their purpose is never our welfare, but always\ntheir own advantage, and in this they are entirely justified.\nMore than\nonce in our history it has happened that we were thus influenst to our\nown injury and did not discover the fact until many years afterward.\n\n"} {"page": 698, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n682\n\n[Kansas city\n\nFor instance, in the Russo-Japanese War our public opinion was so\nmolded that it was overwhelmingly favorable to one side and against the\nother.\n\nBy reason of this, certain things in the Orient were made possible,\n\nand the accomplishment of them begun and are still continued, that seriously\nimpair American interests. After the lapse of a dozen years we are beginning to realize this and to understand that our misinformed sympathy\nwas employed to our injury. We are beginning to see that it would have\nbeen better for us if we had practist the age-old and age-tested maxim that\n\"there is no sentiment in international politics\" and had been watchful\nof American interests only.\nThat we did not do so has already cost us\nmuch and may cost us immeasurably more.\nOr take our situation today. We are told that it is without precedent\nand that the seas in which we are floundering are wholly uncharted. Yet\nfrom the time Washington proclaimed neutrality in the war between\nEngland and France down to 1800 we past thru a period so much like the\npresent one that the similarity is almost uncanny. On the seas our commerce was then ravaged, our rights ignored, our citizens outraged by both\nbelligerents.\n\nSpeeches were\n\nmade then very much like those we hear\n\ntoday, and in some of them exact phrases were used that are now familiar\nto our ears.\n\nThe same passions were displayed; and the diaries and\n\njournals of that time disclose the fact that people felt and acted just as\n\nthey do now.\n\nProposals were then made, and were extensively and hotly\n\ndiscust, which, in the perspective of history, appear to us trivial and even\n\ngrotesque, but which seemed serious and practical to people then living.\n\nYet Washington and the strong men of that time maintained a neuand even-handed, favoring neither\none side nor the other. Had that tremendous man and his mighty associates swerved a hair's breadth from that policy, the country would have\nbeen drawn into the European struggle and the career of the United\nStates would have ended at its very beginning. Just as the steadiness,\ncourage, and thoroness of that greatest of Americans achieved our independence, so the same qualities in him saved it during years as dark and\nforbidding as those of the Revolution itself. These two examples out of\nthe many others make plain to us that as individuals and as a nation we\nshould exercise the prudence and circumspection of mature and selfcontained men as to all attempts, no matter from what quarter, to influence\nour emotions and conduct with reference to foreign complications.\nMy plea is for a state of mind that is not lightly blown different ways,\nbut that keeps steadily in view, first of all and over all, the well-being, the\nsafety, and the power of the American nation.\nTo this end a more careful\nstudy of American history would be helpful. If the masses of our people\ntrality that was absolutely impartial\n\nknew better the plain lessons which our own past can teach us, they would\nknow how to act and would act with more poise and certainty now and\nin the future.\n\nAfter\n\nall,\n\nexperience\n\nis\n\na good counselor and history a\n\n"} {"page": 699, "printed_page": null, "text": "Superintendence]\n\nprofitable chart.\n\nTH^ SCHOOL A^D THE NATION\n\n683\n\nTrite tho it is, it is well to remember the ancient but\n\naccurate commonplace that, whatever else changes,\n\nhuman nature does\n\nnot change.\n\nEven in our present-day domestic problems our history reveals the\ndifficulties that beset us and points the way by\n\ncause of many of the\n\nwhich they may be overcome. For instance, our individualism, which\nmany of us mistake for liberty, is a maldevelopment without a counterpart in any land or age. To reduce our overgrown individualism to normal\nproportions and to guide and control it by the social spirit and the cooperative method is perhaps our greatest fundamental task in our economic\nlife.\n\nIn our earliest days men who owed debts, or dislikt taxes, or became\nimpatient of any of the necessary regulations and restraints of an increasing\npopulation escaped such hated exactions by going a few miles farther into\n\nThere they lived by themselves, thinking of nothing but\nand savage independence they enjoyed. As population\nadvanst, the discontented and restless again moved onward. This\nprocess was kept up until the Pacific was reacht and the human tide\nturned back upon itself. Thus excessive individualism became a peculiarly\nAmerican characteristic.\nBut at last our individualistic people awoke to the fact that each of\nthem was a part of a great community. Invention connected them economically and socially, by railways, telegraphs, and telephones. Great\nbusiness organizations became necessary to produce and distribute the\nnecessities of the people.\nBut this corporate age took over the individual''Every\nistic maxims and methods that had been growing for a century.\nman's business is nobody's business but his own\" and other similar principles of individualism were applied to themselves by railroads and great\nthe wilderness.\nthe unlimited\n\nindustrial organizations.\n\nThus came a period\n\nof\n\nexploitation of\n\nagencies essential to the service of it.\n\nthe public\n\nby the very\n\nIndividualistic methods were at\n\nwar with those social methods without which civilized communities\ncannot exist. Our industrial turmoil of the last quarter of a century\ncan be understood only by a thoro knowledge of American history.\nBut without understanding it we cannot, of course, deal with it\nwisely.\n\nFor these reasons the economic and social building of the American\nThere is before us a period of construction\nas great in its magnitude as it will be in its benefits. Perhaps it is not too\nmuch to say that the mighty work to be done in the next two decades is\nno less than the organization of America. It is probable that after the\nwar we shall suffer severely for a few years; and it is certain that the economic readjustment of the world which will begin when peace is declared\n\nnation is not very far advanst.\n\nwill find\n\nus with a lack of system, the outgrowth of our haphazard and\n\n"} {"page": 700, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n684\nfortuitous\n\n[Kansas City\n\neconomic history, in striking contrast with the perfected\n\nindustrial methods of other nations.\n\nOur plight will be all the harder because of our lack of business foresight and our passion for quick and big profits which we have displayed\n\nduring the last three years.\n\nFor instance, we should have acquired\n\nforeign markets to absorb continuously the surplus of normal products\n\nand big, but transient, gains from abnormal\nBut the stress we must endure may prove to be a good thing\nfor us in the end, for it will burn away a mass of deadwood that now weighs\nus down. Grinding facts will convince many of the wisdom and necessity\nof national measures upon which they now look with disfavor.\nWe shall\ninstead of making quick\n\nproducts.\n\nbe freed from those economic shackles which our abnormal individualism\nand localism have welded upon us. We shall be made ready to go forward\nwith good will to the doing of the large and creative tasks that are waiting\nthe hand of the builder.\nAn example of these is the unification and correlation of our railroads.\nThese are now national highways. The old distinction between interstate\nand intrastate commerce no longer is justified by either theory or fact.\nThe multiple control of our railways by the various states as well as by\nthe nation would be unthinkable except for the explanation which our\nhistory gives. The control which local commonwealths now exercise\nover national highways running thru them is as irrational as was the laying\nof separate tariff duties practist by each of the thirteen original states\nbefore the Constitution was adopted. Just as the power to make tariff\nlaws was given to the general government exclusively, so the supervision\nof railways must be given to the nation exclusively.\n\nThe conflicting railway regulations of the several states, the interference by swarms of state officials with harmonious railway operation,\n\nand all the other familiar obstacles which state control throws in the way\nof stable transportation policy and efficient railroad service are responsible\nWith a single\nfor many conditions of traffic that now afflict us so sorely.\nand national supervision the railways could safely plan for the future and\nbuild to those plans with certainty. They would have a steadiness and\ncontinuity which would enable them to finance more readily the making\nThus could be overcome the maddening congestion\nof vital improvements.\nat terminals which today is hampering so seriously the business of the\nnation and the industrial activities of all the people.\nFor the same fundamental reasons the same national methods should\nbe applied to all great business organizations. American business must\nbe systematized, standardized, nationalized. National incorporation and\nnational supervision of great commercial and industrial units should take\nthe place of that multifarious local control which never has prevented nor\nended a single economic evil on one hand nor aided wholesome business\nactivity on the other hand. In short, the corporate forces of the nation,\n\n"} {"page": 701, "printed_page": null, "text": "THE SCHOOL AND THE NATION\n\nSuperintendence]\n\n685\n\nby which alone its industry can be carried forward in full measure, must\nbe mobilized, to use a military expression, by national methods for national\nservice.\n\nEqually important and indeed a necessary part of the carrying-out\nof this general policy and philosophy of nationalism are well-known and\n\nthoroly tested measures for the personal well-being of the citizens of the\n\nThe government of all the people should safeguard the health\nand economic efficiency of each of the people in those things where modern\nnation.\n\nconditions have made it impossible for the individual to make such proIt is only human nature that a man will take more\ngovernment when the government takes more interest in\n\nvision for himself.\ninterest in the\n\nThis is paternalism only in the sense that all of us are anxious to\n\nhim.\n\nhelp each of us get thru the common struggle of life.\nI\n\nam for any system, philosophy, or measure that makes for the general\n\ngood, no matter what label may be pasted upon it.\nball and chain upon the feet of progress.\n\nCatchwords have been\n\nIf some method of human better-\n\nment is called paternalistic or socialistic or autocratic or individualistic or\ndemocratic, we are prone to accept or reject it, according to our prejudice,\nbecause of the name applied to it, no matter how good it may be for each\none of us individually and all of us collectively. In doing this we act, not\nas intelligent men enjoying intellectual and political liberty, but rather as\ncaged parrots uttering sounds that we do not understand.\nAfter all, nothing is really important except human life and happiness\ncollectively as well as individually.\n\nThis fact is indeed the basic reason\n\nwhy all our thought and effort should be given to the building of tlie\nnation and our whole devotion centered upon it.\n\nFor in perfecting the\n\nnation we are doing that which alone can yield us largest opportunity for\nfulness and richness of life.\n\nBut the problem of completing our nationality is not only economic,\nand political; it is ethnological also. The only solid foundation\nof a nation is a homogeneous people.\nBut we Americans are not yet of\nsocial,\n\none blood.\n\nIn our veins flow the currents, as yet unmingled, of every\n\nEuropean nation.\n\nThere are at least five groups among us, of different\n\nnational extraction, each one numbering more than a million persons and\n\nsome of them a great many millions.\nharmonious and distinctive people.\nlabor to accomplish this.\n\nThese must be welded into a single\n\nand patient\nBut until it is done the peril of internal disIt will take long, hard,\n\nsension and possible disintegration will be a grave one.\n\nBut if we achieve this unity of blood it will be worth all our toil and\nFor we shall have made certain the completion and the perpetuity of the American nation.\nWe shall have created a new people\nconsecrated to ideals made up of the best evolved by the peoples from which\nwe are derived, together with those that we ourselves have developt from\nour own peculiar experience and situation. We shall have wrought out\nsacrifice.\n\n"} {"page": 702, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n686\n\nconditions that will make life more fruitful.\nattractive vision that invites us to\n\n[Kansas City\n\nThis is the reasonable and\n\nits realization.\n\nIn the end we shall\n\nreach it thru daily business association, common education, social intercourse, intermarriage, and the like.\n\nThe strongest argument for universal military service is that it will\nhelp to weave our variegated groups into one harmonious fabric.\n\nThis is\n\nas important as are the militant and economic phases of the subject.\n\nWhen a youth of Scandinavian parentage from Minnesota is in command\nof others of British stock from New England, when a young man of German\n\nextraction from Ohio or Wisconsin finds himseK under an officer of French\n\nblood from Louisiana, when one of Italian lineage from New York obeys\nthe orders of a ranking Irish comrade from Illinois, all wearing the same\n\nuniform, performing common duties for common purposes, living the same\nlives, cherishing equal devotion to a\nall will\n\ncommon service of a common country,\n\nlearn as they could not otherwise learn the good qualities of one\n\nanother and discover that they are not Scandinavian nor\n\nGerman nor\n\nFrench nor Italian nor Irish nor British, but only American, and nothing\n\nbut American. Their very minghng together, their unity of action and\npurpose, would make for our oneness as a people and hasten in normal\nfashion the ethnological solidarity of the republic. Universal and allinclusive military and manual training is a loom upon which nationality\ncan be woven naturally, speedily, and enduringly.\nBut the master force for achieving our homogeneity is tolerance. This\nis always true; but at the present moment and in the dark hour thru which\nwe may be doomed to pass, the duty and the utility of tolerance is especially\nclear and vivid.\n\nAll American citizens owe equal and undivided loyalty to the American\n\nnation and to no other.\n\nThat all of us are in fact devoted with whole-\n\nheartedness to our common country must be taken for granted.\n\nLet no\none doubt that, if that emergency comes which requires a free people to\n\nbe of one mind and heart, there will be no division among American citizens,\nregardless of creed or race, in their determined support, at any cost, of the\n\ngovernment of the American nation.\nthat glorious certainty.\n\nLet none of us question for a moment\n\nNo insult bites so deeply and with such a poisoned\n\ntooth as that which denies a man's fidelity to the sacred obligations of\npatriotism.\n\nMutual forbearance, mutual faith, are vital to the growth of that spirit\nof unity which alone can make us one people and work out the fair destiny\nof the American nation.\n\nLiberty of individual thought, freedom of individ-\n\nual opinion, are the only conditions upon which all of us are willing to yield\nto the views of the majority among us.\n\nWhen these are denied, there is\n\ndespotism, no matter by what name we disguise the fact.\n\nnot the only weapons of tyranny.\n\nAs\n\nmore\n\ninstruments\n\neffective\n\nare\n\nthose\n\nfamiliar\n\ncruel,\n\nBayonets are\nand even\n\nas merciless,\nof\n\noppression\n\nwhich\n\n"} {"page": 703, "printed_page": null, "text": "THE SCHOOL AND THE NATION\n\nSuperintendence!\n\nintolerance\n\nfashions between the\n\n687\n\nhammer and anvil of suspicion and\n\nhatred.\n\nThose whose forefathers lived\n\nin this country for generations\n\nand\n\nproved on many a battle field their fealty to America should be, and are,\nmost generous to those of their fellow-citizens whose families have not\ndwelt so long in the land; for they know that, when the call of war has come\nto us in the past, these very citizens, no matter how newly arrived upon\n\nour shores, have rallied to the colors and fought as well and sacrificed as\n\nmuch as those whose ancestors landed at Plymouth Rock or built the log\nstockades at Jamestown.\n\nWe must never lose sight of the great central fact that the purpose\nof all our effort\n\npeople.\n\nis\n\nto perfect a separate nation\n\nand create a distinctive\nwisdom to study with\n\nIs it not therefore the part of farseeing\n\npainstaking care any proposals that might tend to delay or defeat that\n\ncrowning purpose ?\n\nOught we not to require overwhelming and unanswer-\n\nable proof of the good results to the American people of any policy likely\nto weaken the spirit of concord among us and lessen our undivided attach-\n\nment to our own nation ?\nTake, for instance, the proposal of an alliance with some foreign power.\n\nWe have been hearing a good deal recently about this idea first advanst\nsome twenty years ago by one of the world's greatest capitalists who, altho\nof alien birth, is one of the best of American citizens.\n\nengaging features.\n\nIt is a big plan, with\n\nBefore adopting it, however, should we not examine\n\nthe consequences to ourselves?\n\nThe mention of a single condition may\n\nsuggest the advisability of considering other and even more important\n\nelements of the problem.\n\nThe men in charge of our nation are chosen at frequent and rigid\nelections\n\nand only from the places where they live.\n\nSo they, perforce,\n\nthink locally rather than nationally (witness our notorious \"pork-barrel\"\nlegislation) ;\n\nmuch of their time and strength is consumed by the unending\n\ntask of repairing their political fences;\n\npurely local and transient \"issues.\"\n\nand they often win or lose on\n\nIn the proposed alliance these locally\n\nthinking, rapidly changing, untrained or loosely trained American public serv-\n\nand poorly instructed as to world-conditions,\nwould have to deal with the ablest men of the allied country, kept by a\nwise system of elections in the continuous service of their nation, accustomed to think in national terms instead of those of their local habitat,\ngiving their whole time and ability to the national business, highly trained\nin the profession of statesmanship, accurately and comprehensively informed\non international affairs, and with a definite and traditional foreign policy to\nguide them. Would American interests thrive under this arrangement?\nants, engrost in \"politics\"\n\nWould such a foreign partnership make for harmony among ourselves ?\n\nOn the whole, may it not be better for us to continue our one American\ntraditional policy of friendship for all nations, alliance with none ?\n\n"} {"page": 704, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n688\n\n[Kansas City\n\nWe sometimes hear that this is a policy of isolation.\n\nBut it does not\nany economic sense. It isolates\nIt keeps us aloof only from foreign quarrels\n\nisolate us commercially, socially, nor in\n\nus only in the political sense.\n\nand conflicts.\n\nIt encourages the closest connection with other countries\n\nWould other connections\nWould political union with any foreign\n\nin all the activities and relationships of peace.\n\nthan these be advantageous to us ?\n\npower whatever be conducive to our solidarity as a people ? Or would it\ncreate divisions among us? And would it strengthen that peculiarly\npowerful position as a nation which nature has given us ?\nOught we not as thinking men and women ask ourselves questions\nsuch as these when so grave a business as a foreign alliance is proposed to\nus ?\n\nAnd do not even more serious ones suggest themselves in connection\n\nwith the ancient idea again advanst in the last two years of the formation\nof a superstate to regulate the world and keep in order by force of arms\n\nthose nations which the superstate shall deem to be unruly?\n\nAccording\n\nto this plan we would be required, if we became a member of the superstate,\nto go to war for the purpose of preventing or punishing armed aggression,\n\nfor the protection of the integrity of small states, and in general to maintain\njustice among nations.\n\nBut does not history instruct us that it is sometimes hard to tell until\na long time after a war which party to it really began it ?\n\nDefense of the\n\nintegrity of small states is, of course, attractive to everybody;\nit not been a lucky thing for us that during\n\nand yet has\n\nthe last seventy years we were\n\nnot a member of a superstate bound in honor to protect them by force of\n\narms ? For if we had been, what would we have had to do when Finland\nwas seized or Schleswig-Holstein taken or Egypt occupied, or the Boer\nRepublic and Orange Free State overthrown, or Algiers and Morocco\nannext, or Korea absorbed ? What would be our duty today in the matter\nof the dismemberment of Persia ?\nWhere would we have been in our own war with Mexico ? Would we\nhave been permitted to take the territory which now forms the states of\nColorado and Utah, Nevada and New Mexico, Arizona and California?\nWould we have been allowed to annex Texas? Would Porto Rico now\nbelong to the United States? Or would our suzerainty over Cuba\nthe strongest and most comprehensive ever committed to paper be in\n\n—\n\nexistence ?\n\nus.\n\nIn this connection an intimate and immediate subject forces itself upon\nMexico commands the Gulf, the Canal, and the near Pacific. Also\n\nare perhaps the greatest of any undevelopt country, and its\ncommerce is invaluable to our prosperity. Some day a stable\nMexican government will be establisht. When that happens it is vital\nto our interests and our safety that we form relations with it so close as\nto be supervisory over it and to prevent the possibility of an alliance between\nit and any foreign government.\nFor the power that controls Mexico would\n\nits resources\n\npotential\n\n"} {"page": 705, "printed_page": null, "text": "Superintendence!\n\nfff£ SCHOOL A^D THE NATION\n\n689\n\nhave the upper hand in the Gulf, the Canal, and the near Pacific, as well\nMexican trade and the development of\nMexican resources.\nWe cannot permit the development of any situation whatever that\nwould not leave us dominant over our southern gateways and the avenues\n\nas overwhelming advantages in\n\nthat lead directly to them. But if our hands are bound and the Mexican\nproblem is left to an international council in which we have no greater\nvoice\n\nthan Japan, Germany, Great Britain, Argentina, Denmark, or\n\nHolland, is it reasonable to expect a solution of it that would be just to us\nor safe for us ?\n\nWe must not forget nor overlook the considerations that, if other nations\nare willing to let us help regulate their affairs, we must also be willing to\nlet them help regulate our affairs;\n\nand that in this joint control the majority\n\nvote of the nations constituting the superstate would necessarily determine\nthe action of each one of them.\n\nIt might also be well to remember that in\n\nthe operation of the proposed plan there are swarms of practical difficulties\n\nthat must be overcome, such as our proportion of troops and ships in the\ninternational army and navy, the command of the combined forces, their\n\nmobilization and supply, the time, place, and strategy of operation, and\nthe like.\n\nTo enter the superstate we would, of course, have to alter the vital\nprovision of our Constitution which gives Congress the. exclusive power to\ndeclare war. While the doing of this would put that power farther away\nfrom the people, the change could and should be made if it is imperatively\ndemanded by the national welfare or safety. But ought we not to make\nsure that this is the case? Ought we not to inquire whether the good\nwhich it is taken for granted the superstate will confer upon us is greater\nthan the unhappy plight in which, as seems probable, it would place us ?\nThe point I am trying to make is that we should examine all matters,\nespecially those that affect our national destiny, with the care and deliberation which their weight and importance demand.\nI am merely suggesting\n\nthat the qualities of steadiness, poise,\n\nand thoroness be applied in our\n\ninvestigation of these grave questions and in the process of making our\ndecision upon them.\n\nIf this is\n\ndone and we finally accept any proposed\n\nplan of action, we will go forward to the execution of it unitedly, with good\nwill and full understanding.\n\nIt cannot be kept too clearly and constantly in mind that in our effort\nto solve all our big problems, foreign or domestic, the building of the\n\nAmerican nation is our supreme task and duty. Human experience has\ndemonstrated that the forms and forces of separate nationalities are the\nnatural ones of progress.\n\nIt is better for humankind in general and for\n\nparticular peoples that each of them shall work out its own destiny according\nto its own genius as a distinctive nation.\n\nThe philosophy of international-\n\nism, old as it is, has not yet proved itself adaptable to human nature.\n\n"} {"page": 706, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n690\n\n[Kansas city\n\nAnd it cannot be stated too often that in developing our own nationality\nthe ethnological problem is the most difficult, as the solution of it will be\nthe most glorious, of all.\n\nI am for any method that makes for American\n\nunity and against any plan that might work division among us, no matter\n\nhow much, on other grounds, I might hesitate about opposing the one or\nsupporting the other.\nI have intimated, by way of illustration, a few of the large tasks and\ndifficult\n\nproblems, domestic and foreign, the doing and solving of which\n\nrequire the practical application of the philosophy of nationalism.\n\nphilosophy should be made the policy of our national life.\n\nThat\n\nTo inculcate\n\none and carry out the other, the teaching and practice of steadiness,\nthoroness, tolerance, discipline, unity of action, and exclusive devotion to\n\nthe American nation are fundamental.\n\nThat this shall be done well and\n\nenduringly is the great duty and the glorious opportunity of the American\n\nThe future of America is not upon the knees of the gods, but in\nAnd so it is that we look forward to that\n\nschool.\n\nthe hands of American teachers.\n\nfuture with confidence and good cheer.\n\nA STRONGER FOUNDATION FOR, AND A BETTER\nCOMMAND OF, SPOKEN AND WRITTEN ENGLISH\n\nTOPIC:\n\nA. IN THE ELEMENTARY SCHOOLS\n\nMILTON C. POTTER, SUPERINTENDENT OF SCHOOLS, MILWAUKEE, WIS.\n\nThe first requisite for success in teaching elementary English is that we\nassign the first place, not to grammar, as was the method for many years,\n\nbut to written and oral composition.\n\nTeachers and writers of textbooks\n\nwere for years groping for this principle, but did not consistently practice\nLessons and examinations in grammar had no\nit until very recently.\nrelation to daily speech.\n\nIt was known for some time since that a child\n\nmay get 100 per cent in grammar and yet utterly fail to indicate it in his\ndaily conversation.\n\nTeachers long felt that they were wasting time in\n\nComposition and grammar were strangers to each\nTeachers despaired of coupling them up, and the \"textbook\n\nteaching grammar.\nother.\n\nauthorities\" frowned upon the union.\n\nWhile it is true that an artist must know something of the chemistry\nWhile it is true\nthat an athlete must know something of the body's anatomy, still he must\n\nof colors, still he must devote most of his time to painting.\n\ndevote most of his time to athletic exercise.\n\nSo the pupil who would learn\n\nto speak and write, while he should know something of the structure of\n\nthe English language, must devote most of his time to actual speaking and\nwriting.\n\nOf course the criteria for good speaking on the part of alien or provincial\nchildren, or those of unlettered parentage, must be found largely in their\n\n"} {"page": 707, "printed_page": null, "text": "Superintendence]\n\nreading.\n\nENGLISH IN THE ELEMENTARY SCHOOLS\n\n691\n\nBabies can understand you and point out their toes or their\n\nThey speak hundreds of\nwords long before they can read at all. The lips lag behind the ear, and\nthe eye much farther behind the lips. Correct speech standards can be\nestablisht for such children only by quickly bringing the eye up to the level\nnoses long before they can utter those words.\n\nof the ear and the lips.\n\nThe strength of our tongue resides here,\n\nThis is also true historically.\n\nthat scientific surveys were antedated by a flood of irrepressible expression\n\nwidely understood and enjoyed by the plain people.\nBrief Grammar\nfirst\n\nWilliam BuUokar's\n\n—a purely conceptual treatise—appeared in 1586 as the\n\nattempted science of the English language.\n\nShakespeare never read it nor even heard of it.\n\nBut it is probable that\nThe subsequent growth\n\nof English ignored it.\n\nBut how did the language grow?\n\nIt grew by means of practical or\n\npoetic short cuts taken by eager souls bursting for ample expression.\n\nIt\n\nexpanded by reason of the struggle for efficient brevity in composition. It\nwas therefore a grammarless growth. Grammar must forever be pursuing\nliterature.\nRepeatedly men rejoice as Mary escapes from Martha's\ndomestic tyranny. William Shakespeare and Herbert Spencer studied no\ngrammar, but they were principal contributors to the growth of the language.\nSo in a less degree is every slangster. \"Pussyfoot,\" and \"blighty,\" tho\njoyous, are not yet old enough to be highly respected. The middle-aged\n\"grafter\" and \"mob\" are linguistically respectable. Expression has\nalways come from within. It is preceded by personal incentive. No one\nhas really said anything who has not had something in him which he really\n\nwanted to say.\n\nThe form of expression is impossible of improvement if the\n\nsource of expression is dried up or dammed up.\n\nIn spite of\n\nthis experience\n\nwe have expected children's English to\n\nimprove, and we have thought that children would become good speakers\nwriters if we gave them a thoro course in technical grammar.\nThe practical result of this method has been to make good miniature\ngrammarians of children, but it has not helpt them to express their\n\nand\n\nthoughts\n\nnow\n\neither\n\neffectively\n\nor\n\ncorrectly.\n\nPractically\n\neverybody has\n\nreacht this conclusion, so far as merely conceptual\n\ngrammar is\n\nconcerned.\n\nThe replies to a questionnaire which I sent out recently show that\nthree out of eVery four teachers and superintendents believe that too much\ntechnical grammar has been and is taught in the elementary school.\n\nCon-\n\nsequently the first word on this subject is that we must turn right about\nface and devote most of our time and energy, not to teaching grammar, but\nto teaching composition.\n\nJust as use now governs in botany and physi-\n\nology, in civics and architecture, so must it govern in grammar.\n\ngrammar is utterly useless.\n\nUnused\n\nComposition must be given the first place in\n\nour course in elementary English.\n\n"} {"page": 708, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n692\n\n(Kansas City\n\nIt follows from this that composition must be made over in order that\nit\n\nmay deserve the first place.\n\nIt must be vitalized.\n\nenjoyable and delightful exercise for the child.\n\nIt must be made an\n\nIt will not do to continue\n\nwith the old perfunctory composition work which consisted in simply\ndirecting the children to speak and write and then condemning the words\n\nWe must get at the matter more fundamentally, in order to\n\nthey used.\n\ntransform the composition into an effectual means for improving the oral\n\nand written English of the pupil.\n\nWe must make it interesting—intensely\n\ninteresting.\n\nNow by that I do not mean entertaining. The passion to be enterWhen I say that we must make it interestam saying exactly what the new education means by \"motivated\"\nspeaking and writing. This is simply a new term for an old art. Many a\ntained is an American disease.\n\ning, I\n\npedagog, perhaps without knowing\n\nskilful old\n\n— that\n\nsition work\n\nis,\n\nit,\n\nmotivated his compo-\n\nhe made it interesting, enjoyable, real, vital, for the\n\npupil, so that the pupil spoke and wrote, not because he was told to, but\n\nbecause he wanted to, because he wanted to say something, because he\n\nwanted to write something, because he wanted to convey information to\nhis fellows, because he wanted to explain what he knew and what he thought\nthey would be interested to hear, because he wisht to utter what he felt;\nbecause he wisht to express himself.\n\nAn illustration will explain correctly these general statements which\nmay be summarized as insisting on the difference between having something\nto say and having to say something.\n\nLet us suppose that the teacher has\n\ntold her class the story of a hunter meeting a mother bear in the woods.\n\nThe teacher wishes the children to tell the story.\n\nShe wishes them to have\n\npractice in story-telling in order that by means of this practice they may\n\nbecome better speakers.\n\nIt is not enough (if the principle stated above be\n\ntrue) for this teacher to say to the children,\n\n\"Now, you tell the story.\"\n\nWhy should these children tell again a story that has already been told and\nthat everybody in the room knows ?\n\nThis sort of direction fails to make\n\nthe work interesting, or, in modern phrase, fails to give the children a motive\nfor speaking.\n\nWhat should the teacher say?\n\n\"Children, you have heard this story.\n\nThe teacher might say:\n\nNow I should like to have one of\n\nyou tell it as the mother bear might have told it to her little bears when\nshe got back to the cave where they lived.\" There is a tingling delight\nto children in Kiplingizing William J. Long.\n\nGeography and history supply us with abundant good material for\ncomposition purposes, provided we use it sensibly, provided we make it\ninteresting, provided\n\nwe motivate it.\n\nThe attitude of the speaker or\n\nwriter must always be, \"Classmates, I have something to\n\ntell\n\nyou that\n\nOver wash tub or ironing board many a mother of an\nI would\nearlier generation has developt this method for her teeming brood.\nwill interest you.\"\n\nlearn of her.\n\n"} {"page": 709, "printed_page": null, "text": "U..\n\nSuperintendence!\n\nENGLISH IN THE ELEMENTARY SCHOOLS\n\n693\n\nMy point, then, is that not only must composition be given the first\nplace in our course in English, but, in order that it may properly hold\nthe first place, it must be transformed into a vital thing connected with\n\nevety school subject, so that in his composition work the child will pass\nthru a series of vivid experiences in speaking and in writing.\n\nIn view of what I have said concerning an overdose of grammar, I\nnot fail to do justice to the usable elements of grammar.\n\nlust\n\nThese\n\n[must be presented just as carefully and thoroly as was ever the case in the\n[last century.\n\nThe swing away from grammar to composition has been in some quarters\nradical that grammar, deprived of the first place which it has held so\n[long, is in danger of being deprived also of the second place and of being\n\njiven no place at all.\n\nThis is going too far, for just as the artist must know\n\nsomething about the chemistry of colors, just as the ball-player must know\nle\n\nessential rules of the game, so the speaker and writer in our expanded\n\nlodern English must know something of the rules of the language.\njust as\n\nBut\n\ncomposition needs to be made over in order to deserve the first\n\n)lace, so\n\ngrammar needs to be made over in order to deserve the second\n\n)lace, and this involves us in two considerations:\n1.\n\nWe have been trying to teach the child all of grammar, when we\n\n^should have limited our teaching to the minimum essentials of grammar.\n\nThe best thought of the day seems to be that only those parts of grammar\nshould be taught that can be made useful to the child in his speaking and\nwriting.\n2. It is not enough, however, that we confine our teaching to the\nminimum essentials of grammar. That is good as far as it goes, but it does\nlot go far enough. We must make it go farther. That is, we must make this\n[grammar which we do teach function in the child's speaking and writing.\nThis second consideration, that the minimum essentials of grammar\n\nlust be constantly applied in the speaking and writing of the pupil, implies\nLt\n\neach several wound shall be kept open and expressively running until\n\niverything offensive is clean gone.\n\nThis means the group-correction exer-\n\nThe individual pupil's composition may be read or copied on the\n)oard and criticized by fellow-pupils, one recently learned grammatical\nise.\n\n)rinciple after another being applied.\n\nIn the brief time allotted me a single illustration must suffice.\n\nThe\n\nlonth of February is full of special days on which children pay tribute to\n)atriotism or poetry.\n\nMy circular letter to teachers this month reads as\n\nfollows:\n\nNearly everybody is interested in what school children are doing.\n\nThe newspapers\n\nare therefore usually glad to print news about their meetings, games,\n\nand occasional\n\ncelebrations.\n\nThis month contains days sacred to the memory of Lincoln, Lowell, Washington,\nSt. Valentine, and Longfellow.\n\nWrite a brief account of your exercises for one of these\n\n"} {"page": 710, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n694\ndays.\n\n[Kansas City\n\nBefore writing, however, remember that your report is intended to interest the\n\nreaders of the newspapers, and therefore decide what it will be best to write about and\n\nwhat to omit.\nIt\n\nis\n\nMake an outline.\n\nimportant that the report that your class sends to the newspaper not only\n\ncontains no mistakes, but also does the class credit.\n\nFor this reason, after the best three\n\nor four accoimts have been chosen from all that are read aloud, these should be copied on\n\nthe board for class correction and improvement.\n\nwithout this group correction.\n\nDo not attempt to secure publication\n\nAfter the class has discust several, the one that seems\n\nmost satisfactory should be rewritten and taken or mailed to the newspaper office.\nSince you and your classmates have recently been making a careful study of verbs\nand their uses, the following questions should be given particular attention in the criticisms\nof the accounts: (i) Are all the verbs in the report used correctly ?\n(2) Can better verbs,\nclearer, stronger, more suitable ones, be substituted for some of those used by the writer ?\n\nOnly by frequent short-period repetitions can the pupil's lips find it\nfinally easier to use correct forms\n\nthan the incorrect forms so frequently\nHabit and not knowledge is the real governor\nThis does not imply that unthinking habit is preferable to\n\nheard on the playground.\nof conduct.\n\nformed and informed habit. Each grammar-grade child should own a\ndictionary and should be encouraged to use it continually in connection\nwith his reading, and to apply consciously the results in his writing and\nconversation.\n\nUnless the home be a sympathetic ally of the school, a much better\ncommand of spoken and written English can be arrived at in the elementary\nschools only painfully and by otherwise unwarranted expenditure of time\n\nand effort.\n\nB.\n\nIN THE HIGH SCHOOLS\n\nJESSE H. NEWLON, PRINCIPAL, HIGH. SCHOOL, LINCOLN, NEBR.\n\nThe English instruction in the high school must be socialized.\nration for college is a secondary consideration.\n\nPrepa-\n\nPreparation for efficient\n\nparticipation in the social, business, and industrial life of a community is of\n\nsupreme importance.\n\nThe ability to use the mother-tongue correctly and\n\neffectively constitutes a large factor in this efficient participation.\n\nIt is\n\nconceded on every hand that high-school English instruction has not succeeded in adequately preparing either for college or for life.\n\nA better foundation for written and spoken English must be laid in a\ndifferent content of English courses and in a different method of English\n\ninstruction.\n\nOut of the vast fields of English literature, comparatively few\n\nclassics have been selected for use in preparing students for college.\n\nThese\n\nclassics, with few exceptions, were selected from fifteen to twenty-five years\n\nago.\n\nHigh schools have introduced practically nothing in their English\n\ncourses outside of the classics in the college-entrance lists.\n\nThe trouble is that our English courses have been planned by collegians,\nand in the planning they have thought only of how to produce masters of\n\n"} {"page": 711, "printed_page": null, "text": "ENGLISH IN THE HIGH SCHOOLS\n\nSuperintendence]\n\n695\n\nSuch courses are not adapted to the present-day high-school\nSo far as English is concerned, there is an impassable gulf\nbetween the brilliant boy or girl coming from the cultured home and the\ndull pupil coming from the poor home; and yet all are put thru the same\ncourses and in the same sections. Again, these students may have wide\nvariations in reading tastes, but they are all forst to read the same things.\nstyle.\n\npopulation.\n\nIt is a farce to force all of this heterogeneous population thru the deadening\n\ncourses designed a quarter of a century ago to prepare for college.\n\nThe necessity of speaking correct English is far greater than the necesThere is immeasurably more talking than writing in the\nand social world. The vast army of clerks and salesmen, for\nexample, are not called upon to write, outside of making standardized-form\nbut they are called upon to speak, to converse, and that most\n\nsity of writing it.\n\nbusiness\n\nffectively, every hour of every working-day.\nIeports,\nirorld\n7ill\n\nOutside of the professional\n\n(and professional men and women are college-trained) most people\n\ndo little writing aside from business and social letters, and these are\n\nimple in style and do not demand large vocabularies.\n\nThe introduction of oral composition is working a revolution.\n\nIn some\n\nastances oral composition is considered of equal importance with written\n\ncomposition.\n\nIn a few schools it is beginning to be recognized as of even\n\nmore importance, but in most schools it is being tried with great trepidation.\n\nThe person who can speak grammatically correct English can write it.\n\nWhen students have learned to speak correctly, more than haK of the\nbattle by far has been won.\n\nEvery English-composition class should, then,\nbecome an open forum for orderly discussion. This discussion should take\nall forms.\nThere should be good story-telling, talks intended to convince\nand persuade, talks intended merely to inform, and there should be debate.\nI would put debate last, for debate is without doubt the least important\n;orm of oral expression taught in our schools.\n\nThe great demand is not\nThe\n\nr debaters, but for those who can speak effectively and convincingly.\n\nlubjects for discussion in the English classes must be of vital interest to the\n\ntudents and they must be subjects worthy of discussion.\n\nIn the Central\n\nGrand Rapids, Mich., most excellent results have been\nbtained by the discussion of problems centering about vocational and eduigh School of\n\ntional guidance.\n\nStudents are keenly interested in such fundamental\n\ne-problems.\n\nOne of the chief shortcomings in our English instruction has been that\ne boys and girls have held themselves to rather strict account for correct\n\nnglish when writing themes for the English instructor or when making\nrecitations in the English classes, but when making recitations in the history\n\nor chemistry classes, or in writing papers for the history or chemistry\ninstructors, they have not felt the necessity of using good English.\n\nSome-\n\nhow we fail to make connection between chemistry or physics and good\nEnglish, or between everyday life and good English.\n\n"} {"page": 712, "printed_page": null, "text": "-Rational MDticAfION AssociAfioN\n\n696\n\ni^ansascity\n\nThe whole school should be organized for the teaching of English.\nThe student in\n\nEvery class must become a class in English-composition.\n\nhistory or science, for example, is supplied with vital motives for speaking.\n\nThe oral and written work in these classes ought never to be artificial nor\nIt should be natural. The student must be held for correct speech\n\nforst.\n\nin all these classes.\n\nThe best way and the only effective way to obtain such cooperation and\nto make the students feel the necessity of using correct English in every\n\nclassroom is to create a social situation in the school that will bring home\nto the students a realization of the fact that correct English is a matter of\n\nsupreme social importance, that it is a matter of good breeding and good\nmanners, that it is a matter of success in business, that it marks the gentleman or the gentlewoman.\nIn one school the value of good English was advertised to the student\nbody in a most effective way. The faculty and students organized and\nconducted a week's campaign for good English. On Monday morning an\nassembly of the entire school was held. Three prominent citizens appeared\nbefore the assembly and discust the value of good English. The superintendent of schools spoke from the standpoint of the educated man or\nwoman, a professor of a local college a woman spoke from the standpoint of society and social usage, the secretary of the Association of Commerce a man who used most exquisite English, a newspaper man spoke\nfrom the standpoint of good English in business. Thruout the week the\nnumber of mistakes in English in every classroom was listed and daily\ntabulations were made for the entire school and posted prominently in the\nPlacards were placed thruout the building showing the correct\ncorridors.\nidioms for many common errors in English. Everybody was talking about\n\n—\n\n—\n\n—\n\n—\n\nThe effect upon the school was wonderful.\nOne of the greatest needs has been the means for the measurement of\n\ngood English.\n\nprogress in English-composition, oral and written, and the setting up of\ndefinite standards of accomplishment for the different grades of the school.\n\nThat has meant as many\n\nEach teacher has set up his own standards.\n\nstandards as teachers, and therefore no standards.\n\nWhat mastery of the\n\nmother-tongue ought the student to have at the end of the ninth grade ?\nThis question has never been answered. There never will be any answer\nuntil\n\nsatisfactory\n\nobjective\n\nscales\n\ncomposition have been developt.\n\nfor\n\nthe\n\nmeasurements\n\nof\n\nEnglish-\n\nA very good beginning has been made\n\nin such scales as the Hillegas scale.\n\nAnother means of improving speech in the high school, particularly in\nthe junior high school, is the classification of students according to their\nability.\n\nIf there are to be two sections in first-semester English, the stu-\n\ndents should be classified according to ability.\n\nSuch a classification will\n\npermit of both rapid and slow movement and will enable the teacher better\nto adapt the instruction to the needs of the pupils. In the slow-moving\n\n"} {"page": 713, "printed_page": null, "text": "ENGLISH IN THE HIGH SCHOOLS\n\nSuperintendence)\n\n697\n\ndivision emphasis can be laid upon improving the grammar of the students\nand on the elimination of common errors of speech, while in the rapidmoving sections more emphasis can be laid upon the various forms of discourse, and more extensive practice can be secured in writing.\n\nIn the first place, there should be a minimum number of courses, alike\nin general character, required of all students.\n\nThe brilliant student should\n\ne able to complete this work in two years in the three-year junior high\n\nhool and in the four-year high school, and perhaps in less time in the\nree-year senior high school.\n\nBeyond these minimum requirements there\n\nould be in the larger schools rich offerings in literature, reading, public\npeaking, debating, short-story-writing, and other forms\n\nof\n\ndiscourse.\n\nhese should be elective courses, but they will provide a rich opportunity\n'or\n\ndevelopment that will result in a far better product than was ever\n\nchieved by the most rigid traditional college-preparatory courses.\n\nThe subject of the morning is the problem of a better foundation for\nritten and spoken English,\n\nbut there is a vital connection between the\nWide reading of good literature\nmakes for more refined speech. I cannot refrain, therefore, from paying\nding habits of people and their speech.\n\nmy respects to the present courses in English literature in the high schools.\nI submit that the chief cause of the failure to induce good reading habits,\nlies in\n\nthe method of dissecting literature which is still in vogue in most of\n\nthe high schools of the United States.\n\nIn a well-known high school not\n\nlong ago one entire semester of the senior year was spent on the study of\n\nHamlet.\n\nIt is no wonder that one member of the class exprest herself as\n\ndisgusted with Hamlet.\n\nIn a high school of 1500 students housed in a\n\nmagnificent new building the following classics are to be studied in the\n\n9A and the loB grades this year: Lady of the Lake, Silas Marner, Ivanhoe,\nMerchant of Venice\n\n—one year on four\n\nclassics!\n\nAn editorial in Educational\n\nAdministration and Supervision for November, 191 5, describes the English\n.\n\nwork in a high school in a city of 75,000 inhabitants.\n\nIn this high school\n\nfollowing classics are studied in four years: Idylls of the King, Treasure\n\ntbe\nstand, Ivanhoe, Merchant of Venice, Ancient Mariner, Julius Caesar,\n\n^ision of Sir Launfal, Burke's Conciliation, two additional plays of Shake-\n\nspeare in the senior year, Milton's Comus, some nineteenth-century poetry,\n\nd some poems from the Golden Treasury.\n\nEleven classics and a little\n\nric poetry in four long years\n\nA large number of contemporary productions should certainly be\nWith the exception of the English Bible, the reading of 95 per\ncent of the people will always be confined to the contemporary field. A\neluded.\n\nstudy of the offerings of many high schools reveals the fact that we do not\nrecognize that worth-while things are being written today.\n\nIn one high\n\nschool the only contemporaneous production studied is Kipling's Captains\n\nCourageous.\n\nThe whole effect of current practice is to belittle contempo-\n\nraries, to put the quality of all things contemporaneous under suspicion.\n\n"} {"page": 714, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n698\n\nFinally, the most important factor is the teacher.\n\n(Kansas City\n\nWe cannot secure\n\nthe maximum of results in good English until we have instructors who can\n\nthemselves speak grammatically correct English, even if they do not speak\nbeautiful English.\n\nThe ordinary teacher in the American high school is\n\nnot a master of the mother-tongue.\n\nIn the first place, the majority of\n\nteachers have not had the advantage of training in good English in the\n\nhome. In the second place, we have not realized the necessity of insisting\non good English from every teacher. It is amazing that so many teachers\nare careless in this respect. Supervisors are remiss in their duty if they\ndo not insist that all teachers use correct grammar. One of the first good\nresults that will come from focusing the attention of the school on the English problem will be the effect on the teachers.\n\nThe chief obstacle in the way of the improvement of English instruction\nat the present time is the lack of teachers well trained in methods of teaching\nin secondary schools.\n\nThe high school is dependent on the university for\n\nrecruits for the ranks of English teachers.\n\nDepartments of English in col-\n\nleges are not organized for the training of teachers and do not exist for that\n\npurpose.\n\nIt is only rarely that the college instructor in English has had\n\nhigh-school experience or has any conception of high-school problems.\n\nTo summarize, I have suggested the following ways of laying a foundahigh school, for a better command of written and spoken\n\ntion, in the\n\nEnglish: (i) the English recitation must be socialized; (2) oral composition\nmust be assigned the place of first importance, and formal grammar and\n\nwritten composition\n\nmade the secondary consideration;\n\n(3)\n\nthe entire\n\nfaculty should be organized for the teaching of English, and the attention\nof the whole school should be focust on the problem;\n\n(4) objective scales\n\nfor the measurement of progress in English-composition should be developt;\n(5) the\n\nstudents should be classified, according to abiHty, into slow- and\n\nrapid-moving groups;\n\n(6)\n\nbeyond the minimum required for all students\n\nthere should be rich elective courses in the vast fields of literature and\n\ncomposition and in speaking and reading; (7) the courses in literature\nshould be greatly enricht thru a much wider reading; there should be less\nintensive study and more reading for enjoyment, and many contemporary\n\nauthors should be included in the courses.\nFinally, the greatest immediate need is for teachers of English trained\nin the\n\nnew methods of English instruction. Present facilities for such\nThe universities must meet this need.\n\ntraining are utterly inadequate.\n\n"} {"page": 715, "printed_page": null, "text": "Superintendence]\n\nENGLISH IN THE NORMAL SCHOOLS\nC.\n\n699\n\nIN THE NORMAL SCHOOLS\n\nJAMES r. HOSIC, HEAD OF THE DEPARTMENT OF ENGLISH, CHICAGO NORMAL\nCOLLEGE, CHICAGO, ILL.\n\nThe public normal schools of the United States vary so widely in nearly\nthat it is difficult to make any safe generalizations with regard\nNot even their harshest critics would venture to accuse them of\nto them.\npresenting a dead level of monotonous uniformity. Each serves what is\npractically a local community; many tend to draw upon their own conall respects\n\ntituency to recruit their teaching force;\n\nand almost every one seems to\n\nride itself upon having a course of study peculiarly its own.\n\nThe facts with regard to English in the normal schools have twice been\nThe following\n\nLthered by the National Council of Teachers of English.\n\nquoted from the latest report:\n\nWhen we came to tabulate and organize our data, we found it absolutely impossible\nlo discover anything\n\nThe utter lack of anything\nThe English courses in the normal\n\nbut the most general tendencies.\n\napproaching uniformity, standardization, is amazing.\n\nschools of the United States are, with a few exceptions, the embodiment of the individual\n\nnotions of the teachers in charge or the presidents of the schools.\n\nIf the head of\n\nthe\n\nEnglish department is a specialist in the drama, the English courses emphasize the tech-\n\nnique of the drama, Shakespeare, the modern drama, dramatization, etc.\n\nIf he is an\n\nadvocate of technical grammar, he plans a stiflE course of a semester or a whole year in that\nsubject.\n\nApparently it is a question, not of what the students need, but of what the\n\nteacher likes and can best teach.\n\nTwo or three states have uniform courses in English\n\nin the normal schools, and here and there can be discovered faint traces of agreement\n\namong the schools in a certain section of the country, but for the most part each school is\na law unto itself, and the coming of a new English-teacher means the formulation of a new\ncourse in English.\n\nThose who rejoice over this condition of affairs, as indicating the free\nplay of initiative and the untrammeled expression of originality, will do\nwell to read the article on \"Education for Initiative and Originality,\" by\n\nProfessor E. L. Thorndike in the Teachers College Record for November,\n1916.\n\nThey will find there the suggestion that the most original workers\n\nare invariably well informed as to what others in their field have done;\n\nand\n\nthat the independent thinker makes not less, but more, use than is common\n\ntof\n\nthe ideas of his fellows.\n\nThe chief respects in which variation in normal-school English is found\nI\nEre three: (i) As to the kind and amount of so-called \"academic\" instruction in such branches of English as literature,\n\nhistory of literature, oral expression, etc.\n\ngrammar, composition,\n\nIn some schools grammar, for\n\nexample, is but a phase of composition work; in others it is studied as a\n\nThe same is true of the\nand American literature. (2) As to the amount of\ninstruction in methods of teaching English, and as to who gives this instruction.\nIn many schools the English- teachers have no responsibility for\n\nseparate subject several hours a week for a year.\nhistory of English\n\nIL\n\n"} {"page": 716, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n700\n\nmethod in the subject.\n\n[Kansas city\n\nAs to observation and practice.\n\n(3)\n\nAt present\n\ncomparatively few teachers of English assist in the supervision of practice\nin teaching English.\n\nIn order to provide a basis of discussion and possibly of improvement\nof the situation, the following series of propositions concerning English\nin the normal schools is offered.\n\nProgress is already being made in each of\n\nthese lines.\n1.\n\nThe regular, or required, courses in English in a normal school should\n\nbe neither ''acctdemic\" nor \"pedagogical,\" but professional.\n\n—This\n\nis\n\nto say\n\nthat neither the ordinary liberal-arts college nor the methods department\nof the normal school can supply the best model for the normal course in\n\nEnglish.\nit\n\nThe former often emphasizes formal rhetoric and literary history;\n\nignores oral composition and reading aloud;\n\nand it chooses topics for\n\ncomposition from the general interests of college students.\n\nThe better\n\ntype of normal course, on the other hand, gives as much attention to oral\ncomposition as to written;\n\nit\n\ntrains students in appreciative oral reading;\n\nit leads the students to formulate for themselves\n\ncommunication;\n\nand, above\n\nall,\n\nit\n\nthe principles of effective\n\nutilizes professional interests in its\n\nchoice of topics.\n\nAcademically,, then, the normal course in English should be unique.\n\nPedagogically it should be made real.\n\nThe ordinary course in methods in\n\nEnglish is likely to be ineffective because it is too abstract, too remote from\nthe pupil's own experience.\n\nHe fails to grasp the significance of the prin-\n\nciples\n\nexpounded, and consequently forgets them before his day of trial\n\ncomes.\n\nThe more effective procedure is to bring to the student's conscious-\n\nness the nature of the mental processes involved in the various phases of\n\nEnglish-study at the time he is passing thru them.\n\nThis has the twofold\n\nvalue of teaching him (i) how to learn English himself and (2) how to direct\nothers in learning it.\n\nSince the knowledge comes as a vital part of his experi-\n\nence day by day, it is likely to function when his own work as a teacher begins.\n\nSuch a course is doubly effective if it is accompanied by directed observaand practice. The English- teacher himself should go with the class\nto observe lessons in several phases of English in two or more grades. He\n2.\n\n—\n\ntion\n\nshould discuss with the class beforehand how to observe, suggesting definite\nquestions and possible points of view and making sure that each pupil is\n\nprepared to see everything significant that takes place.\n\nHe should himself\n\nmake ample notes of the recitation; and he should afterward require the\nmembers of the class to tell exactly what was done and why, and to raise\nsuch questions as occur to them, with the room teacher present, if possible,\nto join in the discussion.\n\nThe course just described should be determined in detail by definitely\nascertained facts:\na)\n\nThere should be discovered precisely what equipment each entering\nThis can be done more effectively in the normal school\n\nstudent brings.\n\n"} {"page": 717, "printed_page": null, "text": "ENGLISH IN THE NORMAL SCHOOLS\n\n701\n\nthan by any outside agency, examining or other.\n\nMany students\n\nSuperintendence)\n\nitself\n\nneed individual attention to their voice and pronunciation.\ndrills in\n\nthe correction of grammatical errors.\n\nSome need\n\nOthers need rather to add\n\nNo blanket course can\nThere should be set up, however, certain definite standards\nof correctness in speech, of ability to organize and express ideas orally and\nin writing, of power to use books, and of familiarity with general literature\nto which every student must approximate before being certificated, and he\nould be required to maintain those standards in all his school activities\nruout his course, on pain of being sent back to the English department for\nto their acquaintance with standard literature.\n\nprovide for all.\n\nmedial treatment.\n\nIt is reasonably certain that the requirements in the\n\nernacular at present laid down by the normal schools are at once too formal,\n\nHere is a golden opportunity for a comHere is labor also for the National Committee on\n\nvague, and too lazily enforst.\nittee\n\non essentials.\n\nerican Speech.\nb)\n\nThe course should take into account the work actually to be done in\n\ne schools of the city, county, or state.\n\nA professional school is not a\n\nlace for a general, cultural education, but a place to prepare for a certain\n\nacting and important service.\nc) Provision should be made for specialization.\nThe range of activities\nnow included under the head of English is so great and the tenure of office\non the part of teachers is so short that much more than a good point of\n\nview and a benevolent disposition is necessary for either primary or highergrade work.\n\nThe former requires acquaintance with phonetics, familiarity\n\nwith the psychology and hygiene of reading, a knowledge of folklore and\nin story- telling, dramatization and graphic illustration, scientific\nknowledge of the spelling vocabulary of children and the economical method\nskill\n\nof learning spelling, a taste for poetry and a repertoire of simple verse, a\n\ngood word stock, and a sound knowledge and practice of idiomatic Englishusage.\n\nThe latter permits of more formal methods, but demands a wider\n\nrange of attainment in English grammar, English word-structure, Englishcomposition, and English literature.\n\nThe course should reflect and employ the best current principles of\nIducational philosophy and psychology. The science of education is diffid)\n\nult at best for young men and maidens of eighteen or twenty.\n\nSystematic\n\nourses in those subjects inevitably seem general and abstract to beginners\n,nd too often leave them dazed and gasping.\n\nObviously such a course as I have outlined requires a specially selected\nand equipt instructor to carry it out. He should be provided.\n3. The normal-school teacher of English should he a specialist in English\nwho is also fairly well acquainted with the main results of educational thought\nand investigation to date, and w-ith the best current school practice. This is\n\n—\n\na double requirement and\n\nnot so.\n\nmay seem to many excessive.\n\nIn fact it is\n\nThe universities employ numerous instructors who are prepared,\n\n"} {"page": 718, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n702\n\n[Kansas dity\n\nnot only to stimulate and train the ordinary student, but also to direct\n\nnew facts and relationships or\nknowledge and skill for special individual or profes-\n\nthe advanst student in the search for\nin the acquirement of\n\nsional ends.\n\nTo attract to the normal schools generally persons of such attainments\nand keep them there it will be necessary, first, to provide the opportunities\nwhich were described above under the head of the course of study. So\nlong as only teachers of high-school and college English are wanted in the,\nnormal schools, so long only the ordinary college or normal-school graduate,\nwho has specialized somewhat in English, perhaps, will be available. It\nwill be necessary, secondly, to adjust the hours of labor to the responsibilities entailed.\n\nThe university professor teaches perhaps twelve hours a\n\nweek, often less.\n\nHe must have time to meet his students individually,\n\nleisure to keep up with the progress of studies in his field, and opportunity\n\nto prepare from week to week fresh material for his classes.\n\nOften he is\n\ngranted leave of absence on pay in order that he may travel or study abroad.\n\nThe normal-school teacher, on the other hand, seems generally to be\nexpected to teach all his life only the things he learned as a student.\n\nFre-\n\nquently twenty-five or thirty hours of teaching each week are demanded\nof him.\n\nNo wonder if he falls behind in English, to say nothing of the\n\nprobability of his holding to an antiquated \"faculty\" psychology or vague\n\nand formal aims of education.\n\nCertainly he should be in a position to know\n\nas much of the newer educational psychology of instinct, habit, and indi-\n\nvidual differences as the youths who are graduating in the senior classes\nof his own institution.\n\nIt is necessary, thirdly, that he be paid as he de-\n\nGranted that he has actually attained the breadth and scholarship\nin English and education which have been indicated, is there any reason\n\nserves.\n\nwhy he should be tempted to seek a college chair in order to obtain for himself and his family those rewards of his labor which he has a right to expect ?\n\nA stronger foundation for spoken and written English and a better command of it are to be promoted in the normal school, then, (i) by reorganizing\nthe course of study so as to focus on the known essentials for each individual\n\nstudent in view of his special ambition, and by combining the academic\n\nand the pedagogical in a single series of professional activities, including,\nfor example, the study and practice of English-composition and the examina-\n\ntion of the mental processes involved;\n\n(2)\n\nby coupling observation and\n(3) by\n\npractice teaching with the other work of the English department;\n\ndemanding and rewarding\ncourse and such practice.\n\ninstructors capable of administering such a\n\nFinally, having specified worthy educational objectives and sifted the\n\neducational material of English-study, the normal school must test educational methods.\nSo far only the more mechanical aspects of English-study,\nspelling, for example, have lent themselves to wholly satisfactory quantita-\n\ntive tests.\n\nSome aspects will probably never do so.\n\nNevertheless, progress\n\n"} {"page": 719, "printed_page": null, "text": "ENGLISH IN THE COLLEGES\n\nSuperintendencel\n\n703\n\nin the devising of standard tests should be eagerly welcomed, and the normal\n\nschool should not be slow either to undertake experimentation on its own\n\naccount nor to make sane and judicious use of the results of the experiments\nof others.\n\nD.\nE. M.\n\nIN THE COLLEGES\n\nHOPKINS, PROFESSOR OF ENGLISH, UNIVERSITY OF KANSAS,\nLAWRENCE, KANS.\n\nI cannot conceive of a solution for the college part of the English prob-\n\nlem that is not at the same time a solution for other schools. It is all one\nproblem for all schools, as all schools should see; but if any school or group\nof schools fails to see it, it should not be the college nor the college group.\n\nAll schools and teachers should view the English situation in perspective;\n\nbut the point of view of the college is supposed, rightly or wrongly, to have\na certain definite advantage in elevation, and, if so, the college should see\nthe more clearly.\n\nPerhaps colleges, at least some of them, fail to understand this; and, as\na matter of fact, we know that many of them, instead of viewing all parts\nof the educational structure in perspective, estimate their own part so highly\n\nand stand so close to it that they cannot see anything else. We know that\nthe college is, or has been, sometimes incUned to assume that all other\nschools exist for the benefit of the college; or perhaps that the college has\n\nno concern with other schools.\n\nIn dissenting from this view, I go so far as\n\nto say that it is not the first business of any school to prepare for the next\n\none, no matter what the next one may be, whether college, high school, or\nI believe that the actual duty of any school is a more severe\nand responsible one, namely, to do its best for those who are not going farther\nwith their education. Those who pass from any school into the business\nof earning a living have need of far better training, if there is to be any\n\nnormal school.\n\ndistinction, than those who are expecting to continue their school studies;\n\nand if the school curriculum is so planned as to provide adequately for the\nfirst class, the others will automatically be provided for.\nFor example, the\nquestion whether a high school should or should not have four years of\nEnglish should be answered in the afl&rmative whenever possible, not for\nthe reason that a fourth year of English is better for a student who is going\nto college, but that it is especially needed by the student who is not going\nto college.\n\nThe intending college student can very well get on with three\n\nyears, as he will have a chance for more later;\n\nbut the other should have all\n\nthat can possibly be provided for him, because for him the chance is his\nlast.\n\nTake notice that we need not ask whether or not things are wrong with\nTo avoid discussion and controversy, we may assume that every-\n\nEnglish.\n\n"} {"page": 720, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n704\n\n(Kansas City\n\nthing is wrong everywhere; that everything about the study and the teach-\n\nEngUsh is, generally speaking, at the bow-wows, wherever the\nbow-wows may be. It is, however, fair to make a qualification: that the\nsituation, bad as it is, might be worse, that all schools are doing their best\ning of\n\nunder the conditions.\n\nIt is also fair to say that while no school, college\n\nor other, can wholly disclaim responsibility for those conditions, the schools\n\nthemselves can do Httle more than to show what is wrong; the cure, if a\ncure is possible, can come only from the public, from the community as a\nwhole.\n\nThe basic thing that is wrong seems to be that all^ schools, including the\ncollege, ignore the simple fact that English is a language, that is, a speech,\n\na living, growing organism; and that, as a living language, the fundamental\nuse of English, the sole purpose for which it exists, is that of communica-\n\n—a giving and receiving of thought, that\n\ntion\n\npast, future.\n\nis, of\n\nour experience, present,\n\nSince it is the business of English to convey thought, and since\n\nwe have no need of it until we have done some thinking and have, as a\nresult, something to convey, the most important aspect of English-study in\nall\n\nschools is the study of the nature and matter of what we call thinking.\n\nIn accordance with the general principle that has been stated, the study\nof composition may be simply defined as the study of how to adapt the means\n\nto the thought, the person or public,\n\nand the end; and this statement\n\nincludes every possible conception of that which we call motivation, whether\n\nvocational guidance, journalism, business English, or whatnot; and shows\n\nvery clearly why training in oral expression is on the whole much more\n\nimportant than that in written, because we use it much more.\n\nThe study\n\nof literature is simply the effort to interpret as completely as possible the\n\nmeans used by some one else in similarly expressing himself.\n\nHence\n\nthe business of English-teaching in each successive school, each corre-\n\nsponding to a certain stage of growth in experience, that is, in thinking,\nis, first,\n\nto realize the experience of that stage, to enlarge it, to bring it\n\ninto consciousness\n\n—that\n\nis,\n\nas is possible at that stage\n\nto train in such activity and range of thought\n\n—and then to apply this knowledge in the study\n\nof the means of expression which we must use in communicating with others\n\nand of the means of expression which others must use or have used in\ncommunication with us.\nAnother of our grave present difficulties is that under present conditions\nit is often impracticable for one who does not know what English really is,\nMuch of what\nto find out, and consequently to find out how to teach it.\nwe teach and are taught in English is traditional, oblivious of essentials,\nand in consequence absurdly or painfully untrue; these absurdities and\nuntruths arising largely from ignorance of the nature, the history, and the\ngenius of English speech itself.\n\nAgain, it is painfully true that after we find out what Enghsh is and\nwhat the teaching of it really means, or should mean, the teaching of it is\n\n"} {"page": 721, "printed_page": null, "text": "ENGLISH IN THE COLLEGES\n\nSuperintendence!\n\n705\n\noften impossible because of existing physical conditions.\n\nEven if we grant-\n\nto all English teachers complete English and pedagogic training which, as\n\na matter of fact, most of them lack;\n\nif\n\nwe grant them all necessary equip-\n\nment, which they usually have not, and the full cooperation of everybody\nin the schools and the community, which also is lacking, no human being\nunder any circumstances can do what the English teacher under the most\n\nfavorable of these named conditions is supposed to do with the average\n\nnumber of pupils saddled upon him, even if those pupils are not of foreign\nwhen they are, the impossibility is doubled.\nAgain, both they who do not understand the situation and we who do,\nwe who know that we face impossibilities, instead of acting in accordance\nparentage;\n\nwith that knowledge still allow ourselves to make the mistake of trying\ndesperately to teach everything at once instead of dismissing 99 per cent\nof our task because it is impossible, and trying to do something with the\n\nremaining i per cent.\n\nWhat in particular is the college doing?\n\nIt has the same difficulties\n\nto meet as have other schools, and is handling them in much tlie same way.\n\nPerhaps, on the whole, the college is not so fully alive to the degree of its\n\nshortcoming as are the secondary schools, which, in this particular, seem to\nbe in advance of all others.\n\nTradition is in the college; \"coddling\" is in\n\nthe college; indeed, perhaps the college may be regarded as the fountain-\n\nhead of all coddling.\n\nCollege English\n\nmay perhaps sometimes train the\n\nmemory, but it does not always, if often, train to think and to lead in\nthinking.\nIt does not condition the granting of a degree upon the abihty\nto apply knowledge\nto meet specific community demands and ratify them.\nSo, in no very cheerful fashion, we come to the question. What ought\n\n—\n\nto be done ?\n\nFirst of all, can we make the changes necessary in present\n\nconditions to bring results to a proper standard of desirabiUty?\n\nanswer\n\nis\n\nboth yes and no.\n\nincrease equipment,\n\nThe\n\nWe can improve the training of teachers,\nand by\nwe can do at least\n\nbring about more complete cooperation,\n\norganization, investigation, systematic publication,\n\nsomething toward influencing public opinion, obtaining additional cash,\n\nand therewith increasing the number of teachers in proportion to the number of pupils.\n\n(I say nothing of increasing the salaries of teachers, tho that\n\nis greatly to be desired, for the reason that a\n\nmere increase of salary will not\n\nenable a teacher to do more than twenty-four hours' work in a day; while,\n\non the other hand, better results, if obtained, will soon bring better pay.)\n\n—\n\nBut this process is necessarily slow often approaching zero as a limit!\nand meanwhile the school population is increasing faster than our means\nof taking care of it, even when the'public is willingjo help.\n\n—\n\nOnly one tentative way out has occurred to me tho of course one is\nenough if it really is a way out and that, if feasible, is simplicity itself.\n\n—\n\nIt is that in all schools we make our classes teach themselves.\n\nIf\n\nevery\n\npupil in a class of two hundred and fifty foreigners, equal, in attention\n\n"} {"page": 722, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n7o6\n\nrequired, to five hundred Anglo-Saxons, can be\n\nown progress\n\n[Kansas City\n\nmade responsible for his\n\n—either voluntarily or under pressure\n\nof class spirit, of the\n\nopinion of the social body to which he immediately belongs\n\n—^perhaps the\n\nproblem will be partly solved; for then, instead of one teacher to two hundred and fifty, we shall have two hundred and fifty-one teachers for two\nhundred and fifty. If we are to do this we must first of all put an end to\nour present practice of teaching everything at once, over and over again, in\nall schools, because, as we all say, our pupils have not learned anything\n\nwhen they come to us, and we must therefore teach them everything. We\nmust substitute a very few absolutely specific requirements in each stage\nof our school work and insist that no pupil shall be graduated from that\nstage to the next until he can meet those requirements: in other words we\nmust have promotion by subject or even by parts of a subject instead of\npromotion by grade or by year; and we must make it clear to all pupils\nand classes that at no later time will they have an opportunity to repeat the\nwork that they are doing at the moment; that the point, whatever it is,\nmust be mastered then or never. Some of us have already discovered, that,\nif we have taught just one thing and the mastery of it, we have accompHsht\nmore than if we have attempted a hundred things and failed in all.\nOf course our difficulty will be in determining the special matters, few\nin number, which shall successively have this rigid attention in successive\n\nweeks and terms and years of school training; and the system cannot be\nin all points the same for all communities, altho in certain points it may\n\nperhaps agree in all.\n\nIt will be necessary to discuss and agree upon the\n\nthings that positively must be mastered in the grades, however few they\n\nmay be, and whatever else is not done; so for the secondary school and so\nfor every other school.\n\nAs a tentative statement regarding the college,\n\nmight be said that while the most important details of form must have\nbeen mastered before a pupil can get to the college, larger matters of form\nit\n\nwill\n\nremain for study; but in the college emphasis will be placed upon\n^\n\nlarger thinking, closer reasoning, a special adapting to public usefulness,\n\nand influence of that greater power which the college should develop.\nSoundness and intelligence of judgment should be fostered by special means\nin\n\nthe coUege-Enghsh course.\n\nA graduate of a college should be as\n\nassume certain responsibilities as is the graduate\nHe should be definitely and specifically trained\nof a technical school.\nto apply all the knowledge which he has gained earlier, and the addi-\n\ndefinitely competent to\n\ntional\n\nknowledge which he gets in college:\n\nchology, sociology, history, art, literature.\n\ncollege science, logic, psy-\n\nNo longer should the college\n\nbe regarded as the special nursery for coddUng. The college, like any other\nof the schools, will unquestionably need its hospital, in which patients may\n\nremain until they are cured; but the holder of a college degree should, when\nhe gets it, be able to apply his knowledge in matters of practical activity,\nin matters ethical, and in matters of taste; and— I know it is a large thing\n\n"} {"page": 723, "printed_page": null, "text": "ENGLISH IN THE COLLEGES\n\nSiiptiriiiteddence]\n\nto say and to assume, but I am saying it\n\n—\n\nyoy\n\nthis special responsibility should\n\nbelong to his English training.\n\nA college graduate in English, to be entitled to a college diploma, should\nnot only know certain things, but be competent to do certain things, and,\n\nabove all, he should be certain things; all of which can be specifically sought\nfor in his training if the necessary means are provided and the results seem\nworth the necessary cost. As one specific thing, which, as a rule, he cannot\n.now do, he should be able to interpret, analyze, reproduce the thought of a\n\n— the central thought and the essen—without regard to the form in which presented. He should\n\n)aragraph, a page, a speech, a volume\nlal details\n\nit is\n\nmderstand moat thoroly his own language and how to use it. His reading\nid subjective experience should supply the deficiencies in his personal\njxperience, in taste, feeling, imagination, as well as in pure knowledge.\n\nshould\n\n[e\n\nknow the difference between his acquired and his personal\n\njxperience, how to make the one a part of the other in essential substance.\n'^ithin\n\nthe limits of that broadened experience he should be mentally,\n\njsthetically, morally, spiritually,\n\nincapable of thinking wrong and so of\n\nloing wrong, of mistaking obvious error for truth.\n\nAs a citizen, writer,\n\nfteacher, public servant in any capacity, he should be incapable of perpe-\n\ntrating or of tolerating the absurdities or the pitiful and puerile blunders of\nintellect, taste,\n\nand morals that characterize so much of public thought\n\nas it finds expression in newspapers and representative public bodies.\n\nHe\n\nshould be able to know the truth and be trained to stand up for it.\n\nAs a\n\npickt man of pickt men, he should push as well as lead forward; not waiting\nto be askt, not expecting to be thankt, but rather expecting to suffer\n\npenalty, to get his fingers pincht while he is lifting.\n\nThe college itself, while\n\n—\n\ntraining him, should set him the example of leadership and suffering of\nThose who now criticize the college for \" amounting\nsacrifice for an ideal.\n\nto nothing\" would often be much less pleased if it did amount to something;\n\nbut that fact\n\nwill\n\nnot justify the college for supineness, irrelevance, or\n\nbroad and high\nmeasurement standards that shall be only in\npart material, but still an efficiency which will meet much more fully than\n\nincompetence;\n\nfor failing to train its graduates for a\n\nefficiency requiring for its\n\n^at present the\n^ell\n\nrequirements for later professional or technical study, as\n\nas for social usefulness.\n\n"} {"page": 724, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n708\n\n[Kansas City\n\nSTANDARDS OF SCHOOL ARCHITECTURE AND SCHOOLHOUSECONSTRUCTION\nFRED L. KEELER, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nLANSING, MICH.\nI am to speak to you about standards of school architecture and school-\n\nAt once you are ready to hear of codes, requirements,\nBut I am neither architect nor engineer, and I shall not,\n\nhouse-construction.\n\nand regulations.\n\ntherefore, enter a field I know nothing about.\n\nthe standpoint of the schoolman.\n\nI shall speak, rather, from\n\nI speak to a body of men who, like myself,\n\nare very directly concerned in school-building problems.\n\nI shall indicate\n\nin general what qualities are essential in good school buildings and I shall\n\ntry to suggest also some vital matters which should be observed in the\n\nprocedure of erecting them.\n\nWhere shall we go for our standards in school architecture and schoolWhom shall we consult ? You remember President\n\nhouse-construction ?\n\nGarfield's definition of a good school:\n\n\"Garfield on one end of a log and\n\nMark Hopkins on the other.\" Garfield was right. It takes a great pupil\n.and a great teacher to make a good school. The modem school, however,\nattempts not only to serve the children but it also puts at the service of the\nwhole community means of improvement both in study and in recreation.\nGarfield's definition lacks something.\n\nPractical considerations make the\n\nschool building an essential part of a good school.\n\nA building which shall\n\nhouse a modern school is a complex structure, and it is a good schoolhouse\nin proportion as it permits a good school to function well in it.\n\nIn passing judgment on a school building we must consider the factors\nwhich vitally concern the welfare of the school and its individual members.\nWe must consult also the needs of the community which the building serves.\nObviously it is both impossible\nI would apply in the main five criteria.\nand unnecessary to discuss them in any detail I can only mention them.\n\n—\n\nWhat are these criteria?\n\n—A good schoolhouse,\n\nfirst of all, must be a good place to teach\nThe arrangement of its parts must conform to good school\npractice as far as its instructional facilities are concerned (and when I say\ngood school practice I mean school practice of the conventional kind). No\none is justified in incorporating his personal whims or current innovations.\nI know school buildings which were erected in moments of inspiration under\nthe guidance of individuals who had peculiar notions which they designed\n\nUtility.\n\nschool in.\n\nthe buildings to serve.\n\nTheir ideas, however, have not stood the test of\n\ntime, and these school buildings, which cost a lot of money, do not serve\nwell today.\n\nNot only must the building serve the traditional functions of a school,\nbut it must also provide facilities for physical training and for the activities\nof the community which are more or less of a social nature. The next great\n\n"} {"page": 725, "printed_page": null, "text": "Superintendence!\n\nSCHOOLHOUSE ARCHITECTURE AND CONSTRUCTION\n\n709\n\nThe\nThe school building\nmust serve as the center where people may gather for study, amusement, and\nrecreation.\nEverywhere we must work together, and we can do this only\nby getting together. The school is the one place where, regardless of race,\ncolor, or creed, American citizens may gather.\nThe more rural the comlesson which the\n\nAmerican democracy must learn is cooperation.\n\ngreat work of tomorrow must come from cooperation.\n\nmunity the more necessary is this feature in a school building.\n\nIt is said\n\nthat one reason why it is so difficult for farmers to reach workable plans of\n\ncooperation is because in childhood they never learned how to play.\n\nAs\n\npioneers they grew up in isolation, and the only game possible was a game\n\nThey never learned to do teamwork, and\nteamwork that counts nowadays. The schoolhouse of the future must\nbe a place where people are taught both how to work and how to play,\nI am happy to say that in my own state no building of any account has been\nerected within the last three years which has not provided for all of these\nthings.\nMichigan is getting ready for a good time.\nHealth.\nHaving ascertained the merits of the building as to its utility,\nI would at once inquire as to its provisions for health and sanitation.\nof scrub or pitching horseshoe.\nit is\n\n—\n\nFortunately school hygiene has developt during the last few years into quite\nan exact science. We know with considerable certainty how to light a\nschoolroom properly. We know quite accurately what demands must\n\nbe met to ventilate a school building properly.\n\nI am of the opinion, also,\n\nthat the problem of school-ventilation has been more satisfactorily solved\n\nthan some are disposed to admit.\n\nCertainly the progress made in the last\n\ntwenty-five years is very gratifying.\n\nWhile no one will claim that perfec-\n\ntion has been reacht along all lines of school hygiene, I do maintain that\nsufficient knowledge exists on the subject and valid enough standards have\n\nbeen determined so that school authorities can proceed confidently to avail\nthemselves of the best practice of today.\nSafety.\n\n—Hand in hand with proper hygienic conditions I should look\n\nfor the arrangements which insure safety.\n\nI believe that, except in large\n\ncities where school grounds are small and expensive,\n\nwe shall see less and\n\nthat are more than two stories high.\n\nless of school buildings\n\nA two-story\n\nbuilding of fireproof construction, planned with ample corridors and suffi-\n\nHowever, if a building\nis safe at all times.\nmust have fire escapes let them be constructed inside of the building on\napproved lines. The ordinary fire escapes hung on the outside walls, passing\noften in front of windows which would permit flames to cut off egress, are\n\ncient exits properly placed,\n\nat best a hazardous safety appliance.\n\nBeauty.\n\n—A building which serviceable, hygienic, and safe indeed,\n—better perhaps than most buildings now in use.\nis\n\nis,\n\na good school building\n\nBut there is a fourth feature which I think of more importance than present\npractice would indicate school buildings shoujd be beautiful. The publicschool system of this country is, of course, a comparatively young institution.\n\n—\n\n"} {"page": 726, "printed_page": null, "text": "nAtlONAt nWCAtlON ASSOC!AtlON\n\n710\n\n[Kansas City\n\nMoreover, the population of the country has increast very rapidly and\nthe exigencies under which school buildings are generally constructed\nhave permitted consideration of only the absolutely necessary features.\nSuch conditions have not as yet evolved esthetic architecture. Is it not\ntime, however, that school authorities and school architects shall make\nschool buildings express some elements of beauty, both inside and outside ?\n\nThe school building is often the most conspicuous structure in the town*\nIt is erected to stand for generations.\n\nIs it not worth while that in its\n\nconstruction some effort be given to the making of a building which shall\n\nhave a positive, silent influence because of the beauty it expresses ?\nJames Bryce, in his American Commonwealth, makes an observation\nwhich we should take to heart. He says that the most impressive feature\nIf he had referred parof American architecture is its utter monotony.\nticularly to school architecture his statement would have especial force.\n\nThe style which has been in vogue for the last decade is certainly deserving\nOn my way here the other day I past in a certain city\nof this indictment.\ntwo large buildings. The buildings bore a striking resemblance. Above\none floated the American flag, and I knew it was the home of an American\npublic school. Above the other was a sign which informed me that this was\nthe home of the \"Gold Dust Twins.\" I wish to protest against this style\nof school architecture\n\nmonotony.\n\nwhose most prominent features are ugliness and\n\nA committee of school-board members visited a building\n\nrecently erected in one of the small towns of our state for the purpose of\ngetting ideas to help them in erecting a schoolhouse in their own town.\n\nThe\n\nbuilding visited, which is not an expensive one, imprest them very much.\n\nThe feature which attracted them most, however, was the large study-room.\nOn his return home one member of the committee exprest himself as follows:\n\" I went back to that room several times, and before I came away I went in\njust once more and sat down a little while because it felt so good to be there.\"\n\nWhat a fine compliment to the architect!\n\nNow I do not mean that buildings should be ornamental; not at all.\nWhen Woodrow Wilson was president of Princeton University he selected\nfrom several sets of plans for a building one plan which at sight met his\napproval. When askt why he chose that particular plan, he replied \" That\narchitect has not attempted to construct beauty—he has put beauty in\nconstruction.\" That epigram I wish to submit as the fourth criterion in\n:\n\npassing on the excellence of a building.\n\nEconomy.\n\n—The\n\nlast test I\n\nwould apply is economy, the item which\n\nusually receives first consideration.\n\nCompetition has developt a type of\n\nbuilding which gives the maximum schoolroom area for the minimum con-\n\nCommendable progress has been made in this department of school building, which can be exprest directly in dollars and cents.\nA generation ago there was a large amount of waste in the construction of a\nschool building. There was much waste room within. The general outline\n\nstruction material.\n\n"} {"page": 727, "printed_page": null, "text": "Superintendence!\n\nSCHOOLHOUSE ARCHITECTURE AND CONSTRUCTION\n\n711\n\nof the building was very irregular and thus required more wall and founda-\n\nA good example has come\nmy attention recently, and it will make my point clear. Two small\n\ntion than was necessary for the area inclosed.\n\nto\n\ntowns of our state have lately erected school buildings.\n\nThe buildings have\n\nthe same number of stories and the same floor area, yet one, owing to its\n\nunfortunate plan, has one hundred and sixty linear feet more of wall and\n\nfoundation than the other.\n\nThere is no valid excuse for this, because by\nThe fact that there was a\n\nall standards the latter building is the better.\n\nwaste of 25 per cent in wall and foundation is a serious indictment of the\njudgment of the group of excellent business men who served on the board\nof education that erected the building.\n\nI\n\nto indicate that it is of minor importance.\n\ndo not speak of economy last\nam for economy, but under no\n\nI\n\ncircumstances would I permit mistaken economy to cripple the excellence\nof a school building from any of the standpoints I have already mentioned.\n\nThere is much need of education in the matter of wise economy in school\nbuilding.\nThese, then, are the standards by which I would judge a school\nbuilding: utility both from instructional and from recreational standpoints health, safety, beauty, and economy.\nHow shall these qualities be secured ? When the state compels a child\nto attend school, it should also provide that the school building and the\nschool premises, where the child must live one-third of the day, are satisfactory from all standpoints. The school premises in many instances are\nunfit even from the standpoint of decency, and it is incredible that parents\nI wish parents would insist on better\nwill suffer their children to go there.\nthings.\nMore than three-fourths of the states of the Union have laws which\ncompel children to attend school, and it is highly gratifying to note that\ntwo-thirds of the states of the Union have recognized their responsibility\nin providing adequate building facilities, and regulate more or less stringently the construction of school buildings. I am for compulsory education\n\n—\n\n—\n\nand for state regulation of school-building.\nState regulation, however, is as yet in an experimental stage.\nstates, indeed, pride\n\nA few\n\nthemselves on their very stringent laws and codes,\n\nwhich specify definitely and minutely what is required.\n\nNow, if we were\n\nabsolutely certain that at last we know all that is to be known about schoolbuilding, we should be more justified in placing laws upon the statute books\n\nwhich compel school authorities to build according to their provisions. But\nThe field is new. It is therefore unwise to\n\nwe do not know all about it.\nprescribe rigid standards.\n\nSome states, and my own state is one of them, place the authority to\napprove building plans and to condemn unfit buildings with some state\nauthority\n\n—usually the state superintendent of public instruction—leaving\n\nto the discretion of such authority what the requirements shall be.\nthis plan.\n\nI favor\n\nI favor a code which will give due recognition to all ideas which\n\nstand in line with the best practice of the day.\n\nThe state is then in a\n\n"} {"page": 728, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n712\nposition where\n\nit\n\n(Kansas City\n\ncan gradually eliminate that which proves undesirable\n\nand acquire that which is good without going to the trouble each time of\nchanging the statutes.\n\nBut as progressive schoolmen you are interested in getting good buildings whether the state requires it or not.\n\nIn smaller cities it is possible for\n\nyou to take a part in planning the school building. How go about it?\nThe first thing to do is to secure an architect, and let me say at once that the\nusual method of selecting an architect is a most unsatisfactory one. How\nis it done ?\nIt becomes noised about that a town is to erect a high school,\nwe will say. Immediately from ten to one hundred architects come upon\nthe scene. Among them are some honorable practitioners, men who put\ntheir heart and brain into their work.\nThey come with the desire to get the\njob, of course, but they would like to erect a building which shall be an\nhonest building, one which shall meet the requirements of the school in\nthat community, and which shall be an ornament to the town because it\nfits into its surroundings.\nFor their work they expect legitimate pay.\nOthers also come to get the job. They carry large albums full of pictures\nof buildings situated in all parts of the country, many of which they have\nnever even seen. These they give as illustrations of their own work.\nThey present sketches of floor-plans and exteriors in gaudy colors and urge\ntheir case with all the skill known to salesmanship.\nFor their work they\nask very little of the board; how they live and flourish is worth inquiring.\nAm I putting the matter too strongly when I say that in this method of\nselecting an architect by so-called competition the poorest man invariably\ngets the job ? There is a better way. I believe that the board of education\nand the superintendent of schools should make a thoro investigation of\n\nmen who are in reality architects and, if possible, school architects. I am\nhuman element in school-building is\nthe character of the architect. I would secure a man of integrity and\nrecognized ability and I would have this man work hand in hand with the\nconvinst that the most important\n\nlocal authorities to develop a building which shall embody all the elements\n\nI have named.\n\nAgain and again I would submit for criticism the prelimi-\n\nnary sketches to persons who have given study to the problem of schoolbuilding. If your architect is one of limited experience, be very careful;\nif\n\nhe is one of high standing as a school architect, then be twice as careful.\n\nAn instance will make my point clear. A few days ago preliminary sketches\nThe\nThe building which is to cover\n\nfor a half-million-dollar high school were presented to us for criticism.\n\narchitect is a man of national reputation.\n\nan entire block will of necessity be rectangular in form. It was planned\nto inclose a court and also a gymnasium with an auditorium above it, both\nopening off the corridor opposite the main entrance. Such an arrangement\nis bad from several standpoints.\nFirst of all, the ffuditorium and gymnasium are for the use, not only of the school, but also of the community,\nand, as a matter of convenience, they should be placed where they are\n\n"} {"page": 729, "printed_page": null, "text": "Superintendence]\n\nSTANDARDS OF HEALTH AMONG CHILDREN\n\ndirectly accessible.\n\nAlso in them large crowds will gather.\n\nsafety, therefore, they should open directly out-of-doors.\n\n713\n\nTo insure\n\nFurthermore, the\n\nauditorium and gymnasium of the building will be much in use during vacations, if there are any vacations.\n\nThey should, therefore, be placed where,\n\nsummer, natural ventilation can be secured and not in the pit of an\ninclosure where there is neither air nor light. Lastly, it is needlessly\nexpensive construction to place the gymnasium under the auditorium, for\nit requires very heavy girders to span sixty to seventy feet and support\nthe floor and load of the auditorium.\nMy plea is that you recognize your opportunity; that you inform yourself on the subject; that you assume the responsibility; that hand in hand\nwith the architect and the engineer you produce a building which shall be\nconspicuous for its abundance of good school sense.\nin\n\nSTANDARDS OF INDIVIDUAL HEALTH AMONG CHILDREN\nJOHN DILL ROBERTSON, COMMISSIONER OF HEALTH, CHICAGO, ILL.\n\" Behold, a sower went forth to sow\n\n.... some seeds fell by the way.... some fell upon stony places where they had not much earth\n.... and some fell among thorns. But others fell into good ground and\n\nside\n\nbrought forth fruit, some thirty fold, some sixty, and some a hundred.\"\nThis parable of the sower is applicable to the school teacher who sows\nthe seeds of knowledge.\nis\n\nThe children represent all degrees of soil.\n\nThere\n\nthe child who is comparable to the rich, black earth found in the river\n\nvalleys; the child who typifies the sandy soil of the seashore and desert;\nand the children who may be likened unto the stony and thorny places.\nThe child's brain is in every way comparable to earth where seeds are sown.\nNo competent farmer would pay less attention to the soil than to the\nIn fact, his first consideration is the soil, and the seed is not selected\nseed.\nuntil a diagnosis has been made as to whether a particular field will yield\n\na better crop of corn, or of wheat, or of buckwheat.\n\nIf he is a progressive,\n\nscientific farmer, he goes still farther and takes into account, not only what\n\nthe present yield will be, but what the cost of that yield will be to the land\nupon which it is grown. He will consider whether a beautiful growth of\nbuckwheat has devitalized and robbed that land of chemicals which were\n\nnecessary for the ultimate regeneration of that field.\n\nThe same problem is presented by the child who, being admitted to the\nschool at six years of age, becomes as much of a problem to the teacher as is\nthe field to the farmer.\n\nCertain standards must be adopted for the scientific measurement of\n\nThese standards must take into consideration both the physical\nand the mental qualities possest by them. It must be broad enough to be\npractical and yet not so broad as to be ineffectual.\n\nchildren.\n\n"} {"page": 730, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n714\n\n(Kansas City\n\nThe first standardization must be made along the purely physical condition of the special senses.\n\nTests for the purpose of determining the physi-\n\ncal condition of the eye, the ear, the nose and throat, the sense of touch and\ntaste, should all be included in the scheme for standardizing the pupils when\n\nadmitted to the schools, or as soon thereafter as possible. As early as may\nbe, a careful survey of the glandular system should be made, taking into\nconsideration the internal secretions; the height and weight should be carefully noted; in fact, a complete physical examination should be made of the\n\nchild as soon after he enters school as practicable.\n\nAs many as possible\n\nof these tests should be made and recorded before the time for the admis-\n\nsion to the schools.\n\nA physician's certificate certifying to as many of these\n\npoints as can be ascertained, and to the further fact that the child has no\n\ncommunicable disease, should be required by the board of education when\nthe child is admitted. The school should keep this record, together with\nbirth and vaccination certificates, on file.\nAny defects noted on this record should be transmitted to the teacher\n\nwho has to deal daily with this defective pupil.\n\nA careful study of these defects of the special-sense organs will reveal\nthe fact that many of them can be corrected.\n\nThis should be undertaken\n\nat once, but experience has proved that in a majority of instances no action\nis\n\ntaken by the parent, and the child must continue to work under the\n\nhandicap of his defects.\n\nThe state has wisely decided that all children must have a commoner grammar-school education.\n\nIt has enacted laws to bring this to pass,\n\nand the truant officers and the courts enforce compulsory attendance. This\nis effective against the child, and the parent is equally subject to the law.\nHas not the state the same right to provide compulsory physical\nexamination, and, where feasible, compulsory correction of physical defects\nthat incapacitate a child for the curriculum adopted by the boards of\n\neducation ?\n\nSuch a procedure is right and in the best interest of the defective child.\nIt is in the interest of the non-defective child, who, under our present system,\n\nmust be retarded by his less fortunate classmate. It therefore would be\nThe immediate result would be\nfor the best interest of all concerned.\nfewer contagious diseases, greater physical and mental efficiency, and conservation of the taxes by lessening the number of days absent of all pupils.\nOur public schools are wasting one or two years of the pupil's life by\nnon-attention to his physical needs.\n\nThe child is housed in the schoolroom\n\nand compelled to breathe dry, dusty, cookt air. It has been heated until\nall of its moisture is dried out, and it has been made as dry as the air of the\nSahara Desert.\n\nIt has been circulated in\n\nmany instances thru a dusty\n\nconduit, and comes into the classroom laden with dust particles.\n\nThis dry,\n\ndusty, devitalized air becomes an irritant to the mucous membranes, and\n\nthe air passages of defective children suffer to the greatest extent.\n\n"} {"page": 731, "printed_page": null, "text": "Superintendencel\n\nSTANDARDS OF HEALTH AMONG CHILDREN\n\n715\n\nThese air conditions have a baneful, retarding effect upon both pupils\nand teachers, and hours are lost in useless endeavor when both are suffering\nfrom inertia.\nIn the short time allotted to me I cannot fully elaborate the absolute\n\nneed of diagnosing and classifying the soil with which you have to deal.\nIt is obviously necessary that seed should be planted which will grow and\n\nbring forth good fruit.\nAll physical defects should be corrected, where possible, so as to give\n\nevery opportunity for free and untrammeled motor and sensory impulses.\n\nYour judgment is, and always will be, taxt to the utmost in grading\nthe different mental and moral groups to whom you minister.\n\nThis fact\n\nmakes it all the more expedient that you demand, and fight for, the principle\nthat the human beings whose lives you are shaping should have everything\ndone for them that is physically possible.\nShame upon any community which houses in its schoolrooms children\nwho have had no breakfast! That community is doubly culpable that\npermits a child to study there with eyes that see only vaguely, with ears\nthat hear little, and with nostrils filled with adenoids which make breathing\ndifficult.\n\nMillions are being spent for the seed and a large part of this is being\nsown upon barren ground.\nThe following figures from a survey made by me of the Chicago schools\nin the year 191 6 speak for themselves:\n\nChicago has, in round numbers, 500,000 school children attending the\n\nOf this number, during the year 1916, we\nmade physical examinations of 191,225, and found 101,237 with physical\npublic and parochial schools.\n\ndefects.\n\nWe advised 88,044 of the defectives to seek treatment, because\n\nin the opinion of our school physicians they were capable of being corrected.\n\nTaking the number examined as a basis for estimating the entire school\npopulation, we find that over 240,000 of our 500,000 school children have\nphysical defects that could and should be corrected.\n\nA tabulation of the defects found in the 191,225 examined shows the\nfollowing number under the different classifications:\n\nOrthopedic\nRachitic type\n\nDefective vision\n\n1,128\n\n385\nii,973\n\nOther diseases of eye\n\n2,191\n\nDefective hearing\n\ni|25S\n\nDischarging ear\nDefective nasal breathing\n\n663\n6,214\n\nDefective palate\n\n978\n\nDefective teeth\n\n56,251\n\nHypertrophied tonsils\n\n31,642\n\nAdenoids\n\n14,262\n\n"} {"page": 732, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n7 16\n\n[Kansas City\n\nIt will be noted that in this survey there were found defective teeth in\n\n—\n\nThese defects were markt not the defects that the ambitious\nyoung dentist looks for, but those that were evident to all. In fact, surveys\nmade by our dental society would indicate that of our 500,000 school children, 450,000 have defective teeth.\nWhat does this spell? Just what Sir Oliver Goldsmith said in \"The\n56,251 cases.\n\nDeserted Village\":\n111 fares the land, to hastening iUs a prey,\n\nWhere wealth accumulates and men decay.\nIs that not true of the nation ?\n\nIf you would have me estimate the\n\nvirility of your nation, you must first show\n\nme their teeth.\n\nI have had a look at the teeth of our Chicago children (and I do not\n\nthink they compare unfavorably with those of the entire nation), and from\nthose teeth I read the present condition of our race and reason further.\n\nWe\n\ndo not give our children enough hard foods to eat. We make the matter\nThe exercise and polishing of the teeth with\nof eating too easy for them,\nhard substances should be kept up thru life. Rough food good teeth.\n\n—\n\nAnd good teeth go a long way toward good health.\n\nBad teeth produce\n\nrheumatism, heart, kidney, and various other serious diseases.\n\nGovernments are now paying as much attention to the teeth of their recruits as\nto their feet.\n\nAll this brings me to the first great remedy for improving the physical\n\ncondition of our school children, and that is military training in the public\nschools, beginning at the kindergarten and ending with the termination of\n\nthe high-school course. Not a military training for battle, altho conducted\nby army officers; not a military training for boys alone, but military training\nfor both sexes.\n\nThe peace-advocate will argue that, if physically prepared for fighting,\nwe will surely fight. I never quite saw the force of this argument, but,\nadmitting it is true, is it not a fact that the deaths occurring among our\npeople because of the neglect to obtain proper physical condition during\nchildhood, and the deaths that occur from school age up to fifty years,\n\namount to many more during a century than would occur from an occasional\nwar ?\n\nIn other words, the deaths resulting from a lazy, gluttonly peace\n\nare many times multiplied over the deaths of war.\n\nWars may have their good purposes; and if the United States should be\ndragged into the present great European conflict might it not after all be\nher salvation ?\nIf it led to the adoption of military training in our schools it would lead\n\nto the correction of physical defects, and especially of the teeth of our populace.\n\nShould this occur, such a baptism of blood would be for the ultimate\n\nphysical regeneration of our race, which is now approaching dangerously\n\nnear that of ancient Rome and Greece.\n\nIf not corrected, this will lead us\n\n"} {"page": 733, "printed_page": null, "text": "Superintendence)\n\nARE THE OLDER \"SCHOOL VIRTUES'' OBSOLESCENT?\n\ninto an era of ultimate decay.\n\n717\n\nLet us pray God this may not be necessary\n\nto bring our people to a realization of the present physical condition of our\n\ncoming generation.\nMilitary training in our public schools will furnish the pupil an incentive\nhave the many physical defects corrected. It will lead to the better\nunderstanding and classification of these defects and give us physical\nto\n\nstandards of perfection.\n\nEveryone who has ever traveled in Germany is struck with the absolute\nlaw-enforcement of that country and with the fact that the people themselves not only cheerfully obey the laws, but see to it that everybody else\n\ndoes.\n\nThis, in my opinion, is a direct result of military training.\n\nTo sum up, then, let me emphasize my belief, first, that compulsory\nphysical examination and correction of defects of school children are\nnecessary.\n\nSecondly, as a means to the accomplishment of this, the establishment\nof military training in the public schools for both sexes is necessary.\n\nARE THE OLDER \"SCHOOL VIRTUES'' OBSOLESCENT?\nW. C. BAGLEY, PROFESSOR OF EDUCATION, UNIVERSITY OF ILLINOIS,\n\nURBANA, ILL.\n\nUnder the condition of universal education it is a paradox that what\nyou sow in the schools will be reapt in the larger community of the next\ngeneration, and this is particularly true of the ideals and visions, the standards of right and wrong, the criteria of progress and decay, that dominate\nthe administration and government of the people's schools. The philosophy\nof school-management may seem to be a theme very remote from any\nimportant relations to the larger welfare of the state, and yet it is probable\nthat no factor in present-day life will be more determinative of the effective ideals of the next generation than are the theories of administration\n\nand management that dominate our schools today.\nIt would be inconsistent with my own keen appreciation of what our\nschoolmen and school women of the past three generations have done for the\npresent generation not to preface my discussion by some reference to present\nconditions.\nWe are perhaps rather too prone to attribute what is still\nweak and inequitable in our social organization to the defects of our educational system, and too little prone to glance at the credit side of the account.\nWe have recently past thru a national election characterized by a quiet,\ndispassionate, and yet thorogoing realignment of political forces thruout\nthe country. To one who watcht at close range and in various parts of the\ncountry the progress of the campaign, one conclusion was inevitable,\nnamely, that the people were thinking much more independently of the oldtime dictation from political leaders than in the preceding campaigns. And\nin the intense, but calm and quite unemotional interest that characterized\n\n"} {"page": 734, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n7l8\n\n[Kansas City\n\nthe two days of uncertainty and doubt following the election there was\n\nevery evidence of willingness to abide by the will of the majority.\nIt is fair for us to ask whether the work of our schools has been a factor\nin producing these conditions.\n\nCertainly, if matters had turned out other-\n\nwise, we should have been quick to blame the educational system for its\nineflSciency.\n\nIt is only fair, then, to attribute to it some of the credit.\n\nAnd,\n\nspeaking for the younger generation of schoolmen, this can be done without\nsuspicion of conceit, for in this achievement we have had little to do.\n\nThe\n\nseeds were sown by our own schoolmasters whom we sometimes think of\n\nrather condescendingly as having been well intentioned but never quite\n\n\"on the job\" as we are today.\nThe outstanding virtues that present-day education is seeking are in\nmost cases extensions and refinements of what our own teachers sought.\nThe latter, it is true, were to our minds somewhat hazy about the processes,\nbut they had the desired outcome clearly in mind.\n\nTheir ideal was a genera-\n\ntion that could think clearly and soberly, that could act courageously and\nintelligently,\n\nand that could live temperately.\n\nThey thought that they\n\ncould gain the first two of these ends by discipline of various sorts, but\nprincipally by the severe mental discipline of arithmetic and formal grammar\n\nand spelling, of Latin and algebra and geometry.\n\nTheir method of promot-\n\ning temperate living was to relate the terrible consequences of indulgence\nin stimulants\n\nand narcotics, accompanied by highly lithographt charts\n\nshowing cirrhotic livers and fattily degenerated hearts. But thru it all, as\nI remember these teachers (first as a pupil and then as a younger colleague),\nthey had a keen desire to insure the ends that I have named. We think\ntoday that these ends are most desirable, but that the means that our own\nteachers adopted were about as bad as could be invented.\nThe inexplicable thing, of course, is that our people today seem to be\nthinking fairly independently and fairly soberly; and as for the temperance\nphysiology, while the germs that it planted seemed to remain quiescent\nfor a long time, they finally began to multiply and swarm within the body\npolitic, and to produce enough antitoxin to make nine-tenths of the country\n\nbone-dry and to give the remainder a severe fever of alarm which seems now\nabout ready to terminate in a penitent convalescence. As a poor prophet\n\nwho only a few years ago ridiculed and pooh-poohed the competence of the\ntemperance physiology to excite anything but amusement, I now have to\nconfess that I was a very poor prophet.\n\nThe present generation of teachers should not be altogether content\nwith either the ideals or the methods of its predecessors. It should refine\nthe ideals and improve the methods, and it should also formulate new and\nwider ideals and strive to attain them.\nare certainly not blind to this duty.\n\nTeachers of the present generation\n\nThey are looking ahead and planning\n\nahead for better things. It is one of these newer ideals that I wish to\nexamine very briefly tonight.\n\n"} {"page": 735, "printed_page": null, "text": "Superintendence]\n\nARE THE OLDER ''SCHOOL VIRTUES\" OBSOLESCENT?\n\n719\n\nOur predecessors strove to develop clear thinking and independent\nToday we are striving to develop among our\npupils all these virtues and something in addition. Most of us are convinst\nthinking and sober living.\n\nthat education cannot be really successful unless it develops in each succeeding generation the willingness to grapple with new problems and the ability\nto solve these problems.\n\nThis ideal of \"initiative\" is reflected in the keen\n\ndemand that school requirements shall not crush the child's originality.\nThe past generation of teachers was content with emphasizing the prime\nimportance of having pupils understand what others had workt out; the\npresent generation is coming to insist that merely to learn understandingly\nis not enough;\n\nits\n\nto this must be added an appreciation of what is learned in\n\napplication to the solution of a problem which appeals to the pupil as\n\nneeding immediate solution.\nIt is clear that we now have a very wide extension of the older ideal\nof insuring independence of thought thru first insuring an understanding\n\nThe aim now is to liberate the pupil entirely from\nany mastery which does not appeal to him as productive of beneficial results.\nVery few schools, of course, have been able to apply this principle\nextensively to actual practice without running hard against some serious\ndifficulties.\nCertain schools have attempted rather wide applications, but\nthese have usually been private or endowed schools, or frankly experiof what was learned.\n\nmental schools that could live without meeting popular needs.\n\nAnd not\n\ninfrequently the application of the principle has been only apparent.\n\nI have\n\nin mind a school of this type to which an acquaintance of mine sent one of\n\nThe boy entered the first grade and for several months he\nToward the close of the year,\nhowever, the father was summoned to the school to discuss his son's wel\" Your boy does well in certain phases of his work,\" said the principal.\nfare.\nhis two sons.\n\napparently progrest at a favorable rate.\n\n\"His progress in construction work and in dancing is most commendable;\nThe father, who had labored under the impression\nthat the school should at least teach the boy to read, suggested that the\n\"However, the\nfault might lie with the teachers of the reading classes.\nboy must know how to read before we admit him next fall,\" the principal\nadded. The father saw that the situation was desperate. A family council\nwas held; a division of labor was effected; both the father and the mother\ngave up their plans for the month's holiday in August; and in September\nthe boy went back to school with an initial mastery of a basic social art.\nAs nearly as I can make out, the methods employed would not have been\nconsidered orthodox even by the past generation of teachers, but the results\nbut he cannot read.\"\n\nwere eminently satisfactory.\n\nAnother school virtue that has been relegated to the background by the\nemphasis of this ideal of initiative is the virtue of thoroness.\n\nThe teacher\n\nof the past generation strongly emphasized thoroness of mastery as an essential condition of effective independent thought and action.\n\nThe first blow\n\n"} {"page": 736, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n7 20\n\n[Kansas City\n\nto thoroness came with the onslaughts on the doctrine of formal discipline,\nand now that this line of defense has fallen, the present heavy emphasis of\nthe \"immediate problem\" bids fair to finish the job. In some quarters,\nindeed, it has been asserted that what we used to think of as thoroness is\nquite inconsistent with initiative and originality; that meticulousness in\ndetails and facility in looking after small and routine matters are qualities\nthat do not associate readily with ability to solve new problems and gain\n\nnew achievements.\nThe influence upon school practice of these implications and applications\nof the ideal of initiative has already been felt, and will be more widely and\n\nintensely felt as the ideal gains wider currency.\n\nIt is expedient then that we\n\nexamine carefully the assumptions upon which these implications and appli-\n\nand the need is all the greater because their tendency\nopen the lines of least resistance, and every theory that does this needs\nto be very carefully and critically examined before it is generally accepted.\nBut I should be the last to emphasize the argument of expediency (or\neven immediate practical necessity) against the present tendencies. I have\nlittle use for that method of disposing of troublesome questions which rests\ncomfortably upon the assertion that a proposal is \"all Hght in theory but\nwon't work in practice.\" The tendency of a theory that rests upon irrefutable premises is always toward its ultimate enthronement. If a theory\nis distinctly recognized as \"good,\" it will sooner or later win the victory.\nThe struggle for democracy; the fight against the corn laws; the enthronement of individual liberty all these and many other social achievements\ncations are based;\n\nis to\n\n—\n\nof the first magnitude have won because they rested upon sound theory.\n\nUltimately it is always the philosopher who determines the course of human\nprogress;\n\nultimately it is your Platos and Aristotles, your Voltaires and\n\nRousseaus, your Adam Smiths and Ricardos and John Stuart Mills who are\naccredited with wielding the great influence.\n\nAnd in the new realm of\n\nworld-politics it will be the thinker who clearly sees the end and maps out\n\n—\n\nthe road\n\nit will be he\n\nwho will win in the interests of all mankind the free-\n\ndom of the seas and the brotherhood of nations.\nAnd so, if the older school virtues are to be retained, they must be\nretained because their necessity rests, too, upon premises that cannot be\n\nshaken, and upon values which lie deeper even than the vicissitudes of war\n\nand the prosperities of peace.\nIt is not my purpose to outline the arguments which, in my opinion, go\na long way toward establishing these premises and demonstrating these\n\nBut I do wish to point out the crying need for carefully tested\nEvery assumption\ninvolved in a proposal which asks us to pay the price that I have named\nshould be thoroly tested. As an instance of the kind of evidence needed, I\nmay cite the recent findings of Mr. Thorndike regarding the specific question as to whether thoroness, meticulousness, and capacity for routine\nvalues.\n\nfacts with reference to the various problems involved.\n\n"} {"page": 737, "printed_page": null, "text": "Superintendence!\n\nSTANDARDS OF SCHOOL ADMINISTRATION\n\n7^1\n\nwork are, as these new proposals so strongly imply, really inconsistent with\ninitiative and originality.\n\nMr. Thorndike says:\nDuring the past month I have been studying the ratings of sixty electrical engineers\nemployed by the Westinghouse Company and rated by the company's oflficers for originality and seventeen other qualities such as thoroness, knowledge, industry at routine tasks,\nand the like. Far from there being any antagonism between originality and industry at\nroutine tasks .... or between originality and system, there is a positive correlation,\nand one as close as that between industry and enthusiasm or that between thoroness and\nsystem.\n\nIt is facts of this sort that we need in order to test every assumption\n\nthat is being made by those who are asking us to surrender the older school\nvirtues.\n\nThat our conceptions of these virtues should be refined and their\n\nadministration improved and enlightened no one will deny.\n\nAnd I venture to predict that, when the facts are all in, they will tell a\nThat far from being inconsistent with initiative\nand originality, the virtues of obedience, duty, discipline, and thoroness will\nbe found to have the closest relationship to the capacity for discovery and\nstory something like this:\n\nachievement; that the systematic mastery of race experience, illuminated,\n\nbut by no means replaced, by the problematic method of teaching, will be\nrecognized as a primary aim of education; that persistent and dogged\napplication to set tasks will rAain its position as a fundamental school\nvirtue; and that, while thoroness of mastery will have a richer and a broader\nmeaning, it will still retain the virile qualities which have hitherto been\nassociated with it.\n\nSTANDARDIZED UNITS OF ACHIEVEMENT OF PUPILS AND\nMEASURABLE STANDARDS OF SCHOOL ADMINISTRATION\nCHARLES H. JUDD, DIRECTOR, SCHOOL OF EDUCATION,\nUNIVERSITY OF CHICAGO, CHICAGO, ILL.\nThere are two parties on this matter of standards.\n\nSome of us are\n\nafraid that the demand for standards will lead to formalism in the schools.\n\nSome of us are very sure that schools cannot be definite in their aims and\nefficient in their\n\noperations until there\n\nis\n\na clear understanding of the\n\nstandards of education.\n\nMuch of our partisan fervor in this matter is due to differences in definitions.\n\nIf I say that I\n\nam here to advocate the adoption of exact educational\n\nstandards, it is safe to assume that a considerable number of you will, with-\n\nout further ado, read me out of your party.\n\nYou will do this, not because\n\nof any sins of mine, but because you hold to a certain definition of the word\n\n\"standard.\"\n\nYou think of that proud achievement of modern manufac-\n\nturing mechanics which makes it possible to turn out year after year parts\n\nwhich are alike to the hundredth of an inch.\n\nYou will rise to a high pitch\n\n"} {"page": 738, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n72^\n\n(Kansas City\n\nof eloquence in asserting that such a mechanical standardization and reduc-\n\ntion of children and teachers to uniformity is absolutely intolerable.\nI venture to anticipate you in your outburst ?\n\nMay\n\nI too would join in the cry\n\nagainst making children all of the same length, breadth, and thickness; I\n\nwould that teachers were not so much alike as they are; I wish that we\nknew how to fan into a flame the spark of individual initiative that every\nchild brings to school.\nIf our agreement in this matter saves us from immediate hostilities, I\n\nask you to listen for a moment while I try to bring out by an example or two\n\nwhat I think ought to be the accepted definition of the term \"educational\nstandard.\"\n\nAn educational standard of the t5^e which I advocate is a mode of\ndevelopment which nature has shown to be advantageous. Let us borrow\nan analogy from biology.\n\nIn the struggle for life, so our friends, the stu-\n\ndents of birds, tell us, sparrows have been standardized.\n\nAfter a storm,\n\nyou gather up the sparrows that have perisht, you will find in your collection of unfortunates a preponderance of oversized and undersized sparrows.\n\nif\n\nMiddlesized sparrows live longer than those which are too big or too little.\n\nThe sparrow which is too big is clumsy and disadvantaged;\n\nthe sparrow\nwhich is too small is not able to resist the elements. If you belonged in the\nsparrow world and were a trained biologist^ you would have excellent reason\nfor being interested in measurements of your own size, and on the basis of\nthis knowledge you would decide whether to go out in storms or to stay at\nhome.\nTake another example, nearer to ourselves. If the protoplasm which\n\nmakes up the human body is to be kept in the best possible condition for\nthe performance of its vital functions, a great deal of physical effort must\nbe devoted to keeping up a certain temperature. The temperature cannot\ngo too high nor too low without unhappy results. The range of possible\nvariations is astonishingly small. Yet one never hears of protests in the\nname of individual initiative against ninety-eight and two-tenths degrees.\n\nNot only so, but the physician has found it extraordinarily convenient for\nall sorts of reasons to find out every\n\ntime he is called in just what are the\n\npersonal deviations from the physiological temperature standard, and he\n\nalways bases prescriptions on what he finds to be the facts.\n\nWhat is true of sparrows and bodily temperature is true of all kinds of\nYou and I have a standard method of passing each other\n\nsocial relations.\n\non the street. One can go back in imagination to the beginnings of paths,\nwhen each man disputed with the stranger about the right of way. Individual pride and self-assertion doubtless appeared again and again.\n\nBut\n\nin due time it dawned on men that it is better to put aside disputes and\n\nfollow a social convention.\n\nAgain, we have learned in the long course of social life that it is better\nto have a standard set of sounds with which to express our ideas.\n\nIt is\n\n"} {"page": 739, "printed_page": null, "text": "Superintendence]\n\nSTANDARDS OF SCHOOL ADMINISTRATION\n\n723\n\neasily thinkable that we should each make his own preferred noise when he\n\nsees a given object;\n\nthe\n\nbut one example of Babel apparently has served to set\n\nmind of man at rest about the desirability of conforming to social\n\nstandards in the matter of vocal sounds.\n\nThe fact is, whether we like it or not, that in physiological life and in\nWe may, if we will, cry\nout against a discovery of these standards; how much better it will be if\nwe all adopt the attitude of modern science and interest ourselves, first,\nsocial life we conform to a thousand standards.\n\nin that which is, and secondly, in that which can be developt thru the control of natural conditions.\n\nThe study of standards thus becomes at once a scientific and a practical\nWe must know Nature's limitations on behavior, many of which we\ncannot change. Here we must conform as best we can. We shall do this\nthe more completely because of our knowledge. For example, we cannot\nchange the body temperature, but we can become keen in detecting the\nconditions which are inimical to bodily life. In other cases we can improve\ntask.\n\nThis is especially true in the case of social conventions. Once\nwe become fully aware of the fact that passing our neighbors on the street\ninvolves the rights of two parties, we shall refine the methods of giving to\neach his due. Once we realize that the purpose of speech is to bring two\nminds into harmony, we shall perfect our mastery of language conventions.\nstandards.\n\nSo it is with educational practice.\n\nSchool life is governed no less than\n\nother phases of social life by standards which Nature has imposed.\n\nYou\n\ncannot make a child of six years of age pay attention to any single thing for\nten minutes.\n\nYou cannot interest a nine-year-old child in James's chapter\n\non the \"Stream of Consciousness.\" You cannot teach a child how to\nwrite fluently in one month. You cannot get third-grade children to form a\nfootball team;\n\nthey are not capable of social cooperation of the type de-\n\nWe might spend the rest of today and all of\ntomorrow enumerating limitations which Nature has set upon the activities\nof children, and in this enumeration we should be dealing with the negative\n\nmanded for team play.\n\nside of certain important natural educational standards.\n\nMore difficult, but immeasurably more important, is the task of defining\nNature's endowments on the positive side.\n\nIf third-grade children cannot\n\ncompass certain intellectual tasks, what do they understand? What\nkinds of games do they play ? What can they read ? How well do they\nwrite ?\n\nThe wise teacher is always watching pupils in order that the standard\nof teaching shall\n\nconform to the natural standard.\n\nMy plea is for this\n\nconformity to natural standards thruout the school system. Without\nhesitation or doubt it may be asserted that we have often departed from\nnatural standards and that we ought to admonish one another diligently to\nseek out the truth in these matters in order that we may correct our wayward\nsteps.\n\nI\n\n"} {"page": 740, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n7 24\n\n[Kansas city\n\nThen too there are social relations involved in school work in which\nShall we allow these relations to\nbe governed by individual caprice, or shall we ask that they be systematized ?\nShall we each set up his own method of walking in the educational\nhighway, or shall we demand that the rules of the road be made definite and\nthe rights of many parties are involved.\n\ninteUigible to all ?\n\nI am sure that there can be only one answer to these questions.\n\nI ven-\n\nture, therefore, to close the introduction of this topic and will spend the\n\nsecond half of mv time exhibiting some figures which illustrate what I\n\nmean by a study of practice as it is today and by the demand that in some\nrespects this practice be reformed in the light of study.\n\n[At this point lantern slides were shown exhibiting the differences in the\n\nmatter of non-promotions in the public schools of Cleveland, Grand Rapids,\n\nand St. Louis.\n\nThe practices\n\nin\n\nthese three cities differ\n\nradically.\n\nEditor.]\n\nTHE LEGITIMATE RANGE OF ACTIVITY OF THE JUNIOR\nCOLLEGE IN A PUBLIC-SCHOOL SYSTEM\nI.\n\nI.\n\nCAMMACK, SUPERINTENDENT OF SCHOOLS, KANSAS CITY, MO.\n\nAny intelligent discussion of public education, administered by public\nofficials and supported by public taxation, must take into account the radical\n\nchanges and the unusual development that have taken place in the last\n\ntwo or three decades.\n\nThe phenomenal development in material resources,\n\nthe improvement and extension of means of communication and transporta-\n\nand introduction of labor-saving machinery, with the\ndevelopment of new processes of construction; the constant and increasing\nchange from rural to urban life with the modified industrial conditions\ntion, the invention\n\naccompanying such change, and the necessary social and civic readjustments\nhave greatly modified and enlarged the scope and function of public\neducation.\n\nWhile the population of our nation has increast approximately from\nsixty-five million in 1890 to one hundred million at the present time—an\n\n—\n\nincrease of a little more than 50 per cent and the enrolment in the public\nelementary schools of the country has experienst a similar growth, increasing\n\nfrom twelve and a half millions to nineteen millions during the same period,\nthe growth in secondary and college education has been vastly greater and\nis clearly significant of the changes that are taking place in the direction and\nscope of public education.\n\nIn 1890 there were in public secondary schools 211,000 students;\nalmost\n\n—\n—a growth of 500 per cent, ten times the\n\ntwenty-five years later the number had increast to nearly 1,250,000\nsix times the\n\nformer number\n\nhad taken place in population and in elementary-school\nenrolment during the same period.\n\nincrease which\n\n"} {"page": 741, "printed_page": null, "text": "THE JUNIOR COLLEGE AND THE PUBLIC SCHOOL\n\nSuperintendence]\n\nIt\n\nis\n\n725\n\nsignificant to note that during this period the growth in private\n\nhigh schools had been from 98,000 to 150,000\n\n—\n\n—\n\nabout 50 per cent having\nkept pace with the general increase in population and with the increase in\nthe enrolment in the elementary schools.\n\nThe fact that, while the private\n\nhigh schools had increast but 50 per cent, the public high schools had increast\n\n500 per cent indicates clearly that the great increase in secondary education\ntaking place in the public schools. In 1890 practically one- third of all\n\nis\n\nsecondary students were in private schools, while twenty-five years later\n\nbut one-ninth were in such schools.\n\nThe development in college and university education, while not so\npronounst,\n\nis\n\nequally significant as to direction.\n\nThere were in 1890 in\n\ncolleges, universities, and technical schools approximately 68,000 students.\n\nIn 1915, the corresponding date used in comparing the growth of secondary\nschools, the number had increast to nearly 220,000, or more than three and\n\none-half times as many as at the former period, a growth of 250 per cent\nfive times the normal increase in population and general education.\n\nThe\n\nmajor part of this extension was also in state- or public-controlled schools\nas distinguisht from private institutions.\nThis brief survey emphasizes two conspicuous facts: (i) that the great\nextension in education in the past twenty-five years has been in secondary\n\nand collegiate education and (2) that it has taken place in the public schools\nas distinguisht from the private schools.\nIn view of such facts it seems pertinent to ask what the public school as\nan institution of general education has done to meet this enormous expansion and how it has succeeded in coping with the complex problems that\n;\n\nsuch increase has developt?\n\nThe elementary school has largely retained\n\nthe organization and methods that existed when it was the only instrument\nfor free public education.\n\nWhile its curriculum has been modified from\n\ntime to time and adjusted to meet the changing conceptions of the functions\n\nand scope of elementary education, there has been little fundamental change\nin its methods or organization.\nThe secondary school has largely followed the organization and the\nmethods of the private academy, its immediate predecessor, while the\ncollege and university have retained in large measure the traditions of a\nmore remote past. Readjustments designed to meet many of the new\nproblems have already made considerable progress. The traditional high\nschool takes the youth after he has advanst a considerable way in his adolescent period and discharges him before he has developt a satisfactory degree\nThat our present type of high school does not\nof self-regulating maturity.\ngive a satisfactory education and training for either entrance to a higher\ninstitution or for taking up the complex problems of modern society is\nuniversally conceded. The dissatisfaction comes from every source that\nhas to do with the product of our secondary schools. Employers in commercial and industrial firms are loud in their criticism of the inefficient\n\n"} {"page": 742, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n726\n\ncharacter of the training given.\n\n[Kansas City\n\nThey assert that the high-school boy and\n\ngirl have neither the proper attitude toward life nor the kind of knowledge\n\nand training necessary to give them even the right start in the business\nworld. Many successful business men advise young people, on completing\nthe elementary school, that it is better to go directly into industrial or commercial pursuits than to extend their education into the high school.\n\nThe\n\nexistence of hundreds of private schools for giving business and industrial\ntraining, claiming to prepare students for remunerative positions in a few\n\nweeks or at the most a few months, with the thousands of students in these\nschools, is evidence that the public schools are not adequately meeting the\nsituation.\n\nThe colleges and universities, altho they have largely shaped and\ndominated the subject-matter of the curriculum and the methods of instruction in the high school, are far from being satisfied with the results. I\ncannot forbear quoting the head of the department of education in one of\nour great universities. On this point he says: \"When will colleges realize\nthat an inadequately prepared student, inadequately taken care of in his\nfirst year and ejected with all the\nis an\n\npomp and circumstances of a faculty vote,\n\nevidence of institutional imbecility rather than of student failure?\"\n\nThe great number of immature students now entering college or university who have not reacht self-regulating maturity amply demonstrates\n\nthe wisdom of making some provision that will take better care of education\n\nThe work of these institutions is seriously hampered\nby the task of assimilating the imperfect product of the high school and\ntrying to rectify the defects in their early education so as to fit them for the\nimportant work of the upper division of university training. It is conceded\nby the authorities of these institutions that the first two years of college are\nmerely an extended type of secondary education. The presence in the\ncollege and university of great numbers of immature students of imperfect\nmental and moral development without the restraint of home life and\nat this critical period.\n\noften under a misconception of the very purpose of college education is a\nserious menace to these institutions as well as to the future well-being of\n\nthe students.\n\nA knowledge of these conditions has caused many parents\n\nto postpone or forego sending their sons and daughters away from home\n\nto higher institutions of learning and has caused other parents who have\n\ndone so, anxious days and sleepless nights.\nThe particular conditions that caused one city to attempt a solution of\nsome of these problems may be a matter of interest. Its system of schools\nprovides for the completion of the elementary grades in seven years and the\n\nThe unwillingness of parents to send their children\naway from home to college or university has resulted in large numbers\nremaining in the high school longer than the customary four years. The\nhigh school in four.\n\nschools are held in such esteem and the continuity of attendance is such\nthat 60 per cent of all children who enter the elementary school, including\n\n"} {"page": 743, "printed_page": null, "text": "Superintendence]\n\nTHE JUNIOR COLLEGE AND THE PUBLIC SCHOOL\n\n727\n\nthe kindergarten, complete the elementary course, and 90 per cent of this\n\n^^ number enter the high schools, and their persistence\n\nis such that more than\n^^[one-third of this number complete the high-school course.\nDuring 19 14-15, the year previous to the organization of our junior\nI^B\n^college, there were 118 postgraduates in the high schools and an equal or\ngreater number who had chosen to remain an additional year or two before\n\n^B\n\n^^B taking their diplomas.\nThese students, during their extra years' attendance, were in classes\n^^m\n^Bthat were largely composed of students in the earlier years of high-school\n^Rwork. The subject-matter, amount of work required, and methods used\n^Bwere necessarily upon the plane of those constituting the larger part of such\nclasses.\n\nAs a consequence the overage students did not have work suited\n\nto their mental development;\n\nthey did not grasp the proper viewpoint;\n\nthey were deficient as to kind and amount of subject-matter covered and\nfailed to acquire the habits that should come at that age in their develop-\n\nment.\n\nThey were, however, in large numbers asking the university which\n\nthey afterward attended to give them college credits toward a degree for\nthis high-school work.\n\nAs a first means toward a solution of this problem, an official of the\nUniversity of Missouri was invited to present the desirabihty of establishing\n\na junior college as a part of our public-school system to a representative\n\nbody of our citizens. The proposition received enthusiastic indorsement\nand was heartily approved by the daily press. The plan was presented to,\nand received the unanimous support of, the board of education, and in September, 19 1 5, a junior college was opened.\nExpecting from one hundred to one hundred and twenty-five students\nthe first year, we were surprised that double that number presented themselves.\nWe also had anticipated that work in the first year only need be\nTo the contrary, a sufficient number of home students who had\noffered.\nhad the first year's college work elsewhere applied for admission to justify\nthe opening of second-year classes giving us a small graduating class at the\n\nend of the first year of the existence of the college.\n\nThere are at present\n\nin the institution, which is in its second year, nearly four hundred students,\n\ndemonstrating, as it seems to us, conclusively that the institution has a\nplace and that it covers a legitimate range of activity in our system of\npublic schools.\n\nOpened under the patronage\n\nof the\n\nstate university, as\n\nwould be\n\nexpected, it ministers very largely to students who look forward to a complete college education, and more than 80 per cent of those now attending\n\nhave so declared their intention.\n\nThe very name of junior college implies\n\nthat there is a senior college, and that perhaps its chief function is to pre-\n\npare for, and articulate with, the senior college.\n\nWhile it will make possible\n\na university education to hundreds of our boys and girls, it will also relieve\nthe university of perhaps as many misfits.\n\nThe experience of two years in\n\n"} {"page": 744, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n728\n\n(Kansas City\n\nthe junior college will demonstrate to many that a university education is\n\nnot what they most need.\n\nWhile at present our junior college is largely\n\nengaged in fitting students for advanst college or university work, the future\n\ndevelopment and its greatest mission will be to extend the opportunity for\nfurther education to students who cannot or who should not take the traditional college course, but who are entitled to additional educational opportunities.\n\nIn performing this mission the institution will become not so much a\njunior college as a home college which shall respond to public demands,\nfit local conditions, include more and more opportunities for adult education,\nand become part and parcel of the home Hfe of the people. Its sessions will\nbe held in the evening as well as during the day and, having students that\nduring the day are engaged in the practical affairs of life, will take on a\npractical character and will thereby be more vitally helpful than any other\n\ninstitution now connected with public education.\n\nThe chief objection that has been presented in opposition to the juniorcollege movement is economic pressure, that funds will be diverted to this\n\nextension in education to the detriment of the elementary and secondary\nschools.\n\nThat the public is willing to finance this extension has been\n\nrepeatedly shown by special sources of revenue being provided where the\n\nmatter has been fairly presented and where the people have had an opportunity to express their approval.\n\nLaws making this provision have been\n\npast in some states and are pending in others.\n\nInstead of waiting for additional taxation on an already overburdened\npublic, the administrators of public education should look to a reorganiza-\n\ntion of the schools now embraced in the period already provided for by public\n\ntaxation.\n\nTwelve years, and, in many places, thirteen or fourteen years,\n\nwhen kindergarten is included, are embraced in the public-school period.\nEconomy of time has been a watchword in this association for many years.\nIf the elementary period is followed by the junior high school as now conceived, the educational reformers believe that the essentials of an elementary\n\neducation may be covered in six years.\nis\n\nThe twelve years, then, take what\nUnder the last division the\n\ncalled the 6-6 or preferably 6-3-3 plan.\n\nseventh, eighth, and ninth grades should cover the first two years of the\ntraditional high-school period, thereby saving one year in systems having\n\nThat this is possible is attested by the fact that it is now being\nWhen the same careful scrutiny and effort at elimination is given to the last two years of the high school and the first two years\nof the college that is now being given to merging the last two years of the\nelementary school and the first two years of the high school with a saving\nTo accomplish\nof a year's time, a like economy of time may be expected.\nthis the college and university must cooperate with the high school in the\nmodification of their courses and in the elimination of much that is virtual\nrepetition in the two schools.\nThe tenth, eleventh, and twelfth years when\neight grades.\n\ndone in several cities.\n\n"} {"page": 745, "printed_page": null, "text": "Superintendence]\n\nTHE FIELDS OF INDUSTRY AND PUBLIC SCHOOLS\n\n729\n\nso organized will give ample preparation for the professional schools, and\nfor the upper division of senior-college work.\n\nThis organization and this\n\naccomplishment will more nearly accord with what now exists and is being\ndone in the best European system of schools.\n\nThat this movement to make the junior or the home college an integral\nis nation-wide there can be no question.\nThe\n\npart of public education\n\nstate of California already has seventeen such institutions.\n\nOther states\n\nThe belief that it constitutes a legitimate range\nof activity in public education is gaining wherever the movement has\nare rapidly falHng in line.\n\nreceived serious attention.\n\nThe limits of this paper forbid a discussion of the many desirable results\nBut it will make it possible for\nthousands of young men and women to obtain a college education who\nthat will follow its general introduction.\n\notherwise would find it beyond their power.\n\nIt will permit other thousands\n\nto get such an education without leaving home.\n\nIt will reduce to a very\n\nconsiderable extent the expenses of education beyond the traditional high\nschool.\n\nIt will offer an incentive to the ambitious boy and girl to reach a\n\nhigher plane of preparation than is possible under the present system.\n\nIt\n\nwill make possible an adaptation of preparation to the local demands not\n\nnow existing.\n\nIt will enable the universities to confine their attention to\n\nlegitimate university work.\n\nIt will meet the present demand for prepara-\n\ntion along agricultural, industrial, and commercial lines thru the channels\nof public education without requiring the student to leave his home.\n\nNor will the movement stop at this point. The junior college will of\ncreate the demand for the complete or senior college, and the larger\n\nitself\n\nmunicipalities must look forward to giving complete university training,\n\nincluding the work of the professional schools.\nis being done is demonstrated in Cincinnati,\n\ncities.\n\nThat it can be and, in fact,\n\nNew York, and in a few other\n\nAn awakened democracy, face to face with the necessity of meet-\n\ning and readjusting\n\nitself\n\nto the revolutionary\n\nmovements now taking\n\nplace, will not be satisfied with less, and the administrators of public edu-\n\ncation where vision\n\nis\n\nfixt\n\nupon the past instead of the future, cannot\n\nlong delay its coming.\n\nRELATIONS AND LINES OF DEMARCATION BETWEEN THE\nFIELDS OF INDUSTRY AND PUBLIC-SCHOOL\nEDUCATION\nALBERT SHIELS, SUPERINTENDENT OF SCHOOLS, LOS ANGELES, CAL.\n\nThe fields of industry and the education of the public schools overlap\non the question of vocational education in the industries.\n5o long as we may indulge in theory and are unhampered by practical\nconsiderations, we may say at the beginning that there is really no line of\n\ndemarcation between industrial education and public-school education,\n\nJj.\n\n"} {"page": 746, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n730\n\n[Kansas City\n\nexcept as the former may be distinguisht as a rather specialized form of a\ngeneral activity, that is, that industrial education is normally a function of\n\nany system of public education just as the three \"R's\" or drawing or music.\nBut tho we do believe that training in the industries as part of a vocational program is essential in this age and for this country, our real difficulties begin when we start to apply our creed.\nFor in the appHcation we\nmay go beyond the legitimate bounds of the educational scheme, or, thru\nour clumsiness, we may fail to realize our own purpose. Both of these\ndangers confront us when we forget the lines of demarcation and the relations which exist between education and industry.\nIn the first case we may become so enamored of the industrial demands\nthat we may forget that our business is, not to multiply laborers and to\ncheapen products, but to train the best type of wage-earning citizens.\ndoes not\n\nThis\n\nmean that there is any fundamental philosophic antagonism\n\nbetween product and producer any more than there is between capital and\nNevertheless the fact remains that many real antagonisms can\ndevelop and do develop when we confuse the purpose of industry with that\nIn the second case our purpose is loyal to itself\nof industrial education.\nthat is, we create an educational scheme dedicated wholly to the interests\n\nlabor.\n\nof the learner.\n\nBut, because we establish too hastily a great variety of\n\nindustrial programs, without inquiry as to the kind of industrial instruction,\n\nthe scope, the method, the age of the learner, we initiate all sorts of ventures,\n\nranging from little printing presses for tender children to vast, expensive\n\nequipment.\n\nSo ambitious are some of the so-called vocational schools that\n\nthey are developing into institutions of technology with practically no significance for the work they have undertaken to accomplish.\nIf,\n\ntherefore, we are to apply our theories of industrial education, we\n\nshall have to learn when industry should be called into consultation with\n\npublic education and when it should be distinguisht therefrom.\n\nFurther,\n\nwe must distinguish the thing which we call manual training from that\nwhich we call industrial education, recognizing the place of each. So too\nmust we distinguish industrial education from technical education. And\nhaving recognized industrial education for what it is, we must arrange a\ncertain sequence, adapted to those experiences which are intended for\n\nyounger children so as to afford them a groundwork for election of special\ncourses, from those later ones which are to provide a preapprentice training.\nAnd these two in turn must be distinguisht from the kind of instruction\nthat aims by a sort of supplementary training to give the wage-earning\n\njourneyman or apprentice yet further ability. And, when we have made\ntliese distinctions which correspond fairly well with the age of the learner,\nranging from the child of twelve to the patriarch of sixty, we could conceive\nthem as arranged vertically one above another.\n\nNow this vertical ladder of progression does not stand alone. On\neither side are other ladders of\n\ncontemporaneous educational activities.\n\n"} {"page": 747, "printed_page": null, "text": "THE FIELDS OF INDUSTRY AND PUBLIC SCHOOLS\n\nSuperintendence]\n\n731\n\nWe must never forget that however excellent from the practical side our\ncomplete industrial educational systems are, and however valuable they\n\nmay be in the cultural sense, on either side of this progression should be\ninstruction in hygiene, in literature, in music, in civics.\n\nVocational education suffers from three great dangers:\n\n(i) it\n\nmay be\n\namateurish, reflecting neither the standard nor the practice of the work-\n\na-day world, existing only as a sort of saccharine, sentimental kind of\nplaying at vocations; (2) it may be narrow and rigid, looking toward the\n\nproduction of a humamnachine, the kind that does well its work, but knows\nneither the wherefore nor whither of its work; (3) it may be exclusive, for-\n\ngetting that, altho any form of public education must prepare for wageearning, not less truly must it prepare citizens of the state competent to\n\nunderstand and appreciate work,\n\nleisure, life\n\n—\n\nall\n\nthree.\n\nTo realize its\n\npurpose any program of industrial education must be a little more than\nindustrial only;\n\nand in being industrial it must have the practical and\n\ncultural values of industry, that is, it must be intensive, but never narrow.\n\nLet us now briefly fill out a program showing the relations, the demarcations:\n\nThe seventh, eighth, and ninth years of school life (and these in a state\nthat has proper legislation would as a rule include compulsory years of\nschool attendance) should do two things:\n\nshould offer\n\na\n\nTo do\n\nvariety of\n\nexperiences\n\nIn the industrial work they\n\nthat would afford a\n\nbasis\n\nof\n\nno elaborate trade-equipment would be necessary.\nWoodwork, wiring, sheet-metal work, possibly printing and piping, paintand all these\ning, cement work, a few lathes, benches, and good tools\nsimply arranged would be sufficient. With these would be properly\ncorrelated blue-print reading, simple drawing, measuring, and shop\nchoice.\n\nthis\n\n—\n\n—\n\narithmetic.\n\nBut this would be one aspect of the prevocatioijal scheme, else we should\nnot have a prevocational scheme at all.\n\nI\nH\n\nTrades are not the only vocations.\n\nPupils should learn their potential tastes and abilities in agriculture and in\n\ncommercial and academic subjects as well. Whatever the methods and\ninvestigations of vocational guidance might yield would be a part of the\n\nprogram for all four courses.\n\nNo attempt would be made to train for\n\napprenticeship, for this is not the purpose at this time.\n\nWhat the pupil is\n\nto learn is his own fitness, his own ability, the reasons for his own election\nfor the future.\n\n—music,\n\nstudies\n\nAnd always there would be full provision for the older\nliterature,\n\nand the rest/\n\nIf the\n\nintermediate school is to\n\nserve as something more than a device of administrative convenience, I\nbelieve it will find its place, not as a repetition of the elementary school nor\nas a pale duplication of the high school, but as an independent institution\n\ndevoted primarily to the task of discovering to pupils what work they wish\nto do, to give them enough experience and guidance to afford a basis for\nintelligent selection and choice.\n\n"} {"page": 748, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n732\n\n[Kansas city\n\nA second and subsequent type for those electing a course in industrial\ntraining assumes to prepare the learner for actual livelihood.\n\nIt should\n\nbegin in the ninth and tenth years of school, at the age of fifteen or sixteen,\n\nbecause it is an education that is to fit a pupil for apprenticeship.\n\nIt must,\n\nfor that reason, reflect the actual conditions of trade.\nIf our public-school\n\nsystems are to enter upon a vocational program\n\npredicated on some preceding intelligent selection such as has been outlined\nin the prevocational scheme, then we must be particularly careful to dis-\n\ntinguish the demarcation between industry and vocational education, for\n\nthat the tendency toward confusion between the two is\nHaving fixt the distinction clearly, we must establish the relations between the two, for they are most important.\n\nit is at this period\n\ngreatest.\n\nThe distinctions are these: Unlike industry, public industrial education\nis not primarily interested in making cheap products, but in training work-\n\ning men and women.\n\nUnlike industry, it is not content that the learner\n\nshall learn certain processes only, but that he shall understand the processes,\n\nthe relation between them, and their significance.\n\nUnlike industry, it does\n\nnot stop with the idea of making a good workman only, but a good citizen\nalso, who has not only the ability to do good work for industry, but the\ncapacity to enjoy his leisure by indulging in those pleasures that are at\n\nonce the finest and the least costly.\n\nBut good intentions and ambitious programs do not alone make a good\nscheme for industrial education. Once the large purpose be conserved,\nindustrial education has very intimate relations with industry; it must\nlearn from industry, it needs the aid of industry, and it needs the help of\nthe people in industry\n\n—employers and laborers—\n\nif it is\n\nto succeed.\n\nEspe-\n\ncially does it need the help in five things: in determining the kind of trade\n\nto be taught, in the selection of the teacher, in the selection of equipment,\nin determining the sequence of material of instruction, and in some scheme\n\nof cooperation by which the learner may attain shop experience without\n\ncompeting unfairly with shop workers.\nObviously a school should not train pupils to enter occupations that are\ndangerous to health, that have for a long time been overcrowded, that have\na low wage, that offer little promise of increase in pay or promotion. Not\nobviously we should select trades in which contrary conditions exist.\n\nless\n\nBut these facts can become known only thru some preliminary study. It\nmay be unnecessary to make an exhaustive survey to discover the fact that\nthe school should not rush blindly into the purchase of elaborate equipment\n\nwithout knowing why.\n\nA second important consideration is the selection of teachers who will\nWe are now quite well agreed\n\ngive instruction in technical trade processes.\n\nthat the college graduate or the graduate of the technical school may be\n\nvery poorly adapted to teach a trade, even tho he may understand the\nprocesses and appreciate the methods involved. This is because he lacks\n\n"} {"page": 749, "printed_page": null, "text": "Superintendence]\n\nTHE FIELDS OF INDUSTRY AND PUBLIC SCHOOLS\n\n733\n\nexperience in trade conditions, trade requirements, and trade customs.\n\nWith these latter the journeyman or foreman is familiar. But our convictions have driven us to extremes, and many of us have discovered that a\ngood workman may be a poor teacher.\nIndustrial education requires equipment, machinery, and tools. If a\nschool system desires to make a significant contribution to industry, it can\nscarcely expect to duplicate these things in a large way in several buildings;\n\nand if it does, it can scarcely expect to scrap them as junk, in the way\nthat factories, under stress of competition, are sometimes compelled to do.\n\nThose of us who have\n\nEquipment must, therefore, be selected carefully.\n\nconsulted expert managers and superintendents have learned the number of\nuseless and costly things put into vocational schools by enthusiastic teachers\n\nwho were graduates of technical institutions. I have in mind a class in\n^fcpplied electricity in a certain city that had all sorts of expensive scientific\n^Bnstruments and not a single arc lamp. Equipment for vocational educa^ion, if not purely supplementary, will never be cheap, and that is added\n\nA vocational school cannot suc-\n\n^Season for avoiding unnecessary waste.\n\n^^eed without the advice and suggestion of trained artisans.\n\nTechnical\n\neducation for the future engineer and industrial education for the future\n\nshop foreman are different things.\n\nWe need the industrial world to check\n\nour work, to determine for us the sincerity of our performance.\n\nIndepend-\n\nently we can provide the cultural training, the physical training, and the\n\nestablishment of proper hygienic habits.\nIf our industrial establishments need more intelligent labor, as we are\n\nand if we ourselves must conserve the general educational\nwomen might become mere automata, it is probable that business will have to make certain adjustments\nby which it will permit some of our pupils to work in the shops, as part of\n\ntold they do,\n\nvalues without which laboring men and\n\ntheir vocational experience, during the time in\n\nwhich they are actually\n\nThe history of industrial training in public schools\nhas too long been handicapt by its isolation from business conditions.\nThus far two kinds of education have been discust: prevocational\n\nattending the school.\n\ntraining for preadolescents as a basis of subsequent selection,\n\napprentice training for adolescents.\n\nand pre-\n\nA third type of training is that\n\nintended for wage-earners, apprentices, or journeymen, who enter the school\nto improve their own opportunity for advancement.\n\nI do not mean classes\n\nin shopwork for bookkeepers, or auto-repairing for enthusiastic owners of\n\nbut instruction for those who need it in their regular occupation.\nThere is no logical reason for refusing such instruction to a community,\nunless indeed there are those who affirm that our public schools should be\ncars,\n\nopen only to young people who have not yet entered the competitive world.\nAnd this position few, I take it, would be inclined to adopt.\nIn this work of continuation instruction we shall have to call on fore-\n\nmen, superintendents, and managers.\n\nWe may have to rent quarters in\n\n"} {"page": 750, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n734\n\nmanufacturing districts.\n\n(Kansas City\n\nWhatever we do, the importance of observing the\n\ndependence of education on business will be constantly in evidence.\nTo summarize, public education is concerned with industry, as it is with\n\ncommerce, as it is with any form of educational experience which prepares\nman for a livelihood and for living. This implies a type of instruction more\nspecialized than that of the first six years of school life, and differentiated\nfrom the purely cultural and academic conception which up to a decade ago\n\ndominated secondary education.\nPublic industrial education is to be sharply discriminated from industry\n\nand from the sort of schooling which industrial employment offers, in that\nit provides for an education which is more extensive and more intensive.\nIt is more extensive in that it conceives human beings, not as wage-earners\nonly, but as men and women who need an education that is cultural, civic,\n\nand social.\nIn all this program the large aim is, not to multiply a great number of\nbut better-trained, better-developt,\n\nsuperficial, partially trained workers,\n\nbetter-educated workers, whether prospective or existent, who by this education may become better citizens for the state.\n\nMULTIPLE USE OF CHILD-WELFARE AGENCIES\nWILLIAM WIRT, SUPERINTENDENT OF SCHOOLS, GARY, IND.\n\nTwo or three generations ago it did not matter much from the standpoint of national welfare whether or not the cities were good places for\nrearing children, because the cities had only lo per cent of the population.\n\nToday over half of our population is in the cities, and, as a rule, the most\naggressive and ambitious part of our population has been attracted to the\ncity because of the superior opportunities for professional and business life,\n\nas well as intellectual and artistic pursuits.\nCities have never been\n\ngood places for rearing children, and are less\n\nEvery\nsatisfactory for this purpose today than they were a generation ago.\ntime an apartment house has been erected on a vacant lot, the children of\nthe neighborhood have lost a playground. The work formerly done in the\n\nhome and in the small shops near the home is now concentrated in large\nfactories, and the city home no longer has the opportunity for the industrial\ntraining of its children.\n\nFor nearly a generation there has been a nation-wide agitation for\npublic playgrounds to take the place of the vacant lots and the free play\nspace of the past. Nearly every city has made some progress along the\nline of securing public playgrounds for the children, but the progress made\n\nhas not kept pace with the disappearance of the open play spaces. Probably there are at least ten hours of children's play in the street today to\n\none hour of a generation ago.\n\nThe street is also a much more dangerous\n\n"} {"page": 751, "printed_page": null, "text": "Superintendence]\n\nMULTIPLE USE OF CHILD-WELFARE AGENCIES\n\nplace to play in than it was a generation ago.\n\n735\n\nThen a horse traveling down\n\nthe street a mile in three minutes would have been considered racing.\n\nToday our streets are full of automobiles, and twenty miles an hour is\nconsidered a slow speed.\n\nThe problem of creating a child world within the adult world of the\ncity where children may be kept busy all day long working, studying, and\n\nplaying in a wholesome environment has not been solved because of the\nfinancial inability of the city to provide the necessary equipment, facilities,\n\nand supervision.\n\nThe public schools are now looking after the children for an average of\nabout two and one-half hours a day, if the total school time- is averaged\n[over the 365 days of the year. Public libraries, playgrounds, settlements,\nchurches and Sunday schools, social and recreation centers, and other child^\n\nwelfare agencies are occupying the time of the children for an average of\nless than ten minutes a day for the 365\n\nI\n\ndays of the year.\n\nAs a result the\n\ncity street has the children for twice the amount of time to educate them in\n\nthe wrong direction that the school, playground, library, church, and other\nchild-welfare agencies have to educate them in the right direction.\n\nThe establisht public-school system is the principle stumbUngblock in\nthe way of creating within every city a desirable child world that will make\nthe city the best place for rearing children.\n\nThe traditional school system\n\nwas never planned for city life.\nIn the country the child gets his physical training, industrial training,\n\nand general character-development on the farm. The providing of a\nschool seat for each child and .a teacher who stays with him five or six hours\na day for half the days works fairly well. But in the city, where the home\ncannot do for the children what the farm can do in the way of characterdevelopment and physical and industrial training, it is necessary that the\npublic provide a great deal more than a school seat, and a much wider range\n[of activities than simply studying reading, writing, and arithmetic, and\n'use much more of the child's time.\nIn the cities the public must provide the playgrounds, the gymnasiums,\nand the swimming-pools for the physical training and play of the children.\nThe public must provide opportunities for re-creation as well as creation.\n!The public must provide workshops, laboratories, libraries, studios, and\nopportunities for the civic and social training of the children, as well as\nschool seats for the study of reading, writing, and arithmetic.\n,\n\nI\n\nIn creating this desirable child world in the city, I believe it to be fun-\n\ndamental that the regular teacher of the regular academic subjects have\ngood classrooms with good equipment, that the classrooms must not be used\nfor other purposes, and that the funds available for classrooms should not\n\nbe diverted to other purposes.\n\nI also believe it to be fundamental that the\n\nteacher herself must have her undivided time for the teaching of regular\n\nacademic subjects, and that part of her salary must not be diverted to pay\n\n"} {"page": 752, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n736\n\nsalaries of supervisors and extra special teachers.\n\n[Kansas City\n\nIt is also fundamental\n\nthat the regular teachers have all the children's time necessary for satis-\n\nfactory instruction in reading, writing, and arithmetic.\n\nIt is fundamental\n\nthat the job of the school-teacher be confined within the limits that make\nit possible for\n\nthe average person to do the work satisfactorily.\n\nI want the children to have playgrounds, gymnasiums, swimming-pools,\n\nworkshops, laboratories, gardens, libraries, studies, and auditoriums, and\ntime to use them, and proper supervision while using them.\n\nBut don't\n\ndestroy your schools by taking for special facilities money needed sorely\nfor regular classrooms.\n\nDon't destroy your schools by taking time for\n\nday for the study of reading,\nDon't destroy your schools by taking for super-\n\nspecial facilities out of the ordinary school\n\nwriting, and arithmetic.\n\nvisors of special facilities the time\n\nand strength and\n\nsalaries\n\nof\n\nyour\n\nteachers who are needed for teaching reading, writing, and arithmetic.\n\nChildren should have the opportunity to be in a public, supervised child\n\nworld seven or eight hours a day and at least three hundred days of the\n\nBut it is physically impossible to expect one teacher to stay with one\ngroup of children all day long and every day, because of the length of time\n\nyear.\n\nof the services required as well as the impossibility of doing for the children\nall the variety of activities that needs to be done for them.\n\nThe establish t practice seems to be that only one child- welfare agency\ncan be in use at any one time; each agency must be large enough to\naccommodate all at once. This plan is known as the \"peak-load\" plan,\nbecause the load during the time of operation is made as great as possible\n\nupon each facility.\n\nThere is no more reason for operating public child-\n\nwelfare agencies on a peak load than there is for operating adult publicservice facilities\n\non a peak load.\n\nWe do not insist upon all the adults\n\nusing the public park at once, using the street cars at once, nor the public\nart galleries at once.\n\nTo require all the children to use school-teachers from nine until three,\nand librarians and playground teachers after three, is the same thing in\nprinciple as requiring all adults to consult doctors between nine and three,\nand lawyers after three o'clock. As an adult, someone else looks at my\npicture in the art gallery when I do not wish to look at it, someone else\nenjoys my public park when I do not wish to enjoy it, someone else goes\nto my grand opera when I do not wish to go, someone else consults my\ndoctor, lawyer, or merchant when I do not wish to consult them, someone\n\nmy seat in my street car when I do not wish to ride in it.\nBecause all these public facilities have this wider use, or multiple use,\n\nelse rides in\n\nor alternate use, each one of us has better street cars, better doctors, better\nlawyers, better parks, better operas, better art galleries than we would have\n\nonly one of these public-service facilities could be used at a time. Why\ncannot some other child use my child's school seat for studying reading,\n\nif\n\nwriting, and arithmetic when\n\nmy child cannot use it ? Why cannot some\n\n"} {"page": 753, "printed_page": null, "text": "Superintendence)\n\nMULTIPLE USE OF CHILD-WELFARE AGENCIES\n\nother child use my child's auditorium seat when he cannot use it ?\n\n737\n\nWhy\n\ncannot some other child use my child's playground when he cannot use it ?\nIf we can secure a wider use, multiple use, or alternate use of child-welfare\nfacilities,\n\nthen my child will have a better schoolroom and seat, better\n\nauditorium, and better playground when he can use them.\n\nOn a peak-load plan every public-service facility must be large enough\nto\n\naccommodate everybody at once.\n\nBut the advantage of cooperative\n\neffort in public-service facilities rests entirely upon securing a multiple or\n\nalternate use of these facilities.\n\nIn the ordinary city public school the teacher of a third-grade class\ndoes not keep her children studying reading, writing, and arithmetic five\n\nhours a day.\n\nShe first has her children in opening exercises.\n\n'\n\nThen after\n\nthey have studied reading, writing, and arithmetic as long as they can do\n\nthem a recess, physical training, manual\nThe program of every teacher\nis arranged so that the special subjects supplement the regular subjects and\nrelieve the child of too-long-concentrated application in any one subject or\ntype of work. Not more than one hundred and eighty minutes a day .is\nused or needed for reading, writing, and arithmetic. We can relieve the\nthird-grade teacher of the burden of teaching the special subjects by sending\nso profitably, she tries to give\n\ntraining, music, drawing, or nature-study.\n\nthe third-grade class that has been with her in her classroom studying\nreading, writing,\n\nand arithmetic for ninety minutes out to the\n\nspecial\n\nteachers, and give her in exchange another third-grade class that has been\n\nspending .the ninety minutes with the special teachers.\nFortunately one academic classroom can be used for two academic\nclasses.\n\nWhen the teacher sends her first third-grade class out to special\n\nactivities and receives a second third-grade class in exchange, she will insist\n\nupon this second third-grade class using the classroom occupied by the\nHer argument is that she has the work for the class\noutlined upon the blackboard, and that all her maps, globes, and charts are\nin this room.\nShe cannot see why she should leave her classroom empty\nwhile she goes to another classroom and duplicates all of her work for the\nsecond class, any more than a history teacher in a high school should\nfirst third-grade class.\n\nchange classrooms every time she changes classes.\n\nTen classrooms in a school are sufficient for the instruction in reading,\nwriting, and arithmetic of twenty classes of children if they are used exclusively for this purpose.\n\nThe remaining ten classrooms can, therefore, be\n\nturned into laboratories, studios, libraries, workshops, and gymnasiums.\n\nThe academic classroom is the most expensive unit in a school building.\nIt costs more to*build ten classrooms for the academic instruction of ten\nclasses than it does to build gymnasiums or to buy a playground for ten\nclasses, to build an auditorium for ten classes, or to build workshops, laboratories, studios,\n\nand libraries for ten classes.\n\nBy using the classroom ex-\n\nclusively for the academic instruction of the children and giving the regular\n\n"} {"page": 754, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n738\n\n(Kansas City\n\nclassroom teacher her full strength and time for this academic instruction,\nit is possible to provide what might be considered extravagant facilities and\n\nequipment for keeping children busy all day long, working, studying, and\nMagnificent classrooms can be provided for all children, if we need\n\nplaying.\n\nonly half as many classrooms as classes.\n\nMagnificent auditoriums can be\n\nprovided if we need only seating capacity for one-sixth the total number of\nMagnificent playgrounds, gymnasiums, and swimming-pools can\nbe provided if we need to accommodate only one-sixth of the children at\none time. Magnificent shops, laboratories, libraries, and studios can be\nchildren.\n\nprovided if only one-sixth need be accommodated at once.\n\nIn a school accommodating twelve hundred children we need only six\nhundred classroom sittings; only two hundred auditorium seats; play\nspace for only two hundred; shops, libraries, studios, and laboratories for\nonly two hundred. By collective effort and multiple use we need to provide\nfor each child an average of only one-half of a school desk and seat, onesixth auditorium seat, one-sixth play space, one-sixth shop, library, studio,\n\nor laboratory space.\n\nCollective effort in the traditional school without\n\nmultiple use requires twice the classroom space and six times the play,\n\nauditorium, shop, studio, and library space, which means that only a few\nof the children can have these necessary facilities.\n\nIs it not, therefore, a\n\ncrime against childhood that the city school should not avail itself of the\n\ntremendous advantage of multiple use in operating child- welfare agencies ?\n\nThe city is the best place for lawyers because there are so many people\nThe city is the best place for doctors because there are so\nmany people in the city. The city is the best place for merchants and for\n\nin the city.\n\nteachers because there are so many people in the city.\n\nLarge numbers of\n\npeople collectively working together in the city are able to provide a richer\nlife\n\nthan they can individually provide for themselves isolated from each\nIn fact, the city is the best place in the world for the average adult\n\nother.\n\nto live his life.\n\nIs it not strange, therefore, that we should say that we\n\ncannot provide playgrounds for children in the city because there are so\nmany children ? Is it not strange, therefore, to say that we cannot provide school seats for children, auditorium seats for children, workshops,\nlaboratories, and studios for children because there are so many children ?\n\nShould not the city that has the most children do more for each child just\nas it is able to do much more for each adult ? The city can be made the\nbest place in the world for children if we will apply the same principle for\n\noperating child-welfare agencies that we have applied in the operation of\nadult-welfare agencies.\n\n"} {"page": 755, "printed_page": null, "text": "Superintendence]\n\nCOMMITTEE ON BOARDS AND SUPERINTENDENTS\n\n739\n\nREPORT OF THE COMMITTEE ON RELATION BETWEEN\nBOARDS OF EDUCATION AND SUPERINTENDENTS\nIn the preparation of this report the committee has drawn upon the\nFirst, a circular of inquiry was sent to\nmembers of the National Education Association who are at the\npresent time superintendents of schools. It was designed to secure a type\nof information more intimate and complete than can be secured from printed\n\nfollowing sources of information:\n\nactive\n\ncopies of rules or from reports of the\n\nBureau of Education. Answers\nIn some instances the committee\ncorresponded further with individuals on this list. Of the 190 reports, 39\ncame from cities of more than 30,000, 151 from smaller cities. There\nwere, in addition, four letters unsigned. These were not included in the\nwere received from 190 superintendents.\n\ntabulations.\n\nThe second source of information was the Bureau of Education.\nletin\n\nBul-\n\nNo. 44 of the series of 191 5, entitled School Administration in the\n\nSmaller Cities, prepared by W. S. Defifenbaugh, chief of the Bureau's Division of School Administration, contains detailed information for cities\n\nbelow 30,000 inhabitants. A similar bulletin of the Bureau by the same\nauthor is now in press, giving the facts for large cities. The Bureau has\ncooperated with the committee and has given access to the manuscript\nof this bulletin, thus making it possible to base some of the statements of\nthis report\n\non a broader foundation than that supplied by the letters\n\ndescribed above.\n\nA third source of material was found in the current discussions of school\nA short\n\nadministration in school surveys and treatises on administration.\nselected bibliography of such sources is appended to this report.\n\nThe impression which a careful study of this material makes on one's\nmind is the painful one that most administrative situations are undefined\nand shifting. Schools are administered, sometimes well, sometimes badly,\nbut in most cases without clear definition of responsibility or authority.\nPublic interests are fortunately protected in most instances, but the machinery is the primitive machinery of the vigilance committee, with now the\nsuperintendent, now the board of education, now the city council, now a\nparents' association, trying to determine what steps shall be taken to pro-\n\nmote public welfare.\nIn such a situation the accidents of personal influence play an unjustifiable part.\n\nSeveral of the letters from successful superintendents state\n\nexplicitly or show between the lines that they are entirely in control of the\npolicies of the schools.\n\nSome go so far as to say that any effort to define\n\nthe responsibilities and authority of the superintendents would curtail\ntheir influence and would therefore be undesirable.\n\nAt the other end of\n\nthe scale are reports which show that the superintendent is shorn of all\n\nIn many cases he is little more than a clerk, dependent from\nday to day on the accidents of the board's attitude for the meager authority\n\ninfluence.\n\n"} {"page": 756, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n740\n\n[Kansas City\n\nIn some cases he goes to the board meeting\n\nwhich -he tries to exercise.\n\nHe has teachers sent to him by the board,\nand he knows nothing about the financial management of the system.\nSuch a superintendent usually recommends the adoption of a state law\nendowing his office with rights.\nThe extreme situations referred to above may occur within a single\nstate, showing that there is no such thing as a typical and clearly defined\nAmerican school administration.\nThe origin of the present situation is not far to seek. American schools\nwere first controlled by the citizens of the district. They met in intimate\nneighborhood groups and settled the problems relating to their children.\nCommunities were fairly homogeneous, the course of study was simple,\nschool buildings were all about equally unsanitary, and teachers were\nequally untrained. A majority vote was a democratic and accepted method\nof carrying the community thru these undesirables.\nWithin a half-century all this has changed. We know today that every\nonly when especially invited.\n\ncenter in a state is involved in the behavior of each of its communities.\n\nIndeed, our generation is witnessing the assumption by the federal govern-\n\nment of an influence and authority in education which is without precedent\nThis is not the place to comment at length on these\n\nin American history.\n\nchanges, but one result is absolutely certain\nof schools is gone.\n\nplace.\n\n—the simple\n\ndistrict control\n\nIt remains for us to decide what we shall have in its\n\nWhat we have today is a series of experiments of every variety that\n\ncan be set up thru the exercise of human imagination. Most of these\nexperiments are going on behind closed doors. Most of them involve sooner\nor later a conflict of authority.\n\nVery few of them are understood by the\n\npeople of the communities in which they exist.\n\nThe result is, first, much clumsy administration, even where everybody\nacts in the spirit of most cordial cooperation.\nto the school are delayed.\n\nMatters of vital importance\n\nSecondly, baneful agencies, seeking to profit\n\nunjustly, can set up in the school system influences which would have no\n\nweight\n\nif\n\nthere were\n\nclear\n\nand\n\ndefinite\n\nresponsibility\n\nand authority.\n\nThirdly, the people of the community, being uncertain about what is going\non, often become restless and critical and unwiUing to give adequate sup-\n\nport to the schools.\n\nFourthly, the teaching staff sometimes becomes de-\n\nmoralized and relatively inefficient, at times the disorganization goes so\nfar that teachers are actually\n\nand openly antagonistic to the board or\n\nsuperintendent, or both.\nAll these untoward conditions are symptoms of inefficient organization.\nThe cure is, not a petty tinkering with details, but rather a broad treatment\nof the fundamental principles involved.\n\nIt\n\nis\n\nmanifestly the duty of the\n\nDepartment of Superintendence to contribute in some vigorous way to a\nmore intelligent control of the new type of school organization which has\nsuperseded the old-time district system.\n\nThe people who send\n\ntheir\n\n"} {"page": 757, "printed_page": null, "text": "Superintendence]\n\nCOMMITTEE ON BOARDS AND SUPERINTENDENTS\n\n741\n\nchildren to schools are beginning to demand that they be informed more\ndefinitely than ever before about the government and conduct and achieve-\n\nments of these schools.\n\nThere can be no doubt that people are very much\n\ninterested in their schools and are in a mood to act for the best interests\nof these schools if they can gain the necessary information.\n\nThe selfish interests of the members of this department, no less than\nthe demands of communities, dictate a campaign aimed at more thoro\npublic understanding of school organization.\n\nThere is not a school super-\n\nintendent in the country who would not gain by a clearer definition of his\nrelations to the community.\nThis is not a shallow plea for a self-seeking\ncampaign for more arbitrary authority; it is a plea for a better distribution of work within the system.\nUnless this department undertakes such\na study and brings to boards of education suggestions which will help them\nin the discharge of their functions, there will be many more professional\n\ncareers of school superintendents interrupted or entirely destroyed\n\nby\n\nconditions which could have been wholly avoided if the new problems of\nschool organization had been fully discust.\nIt is not necessary to bring to mind here the conspicuous examples of\n\ndisaster in school systems which have been recorded even in the last year\n\nas a result of fruitless controversies growing out of a clash of authority.\nIt is not necessary to offer an estimate of the energy which has been devoted\n\nby school superintendents to patching up the old bottle of school organization, which will not hold together when the new wine of modern education\nis poured in.\nA few quotations from the letters received by the committee\nwill show the serious demand for a genuine campaign of public education\nin such matters.\n\nOne superintendent in California says:\nI\n\nam of the opinion that if your committee, after receiving and studying the various\n\nreports to you, would formulate a pretty definite set of rules governing the relationship\n\nbetween a board of education and its superintendent, and have the same past upon at\nthe next meeting of the Department of Superintendence, and then ask the various state\ndepartments of education to adopt such a set of rules and notify the various school boards\nof their respective states of their action, your efforts would be productive of the greatest\n\ngood.\n\nAnother from the same state says:\nIn order to get the matter of relative powers of superintendents and boards before\nthe attention of members of boards of education, I recommend that the committee prepare\n\na circular with a tentative program composed of a few concise sentences with a heading,\n\"What a Board Should Do,\" and another page with the heading, \"What a Superintendent\n\nShould Do,\" avoiding, so far as possible, anything which requires extended explanation,\neven if something must be sacrificed.\n\nFrom Colorado comes the following:\nAs to your final question, I have this suggestion to make, that is, that the conclusions\narrived at by your committee should be put in printed form and given to the local press,\n\n"} {"page": 758, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n742\n\n[Kansas city\n\ncommercial clubs, and other organizations for civic betterment to get these conclusions\nbefore the public mind.\n\nSuperintendents themselves should be requested to furnish\n\nnames of newspapers and clubs to which information should be sent, but superintendents\nshould not be askt to distribute pamphlets or any other matter relating to the subject.\nFrom the very nature of the question the superintendent should be an interested onlooker\nuntil such time as his board of education should wish to have him express his views on\npowers delegated to superintendents.\n\nAnother superintendent from that state writes:\nThe department can render no greater service than to devise certain type plans of\norganization suited to typical school systems and give these type organizations wide\npublicity in periodicals that reach the general public.\n\nThat they should be supplied to\n\nschool superintendents and principals and to boards is obvious.\n\nFrom Illinois comes the following:\nThe Department of Superintendence can help improve present conditions by working\nThe best plans in the world, I think, will\n\nout specific plans for cities of various sizes.\n\nnot do, however, unless the boards have had a part in their formulation, for if they do\nnot have a part they will reject the work of the school people as being one-sided because\ndone wholly by interested parties. The state and national school-board associations would\nno doubt come to sane conclusions if they would study the problem in a thorogoing way,\nas leading educators are now doing.\n\nFrom Iowa:\nIt appeals to the writer that the department may perform a real service by showing\nin tabulated form the exact functions that obtain now both on the part of superintendents\n\nand on the part of boards, and then secure from schoolmen in public-school administrative\npositions and from members of boards their reactions toward the different types of activities.\nI suggest these two classes because I feel that the public schoolmen rather than\nstudents of education should give their reactions, and that the men representing the public\nwhose money they spend should also be heard.\n\nFrom Massachusetts:\nIn general the Department of Superintendence might contribute to the better relation between boards and superintendents by emphasizing very strongly the fact that in\n\nindustry and commerce directors decide upon policies and broad lines of activity, leaving\n\nthe control of machinery and the execution of all administrative details to general super-\n\nAbsolutely the same policy should be followed in the management of school systems.\nThere is no reason why superintending schools should not be recognized as a special-\n\nintendents or managers.\n\nmuch as superintending raibroads, steel mills, or department stores.\nThe more a superintendent is recognized the more likely the country will be to attract\nized profession as\n\ncapable men into the teaching profession to fit themselves for that particular part of the\nwork. If the Department of Superintendence can emphasize this strongly and bring\nit to the attention of the intelligent\n\nmen of the country, it will be doing a valuable piece\n\nof work.\n\nFrom Michigan:\nI believe the Department of Superintendence can promote progress in school organi-\n\nzation by determining just what the relation of superintendent and board should be, and\n\n"} {"page": 759, "printed_page": null, "text": "I\n\nSuperintendence]\n\nCOMMITTEE ON BOARDS AND SUPERINTENDENTS\n\n743\n\nby giving publicity to its findings in the public press and by frequent discussions on the\nprogram of the Association.\n\nFrom Nebraska:\nI believe tha,t the Department of Superintendence can promote a better relationship\nbetween boards and superintendents by giving greater publicity to the elements of this\nproblem and by making certain definite recommendations for general adoption.\n\nFrom New York:\nIt seems to me that one of the ways in which the Department of Superintendence\nmay most advantageously proceed in order to promote in all parts of the country better\n\nrelations between boards and superintendents\n\nis\n\nto publish suggestive rules governing\n\nthe work of the superintendent and outlining what should be the relation between boards\n\nand superintendents to make the work most effective.\n\nThis committee, in the discharge of the commission for which it was\ncreated, and in compliance, as\n\nas exprest\n\nit\n\nbeheves, with the consensus of opinion\n\nby those who repUed to its circular of inquiry, begs leave to\n\nrecommend as follows:\nFirst, it is recommended that action on certain general principles of\nschool administration which will be detailed in the later sections of this\nreport be taken at this meeting, and that a committee of ten members,\nto be known as the Committee on Publicity, be created to bring these principles to the attention of boards of education and communities thru legiti-\n\nmate avenues of public discussion.\n\nIt is recommended that steps be taken\n\nto supply this committee with funds for its work.\n\nSecondly, it is recommended that after the adoption of these general\nprinciples a commission of ten be created, to be known as the Commission\n\non Administrative Legislation, to work out details in the form of rules\nsuitable for adoption by boards of education, and model laws to be recommended to legislatures, and to present these to this department for action\nat the next annual meeting.\n\nIn the performance of this duty the Commission on Administrative\nLegislation shall give special attention to board rules and laws now in operation and shall, so far as possible, support each of its recommendations by\ndirect reference to such establisht cases.\n\nThirdly, it is recommended that a committee of ten be appointed, to be\n\nknown as the Committee on Cooperation with School Boards, the duty\nof which shall be to get into communication with school boards or organiza-\n\ntions of such bodies and to secure from them as much cooperation as may\n\nbe possible in defining fully the problems of public-school organization.\n\nThe special duty of the committee shall be to promote, so far as possible,\nmembers in state educational\n\norganizations of sections for school-board\n\nassociations and in the National Education Association, in order that the\n\n"} {"page": 760, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n744\n\n[Kansas City\n\ngeneral principles adopted by this department may be discust and supple-\n\nmented by school boards.\nAs a basis for the future activity of the department the committee\nherewith presents general principles of organization which it believes should\n\nbe adopted by this department.\n\nGENERAL PRINCIPLES\n1.\n\nThe representatives of the people who are in charge of educational\n\nsystems should realize that they represent, not the local interests of a nar-\n\nrow district, but the interests of the whole community.\n\nEducation cannot\n\nbe complete nor its equipment satisfactory unless localities of very different\ncharacter are brought into cooperation. Education is a function of the\nstate, not of single communities.\n\nThis principle\n\nis\n\nbased on the consideration that population in\n\nits\n\nreadjustments brings constantly into one district people who were shortly\nbefore in other districts.\n\nFurthermore, the higher forms of education can\n\nbe supported only by large units of population.\n\nThus the high-school\n\ndistrict must be large, and this is still more evident in the case of the state\n\ninstitutions, such as normal schools and state universities.\n\nLocal school officers often forget that education is the duty of the state.\n\nThey conceive themselves to be guardians of a narrow district.\n\nThey seek\n\nthe advantage of a certain section of the town, or they represent the special\ninterest of some one class in the community.\n\nThe board of education which conceives its duty in a large way will not\naim to secure in its membership personal representatives of all classes in\nthe community, but will strive to represent the whole system by making\nadequate studies of the interests of all classes.\n\nFor example, it is not pos-\n\nsible to include in the board personal representatives of every ward or of\nall the trades and professions, but the board should study the needs of all\n\nwards and of all trades and professions.\nThe tendency in all school systems has been in the direction of a reducThe old idea was a board\ntion in the number of members of the board.\n\nmade up of personal representatives of all interests.\nis\n\nThe better principle\n\nthat the board learns about all interests and represents all interests thru\n\ninteUigence rather than thru partisan partiaHty and logrolling.\n\nThe realization of this principle appears in the fact that the majority\nof boards are today made up of persons who represent the school system at\nlarge, not by districts.\n2.\n\nA second general principle issues directly from the first. The repre-\n\ncommunity interests in education should be free\nThe same persons should not be involved\nin a study of the educational needs of a town and in the study of other needs,\nsuch as police, fire equipment, and so forth, because these latter are more\nThe educational system is in part\nrestricted interests than is education.\n\nsentatives of the broad\n\nfrom any local entanglements.\n\n"} {"page": 761, "printed_page": null, "text": "Superintendence]\n\nCOMMITTEE ON BOARDS AND SUPERINTENDENTS\n\n745\n\npaid for out of state funds and will from this time on be affected increasingly\n\nby national subsidies of particular activities.\n\nThere will be the largest\n\nnecessity for a high-minded consideration of the most advantageous disposition of all resources for the good of the state and of the whole community.\n\nThis requires the divorcement of the school system from local poUtics,\n\nhowever legitimate the latter may be.\nThere is, accordingly, a strong tendency to separate the board of education from all branches of local government and to give it autonomy in\nall matters.\n\n3.\n\nThe representatives of the people cannot perform directly the large\nThey must employ technically\n\nduties of carrying on the school system.\n\ntrained officers to conduct the schools.\n\nTo\n\nthese technically trained\n\nofficers they must look for proper information on which to base their deci-\n\nsions, and they must be prepared to intrust to those officers the powers and\n\nresponsibilities which attach to the daily conduct of school work.\n\nThere is little doubt on the part of all communities that technical training is necessary for the proper conduct of schools, but the exact definition\nof the sphere within which technical training\n\nis\n\nneeded is not yet workt\n\nout in most systems.\n\nA series of concrete examples may therefore be offered as illustrating\nthe type of duty which board members cannot properly perform.\n\nNo board\n\nmember should teach classes. No board member should act as principal of a\nschool.\nNo board member should negotiate with a publisher of textbooks,\nnor should pass on the availability of a given book for use in a school.\n\nNo\n\nboard member should examine teachers with a view to determining their\n\nNo board member should plan a school\nNo board member should write the course of study. Even\nwhere individual cases may arise in which particular members of certain\nqualifications for appointment.\n\nbuilding.\n\nboards would have the ability to perform these tasks, it is better that a\nwell-establisht division of labor should be recognized.\n\nIt\n\nis\n\nthe duty of\n\nthe members of the board to see that technical officers do the work of the\n\nsystem, but the board should not do this work itself.\n\nIt is a public board,\n\ncreated to see that a certain piece of public work is done, not a group of\ntechnical officers created to do the work.\n\nThe safe analogy in this case is the analogy of the board of directors\nin a business corporation.\n\nNo one can imagine a director of a railroad\n\nstopping a train and giving the engineer and the conductor orders about\ntheir duties.\n\nIt ought to be possible to organize and define the technical\n\nduties of a school system and to distinguish\n\nthem from the broad duties\n\nwhich reside in the representatives of the people.\n4. It is\n\nfundamental to the conduct of a school system to recognize\n\nthat instruction is the end and aim of all that is undertaken.\n\nThe build-\n\nings are erected with a view to the housing of instruction; all supplies are\n\nused for instruction;\n\nall officers in the system are appointed for the purpose\n\n"} {"page": 762, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n746\n\nof directing or conducting instruction.\n\n[Kansas City\n\nIt follows that there should be no\n\nsubordination of instruction to business interests and no separation of the\ngeneral management of the business concerns of the system from the general\n\nmanagement of instruction.\nIt is sometimes held by board members that they know about business\nmatters and do not know about instruction, and, on the other hand, it is\nfreely asserted that school officers are inefficient in business matters.\nis\n\nIt\n\nthe judgment of the educational profession that board members cannot\n\nbe intelligent about the conduct of schools unless they secure and thoroly\n\ncomprehend reports on the instructional phases of school work. It is\nequally the judgment of the profession that no supervisory officer of a school\nsystem is competent to manage the details of a school system if he cannot\ncomprehend the business relations involved. In some large systems there\nmust be a separation of personal duties between the general superintendent\nand the manager of business details, just as there must be assistant supervisors of instruction.\nIn such cases it is a fundamental requirement of\ngood organization that the instructional demands of the system shall be\ndominant, and that this fact shall be clearly recognized in the organization.\n5. The financial duty of the board is to be described in the statement\nthat the board should see to it that the funds of the system are collected\n\nand distributed in a thoroly systematic fashion. This calls for a definite\nbudget, a clear public financial statement, and a careful study of the principles underlying distribution, so that all the functions of the system may\n\nshare equitably in the support which is available.\n\nIf all these requirements\n\nare complied with, it may be and often is the duty of the board in the\n\ncapacity of representatives of the public to make an appeal to the people\nfor further support.\n\nA series of new financial problems have of late arisen to complicate the\nduties of the board.\n\nThere is a demand for social centers, for playgrounds,\n\nfor night schools for adults, and for other activities which cost money and\n\nwere not formerly a part of school expenditure. The board of education\nhas to decide what share of the public-school money can properly be\n\nexpended for these types of activity.\nThere is no problem in which the obligation of the board to the people\n\nwhom they represent is more clearly exemplified than in this problem of\norganizing and distributing finances.\n\nIt is a fundamental mistake for a\nboard to assume that it is called upon to spend the funds of the system. It\n\nshould organize expenditure and create the proper machinery for making the\nexpenditure, but the board is not the spending agent.\n6.\n\nThe technical officers of the school system will be most harmonious in\n\ntheir activities if they are placed under the supervision of a single head or\n\nmanager who is the executive head of the system. This central supervisor\nshould have the responsibilities and the rights which will make possible\na compact organization of the working force in the schools.\n\n"} {"page": 763, "printed_page": null, "text": "Superintendence]\n\n7.\n\nCOMMITTEE ON BOARDS AND SUPERINTENDENTS\n\nThe superintendent must be a man of superior training.\n\n747\n\nHe must\n\nbe prepared to report plans of organization and to make a clear statement of\n\nHe should organize the officers under him in such a way as to\n\nresults.\n\nsecure from them in detail an efficient type of organization, and he should\n\nsecure from them adequate reports on which to base the statements which\n\nhe presents to the board.\n8.\n\nIn the performance of these functions the superintendent has a right\n\nto the initiative in technical matters.\n\nSpecifically, he should have the sole\n\nrecommend all teachers, all officers of\nsupervision, and all janitors and clerks; (b) work out the course of study\nright to perform the following:\n\n{a)\n\nwith the cooperation of the other officers of instruction;\nwith the same cooperation;\n\n(c) select textbooks\n\nhave a determining voice in matters of\nbuilding and equipment; and (e) draw up the annual budget.\nThese technical recommendations should always be reviewed by the\nboard, and the approval of the board should be a necessary step for final\nenactment. This will insure the careful preparation of reports and the\ncareful study of results.\nThe superintendent is not to be authorized to\nconduct the system apart from the board, but he should be insured by definite forms of organization against interference which will defeat his plans\nand divide his responsibility.\n(d)\n\nPublic business suffers when these technical matters are improperly\n\nhandled.\n\nLet us assume two cases.\n\nIn the first case the superintendent\n\nmay be inefficient, and the board or some other active agency may cover\nover his inefficiency for a time by doing his work for him.\n\nbe disastrous in the end.\n\nThe result will\n\nIt would be better for public business to bring\n\nthe inefficiency to the surface as quickly as possible and remove the officer\n\nwho cannot conduct the system properly.\n\nIn the second case the super-\n\nintendent is efficient, but is hampered by lack of definition of his functions.\n\nThe school system will lack in unity of organization and in harmony of\ninternal operation. The system will be defective in so far as it is divided\nagainst itself.\n9.\n\nIn the relations of the board to all officers of the system it is essential\n\nthat appointment, reappointment, dismissal, and promotion be removed\n\nfrom the interference of petty personal influences, and that all such transactions be based on records which are systematically organized and supervised.\n\nThere is no clearer indication of the condition of a school system than\nthe attitude of the teachers and other officers to their duties and to the\n\nThe school system which is well organThe interests of\nthe public suffer beyond measure when appointments are the result of\n\nresults which they are securing.\n\nized exhibits cooperation on the part of all its officers.\n\nillegitimate personal influences.\n10.\n\nThe demands of an educational system move forward each year\n\nwith the progress of modern life.\n\nThere is constant need of development\n\n"} {"page": 764, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n748\n\nin school policies.\n\n[Kansas city\n\nThere is constant need of additional training on the\n\npart of all who participate in the work of the school system.\n\nSchool organi-\n\nmust explicitly provide for continuation training of its technical\nofficers and for systematic review of school policies by all who have to do\n\nzation\n\nwith the school system.\n\nThe counterpart of this development of school\n\npoHcies is the preservation of those elements of organization which have\n\nproved to be effective. American school systems suffer from instabihty.\nThe board changes and the superintendent and teachers are of short\n\nThere should be a clear recognition of the fact that the training\nis always expensive.\nThe business world has learned that it\noften costs more to train a new clerk than to increase the salary of an\nexperienst clerk. American school systems have been most uneconomical\ntenure.\n\nof novices\n\nThere should be an effort to insure\n\nin the treatment of their organizations.\n\nstability with accompanying progressiveness, a retention of that which is\neffective with a supplementing and strengthening of that which is weak.\n\nCharles E. Chadsey, Detroit, Mich., Chairman\nJ. H.\n\nFrancis, Columbus, Ohio\n\nE. U. Graff, Omaha, Nebr.\n\nCharles S. Peterson, Chicago, 111.\nJ. H. Phillips, Birmingham, Ala.\n\nF. E. Spaulding, Minneapohs, Minn.\n\nWillla-m G. Willcox, New York, N.Y.\n\nCharles H. Judd, Chicago, 111., Secretary\n\nThe following comments by individual members are added as supplementary to the report.\n\nBy Charles S. Peterson, as follows:\nAllow me to lay out, at a little greater length, my ideas, and my reasons for believing\nthat in large cities there should be a separate business-manager.\n\nMy thoughts on the subject run about as follows: The public-school system is organized for the purpose of educating children.\n\nThe superintendent of schools is selected\n\nas an expert in education, and is assumed to be fully conversant with the best and latest\n\nmethods of instruction, and capable of outlining the most efficient curriculum.\nresponsibilities are great.\n\nHis\n\nThe duties connected with his office as administrator of the\n\npurely educational side of the public-school system are so numerous, complicated, and\nexacting as to demand his best thought, his constant study, and all of his time.\nI believe that the superintendent of schools should, in addition to the purely educa-\n\ntional duties, also have the power of initial recommendation as to textbooks and education\n\napparatus.\n\nHe should also have the right to recommend to the board of education the\n\ntypes of school buildings and what such buildings should contain in the way of educational\nfacilities,\n\nsuch as classrooms, assembly\n\nrest rooms, etc.\n\nhalls,\n\nlecture-rooms, social rooms, teachers'\n\nTo burden him with the responsibility for the execution of all business\n\nmatters connected with the school system is to limit unnecessarily his time for purely\neducational administration to the injury of his work as an educational expert.\n\nThe\n\nassumed benefit to the school system of having the superintendent charged with the\nresponsibility for business affairs as well as educational matters in the way of additional\n\n"} {"page": 765, "printed_page": null, "text": "Superintendence]\n\nCOMMITTEE ON BOARDS AND SUPERINTENDENTS\n\nincreast harmony in the entire system in\n\n749\n\nmy judgment is far offset by the loss to him\n\nof his much-needed attention to the instruction side.\nIt is universally conceded that each community must place in the hands of selected\n\nlay citizens\n\n—business men and women—the responsibility\n\npublic schools.\n\nfor the administration of their\n\nEducators are almost a unit in opposing the selection for membership\n\n—\n\non boards of education of professional educators men or women whose profession is\nteaching. Therefore it becomes incumbent upon lay citizens ultimately to pass judgment\nupon the policies and recommendations of their superintendent and assume responsibility for the same to the citizens of their community.\nIt is logical to believe that any\nperson who has chosen teaching as his life-work and specialized in all of his preparation and\ntraining therefor cannot justly be expected to be an expert on business matters; in fact,\nit is well known that most educators are not known as good business men; and this is no\ndiscredit to\nis\n\nto\n\nthem since it cannot reasonably be expected of them.\n\nTo hold otherwise\n\nmy mind only comparable with the assumption that a good lawyer, expert in legal\n\nlore, should also be required and expected to be a fine electrical engineer.\n\nSince, therefore, the superintendent cannot reasonably be expected to have excel-\n\nlent judgment in business matters, while he can be expected to\n\nhave such judgment\nwith reference to educational matters, and in view of the fact that the boards of\neducation, composed of lay\n\nmembers of the community, must in the last analysis be\n\nheld responsible by the citizens of their communities for the efficiency of the public-school\n\nsystem, it is my deliberate judgment that they\n\n—the board members —should be unre-\n\nstricted in their holding the superintendent accountable for his educational policies, and\n\nthat in turn they must hold business experts responsible for the execution of business,\naffairs connected with the public schools.\n\nOn these latter matters, of course, the members\n\nof the board can bring to bear, in passing judgment thereon, the benefit of their business\n\nexperience;\n\nand it is to be assumed that the judgment of a board of education on a busi-\n\nness matter is far better than it possibly can be on an educational recommendation which\n\ninvolves technical educational theories and policies.\nI\n\nam therefore strongly of the opinion that our report should make a clear division\n\nbetween the technical educational part of the school system and the business affairs\nconnected therewith, and recommend that the superintendent be given broad power in\nhis natural realm, subject, of course, to the approval of the board of education, and that\nin large school systems there should be lodged responsibility for business affairs in another\n\nperson, one who is expert on purely business matters.\n\nOf course I grant that in small\n\nsystems it becomes necessary for the superintendent to have much responsibility for\nbusiness matters, comparatively few in number, owing to the fact that the size of the\n\nsystem may not justify the employment of a business expert, while it is absolutely necessary, no matter what the size of the system, to employ an expert in education.\n\nBy William G. Willcox, as follows:\nIn acknowledging the excellent draft of the report for the Department of Superintendence committee I am almost entirely in accord with it and have no suggestions beyond\nan expression of doubt as to the wisdom of giving the superintendent the management\nof the business administration in cities of the size of New York or Chicago.\n\nI fully approve\n\nof the publication of the report as drafted.\n\nINFORMATION FROM VARIOUS SOURCES\n\nThe following items of information are taken from the bulletins prepared by Mr. Deffenbaugh and from the letters received by the committee\nfrom superintendents. Any item which is quoted from Mr. Deffenbaugh's\nbulletin on School Administration in the Smaller Cities will be preceded by\n\n"} {"page": 766, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n7SO\n\n[Kansas City\n\nThis bulletin was publisht as No. 44 of the series of\nItems quoted from the manuscript of the forthcoming bulletin on\nSchool Administration in Large Cities will be preceded by \"D.II.\" This\nthe letters \"D.I.\"\n191 5.\n\nbulletin is now in press.\n\nItems drawn from the tabulation of the letters\n\nsent by superintendents will be preceded by the letter \"L.\"\nSIZE OF\n\nTHE BOARD\n\nOf 1 27 1 cities reporting, 179 have boards of 3 members, 4 of 4\nmembers, 365 of 5 members, 236 of 6 members, 306 of 7 members, 27 of\n8 members, 97 of 9 members, 20 of 10 members, 8 of 11 members, 19 of\n12 members, 3 of 13 members, 2 of 14 members, 2 of 15 members, i of 16\nmembers, i of 19 members, i of 24 members. Only 181 boards have more\nthan 7 members, and only 84 more than 9. The small cities having the\nD.I.\n\nlargest boards are those working under special charter.\n\nD.I.\n\nExperience has shown that in a small city a large board becomes\n\nunwieldy.\n\nThere is not enough business to hold the attention of more than\n\n5 or 7 men.\n\nIn practice the size of school boards in cities of 100,000 or more\n\nD.II.\n\npopulation ranges from 4 to 46 members.\n\nmode 5.\n\nThe median number is 9 and the\n\nIn cities between 25,000 and 100,000 population the number of\n\nboard members range from 3 to 21.\n\nThe median number is 7 and the\n\nmode 9.\nHOW MEMBERS ARE CHOSEN\nD.I.\n\nThe usual method of choosing boards of education in cities is by\n\nelection at large.\n\nIn 1094 cities of 1288 reporting, the board is elected by\n\npopular vote, and in 194 the board is appointed by the mayor or city council.\nD.II. In cities between 25,000 and 100,000 population 79 per cent are\nelected by popular vote, 16 per cent are appointed by the mayor, and 5 per\n\ncent by the council or commission.\nTERRITORY FROM WHICH ELECTED\nD.I.\n\nOf 1073\n\ncities\n\nthat elect boards of education by popular vote,\n\n975 elect them at large and 98 by wards.\n\nIn some few instances a member\n\nvoted for by all the electors of the city.\nOf the cities appointing boards of education, 170 appoint members to repre-\n\nrepresents a certain ward but\n\nis\n\nsent the whole city and 11 to represent wards.\n\nThe tendency is toward\n\nIn fact, the ward system of election has almost disapmethod\nhas been found to be the least desirable.\nthis\nas\npeared,\nD.II. Election at large has in practically every instance brought about\nelection at large.\n\na more efficient management of city schools. The ward system has almost\ndisappeared, and within a few years will no doubt give way entirely to\nIn 1902, 25 of 57 cities elected or appointed schoolelection at large.\nboard members by wards or districts. In 1916 there were in these same\n57 cities only 9 in which the school board was elected or appointed by ward\nor district.\n\n"} {"page": 767, "printed_page": null, "text": "Supcrintendeuce]\n\nD.II.\n\nCOMMITTEE ON BOARDS AND SUPERINTENDENTS\n\n751\n\nIn practice 86 per cent of the cities of 100,000 or more popula-\n\ntion electing board members elect them at large, 1 1 per cent by wards, and\n\n3 per cent by a combination of the two methods. Of the cities between\n25,000 and 100,000 population electing board members, 77 per cent elect\nat large, 15 per cent by wards, and 8 per cent by a combination of the two\n\nmethods.\nCOMPENSATION\n\nOne of the fundamental principles in school administration is\nthat school-board members should not be paid for their services. With a\nfew exceptions this principle has been adopted by American cities. Two\nD.II.\n\nnotable exceptions are San Francisco, Cal., and Rochester, N.Y. In the\nformer city each school-board member receives a salary of $3000 a year; in\nthe latter city, $1200 a year.\nCOMMITTEES OF THE BOARD\n\nTho school boards in most of the smaller cities have been reduced\n\nD.I.\n\nin size to 5, 6, or 7 members, some of them still cling to the custom of having\n\nmany standing committees.\n\nSometimes there are as many committees as\n\nthere are board members, each\n\nmember holding a chairmanship.\n\nthese committees find to do is a question difficult to answer.\n\nWhat\n\nEither there\n\nsome of them to do or they take upon themselves duties that\ndo not belong to them, but to paid experts.\nD.II. In many cities standing committees are the recognized means\nof mismanaging the schools.\nBefore the advent of professionally trained\nmen and women for executive positions the standing committees no doubt\nhad a place, but since school boards are employing experts in all lines, a\ncommittee either has nothing to do or tries to do what the school board\nemploys an expert to do. A business corporation or the board of directors\nof a city hospital would write ruin if they parceled out matters of detail\nto standing committees to act upon themselves or to report upon to the\nboard with or without recommendations. Clearly the functions of many\ncommittees, such as those on promotion of pupils, examinations, course\nof study, instruction, teachers, must duplicate the functions of expert\nemployes of the board. A superintendent can make his recommendations\nis nothing for\n\nto the entire board just as easily as he can to a committee.\n\nL.\n\nThe reports of 130 superintendents show that much of the work of\n\nthe board is done thru committees.\n\nIn 23 of these cases the committees\n\nare not all standing committees, and a part of the work is done by the board\nas a whole rather than by any special standing committee.\n\nELECTION OF THE SUPERINTENDENT\n\nD.II.\n\nThe term of office of the city superintendent of schools should\n\nbe of such length after first election that he may have time to show what he\nis\n\nable to do.\n\nA probationary period of one year is not sufficient. No\n\n"} {"page": 768, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n752\n\n[Kansas City\n\nsuperintendent, however clearly he may see the needs of a school system,\n\ncan accomplish much the first year.\n\nOne reason why many superintendents\n\nproceed so cautiously that the schools remain at a standstill is that the\ntenure is so short that to make any radical changes would mean for them\n\"failure of re-election.\"\n\nA probationary term of four or five years would\n\ngive a superintendent opportunity to make radical changes and time enough\nin which to prove that the changes are for the best interests of the school.\nIf successful, he should then be given indefinite tenure.\n\nD.II.\n\nIn cities of 100,000 or more population the median length of\n\nterm of superintendent is four years and the mode four years.\n\nIn cities\n\nbetween 25,000 and 100,000 population the median falls to three years and\nthe mode to one year.\nD.II. The term of the superintendent of schools, it is generally\nthought, should be fixt by state law and not by school-board legislation.\nIn 22 of 38 cities of 100,000 or more population reporting, the term of the\nsuperintendent is fixt by state law or city charter. In 68 cities between\n25,000 and 100,000 population reporting, the term of the superintendent\nis fixt by state law or city charter, in 50 by the school board, and in 9 by\nstate law and the school board.\nL. In practically every case the superintendent is elected by the board\nof education.\n\nThe conspicuous exception is the city of San Francisco, Cal.\nPOWERS OF THE SUPERINTENDENT\n\nThe letters from superintendents make the following reports:\nL.\n\nIn 66 of the 190 cases the powers of the superintendent are derived\nIn the great\n\nin part or in full from state laws; these include city charters.\n\nmajority of cases\n\n—indeed, in\n\nall except 9 of the cases\n\n—reported\n\nin the letters,\n\nboard rules supplement the statements made in these state laws and city\ncharters.\n\nIn 34 cases of the 190 it is reported that the definition of the\n\nsuperintendent's powers\n\nis\n\nexplicit\n\nand\n\ndetailed.\n\nIn\n\n7\n\nof these cases,\n\nhowever, the statement is added that the actual powers of the superintendent extend beyond the explicit statements made in rules and statutes.\n\nIn all the other cases it is definitely stated that the powers of the superintendent are defined in a loose and vague way.\n\nIn some cases the result of\n\nthis loose definition is that the superintendent acquires by common consent\n\na very large control over school matters; in other cases the result is a curtailment of the superintendent's powers, and in a number of cases it was\n\nreported explicitly that the exercise of power by the superintendent in any\n\ngiven case depends largely on the changing attitude of the board at different\ntimes.\n\nSometimes the superintendent is allowed large latitude, and at other\n\ntimes there is a distinct withdrawal of this permission to go ahead with the\norganization of the schools.\nL.\n\nIn 127 cases the superintendent makes recommendations with\nIn 55 cases\n\nregard to the appointment of teachers directly to the board.\n\n"} {"page": 769, "printed_page": null, "text": "Superintendence]'\n\nit is\n\nCOMMITTEE ON BOARDS AND SUPERINTENDENTS\n\n753\n\nreported that the board of education receives its recommendations in\n\nIn some of the cases the\n\nthe appointment of teachers thru a committee.\n\nsuperintendent sits with this committee as it is preparing its recommendations.\n\nIn other cases the superintendent makes his recommendations to\n\nthe committee, and the board action following committee action is usually\n\na formal affair.\nL.\n\nThe relations which obtain with regard to appointments of teachers\n\nare usually the same as those which apply in the case of principals.\n\nOn the\n\nother hand, in the case of clerks the reports supplied by superintendents\nare, in the first place, so meager that it is difficult to make any final state-\n\nment.\n\nIn the second place, it appears that the work is done in this case\n\nvery largely thru committees rather than in conference with the board as a\nwhole.\nL.\n\nIn the matter of the appointment of janitors the answers in the\n\nsuperintendents' letters are very vague.\n\nIt appears,\n\nby way of contrast\n\nwith the answers given regarding the appointment of teachers, that superintendents in general have very\n\nmuch less voice in the appointment of\n\nhave in the appointment of teachers and clerks. In\nonly 71 cases was the statement made that the superintendent recommends\nthe appointment of janitors. In a limited number of cases the form of\njanitors than they\n\nthis\n\nstatement would seem to indicate that the superintendent has full\n\ncharge of the matter and appoints the janitors.\n\nFor the most part, however,\n\nthe board apparently takes over this function more completely than in the\ncase of the appointment of teachers.\n\nL.\n\nWith regard to the organization of the course of study the powers\n\nof the superintendent seem to be very large.\n\nIn all except 9 cases the state-\n\nment is made that this matter is in the hands of the superintendent to make\nrecommendations to the board. The 9 cases appear to be omissions of\nanswers. In a number of cases superintendents state that they consult\nwith principals and teachers, but the initiative in this respect seems to be\nalmost entirely in the hands of superintendents.\n\nThe making of the budget is referred to as a part of the superinIn a number of these cases a financial officer,\nappointed by the board under the title of treasurer or business-manager, is\nMost of the reports are very vague with regard to the relations\nreferred to.\nIn a number of cases\nof the superintendent to such a business-manager.\nthe letters state that the budget is prepared by the superintendent in conference with a committee of the board and the business-manager. A number of the letters make no statement with regard to the budget. In a few\ncases the statement is made that the distribution of funds is recommended\nL.\n\ntendent's duties in 115 cases.\n\nby the superintendent to the board, and his recommendation is accepted in\nall cases by the board.\nL. With regard to salaries and purchases of suppHes, the information is\nvery meager. Somewhat less than a third of the letters had statements\n\n"} {"page": 770, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n754\n\n^\n\n[Kansas City\n\non these matters, and in general the statements are of such a character that\nthey cannot be tabulated into any single category.\nL. With regard to buildings, 125 superintendents report that they share\nwith a committee of the board or with the board itself in the responsibility\n\nA number of the remaining reports mention only a\ncommittee of the board and do not indicate that the superintendent has\n\nof planning buildings.\n\nany voice in the planning of the buildings.\n\nIn some cases it is reported that\n\nthe business-manager is brought into the conference with the superintendent\n\nand the committee.\nSOURCES OF DEFINITION OF AUTHORITY WITHIN THE SCHOOL SYSTEM\n\nSome city schools are still governed by special charter proviThe thought and tendency is toward general state law, since it is\n\nD.II.\nsion.\n\nnow a recognized fundamental principle that education is a state, and not\na municipal, function. The opinion is often exprest that city officials should\nnot be permitted to tinker with the schools every time a change is made in\nthe city charter, and that all provisions regarding the schools now carried\nin the city charter should be removed and the schools of all cities be placed\n\nunder a general state law, as is now the case in a number of states.\nD.II. In 57.5 per cent of the cities of 100,000 or more population\nthe schools are governed entirely by general state law, in 25 per cent by\n\nboth state law and city charter, and in 17.5 per cent largely or entirely by\nspecial charter.\n\nD.II.\n\nIn 77 per cent of the cities between 25,000 and 100,000 popula-\n\ntion the schools are governed by general state law, in 9 5 per cent by both\nstate law and city charter, and in 13 5 per cent largely or entirely by special\n.\n\n.\n\ncharter.\n\nD.II. In 35 per cent of the cities of 100,000 or more population the\nschool board makes up its annual budget without referring it to any other\n\nbody or officer;\n\nin 25 per cent to the mayor, city council, commission, or\nboard of aldermen; in 32 per cent to a board of estimates; in 8 per cent to\ncounty commissioners.\n\nD.II.\n\nIn 52 per cent of the cities between 25,000 and 100,000 popula-\n\ntion the school board makes up its annual budget without referring it to\n\nany other body or officer; in 21 per cent to the mayor, city council, commission, or board of aldermen;\n\nin 18 per cent to a board of estimates; in 4 per\n\ncent to the county board of supervisors; in 3 per cent to the taxpayers;\nin I per cent to the state tax commission; and in i per cent to the comptroller.\n\nD.II.\n\nSince 1902 the city council has lost ground in having authority\n\nto pass upon the estimates of the school board.\n\nthat date have abandoned this plan.\n\nEleven of 52 cities since\n\nIn 5 of the 11 the school board may\n\nnow make up its budget without submitting it to any other body for\n\n"} {"page": 771, "printed_page": null, "text": "Superintendence]\n\nCOMMITTEE ON BOARDS AND SUPERINTENDENTS\n\n755\n\nrevision; in 3 a board of estimates passes upon the school budget; in 2 the\n\nmayor; in i the county superintendent.\nTHE TREASURER OF THE BOARD OF EDUCATION\n\nIn only 359 of 1350 cities reporting is the treasurer a member of\n\nD.I.\n\nthe school board.\n\nIn many instances the town clerk or the city treasurer\n\nhas charge of the school funds.\n\nOften school boards elect some bank as\n\ntreasurer, thereby saving the salary that would be paid a member of the\n\nboard.\n\nIn a certain city the board several years ago elected a treasurer,\n\nat a salary of $200 a year, who did nothing but receive and deposit the\n\nfunds in a local bank, which kept the treasurer's accounts and wrote up\nhis reports.\n\nThis plan has been abandoned and the bank made treasurer,\n\nthereby saving the $200 paid the board member, since the bank acts in this\ncapacity simply for the use of the funds.\nD.II.\n\nAs a rule the city treasurer is the treasurer of the school board.\n\nIn 31 cities of 100,000 or more population and in 76 of those between 25,000\n\nand 100,000 population this is the case.\n\nIn i city of the former group a\n\nmember of the board acts as treasurer, in 2, outside persons, in 8 the secretary of the board. In 16 cities of the latter group a member of the school\nboard acts as treasurer, in 3 the superintendent of schools, in 32 an outside\nperson.\n\nSUPERINTENDENT OF BUILDINGS\nD.II.\n\nIn cities of 100,000 population or more a necessary officer is\nIn 38 of 45 of these cities reporting, such\nIn cities between 25,000 and 100,000 population 74\n\nthe superintendent of buildings.\nofficer is\n\nemployed.\n\nof 136 cities reporting employ a superintendent of buildings.\n\nIn several\n\ninstances the superintendent of buildings holds another official position as\nclerk of the board or business-manager.\n\nD.II.\n\nIn the former group of cities it is customary for the superin-\n\ntendent of buildings to be independent of the superintendent of schools.\n\nOf the cities reporting on the point, he is in 4 subordinate to the superIn 17 cities between 25,000\nand 100,000 population reporting, the superintendent of buildings is sub-\n\nintendent, in 21 independent, in 5 cooperati\\e.\n\nordinate to the superintendent of schools, in 28 independent of the super-\n\nintendent of schools, in 10 the two cooperate.\nSUPERINTENDENT OF SUPPLIES\nD.II.\n\nThirty- three of 45 cities of 100,000 or more population employ\n\na superintendent of supplies.\n\nIn a number of instances some other officer,\n\nas the business-manager or secretary of the board, acts in this capacity.\n\nIn 5 of these cities he is subordinate to the superintendent of schools, in 15\nindependent, in 3 they cooperate.\n\nThe other cities did not report upon\n\nthe relationship between these two officers.\n\n"} {"page": 772, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n756\n\n[Kansas City\n\nD.II. Fourteen of 113 cities between 25,000 and 100,000 population\nemploy a superintendent of supplies; in 13 others the clerk of the school\n\nboard or the superintendent of buildings acts in the capacity. In 11 cities\nhe is subordinate to the superintendent of schools, in 5 independent, in 4\nthe two cooperate.\n\nA tabulation made from this bulletin of the reports from 1327\nshows that 955 superintendents are permitted by their boards to\nnominate teachers, 501 sometimes appoint teachers, 854 recommend\nD.I.\n\ncities\n\nsalaries\n\npaid teachers or other employes,\n\n205 dismiss employes, 477\n\nexpend money without special authority, and 1175 have the same control\nof the high schools as the elementary schools.\n\nIt also shows that 1272\nsuperintendents attend board meetings, 319 teach, 610 have clerical\nassistance, 566 have their expenses paid for visiting other schools or for\n\nattending educational meetings, and 955 recommend the adoption of\ntextbooks. In 578 cities the superintendendents are required to be at\nleast college graduates, in 59 they must be at least normal-school graduates,\n\nin 670 no other quahfications than those required by state law are required,\n\nand in 588 they must have had executive or teaching experience. In\n104 1 cities the janitors are responsible to the superintendent and principal.\nBIBLIOGRAPHY\nThe Organization, Status, and Procedure of the Department of Education, City of New York.\n\nBy F. J. Goodnow and Frederic C. Howe.\n19 14.\n\nPublisht by the city of New York, 19 13.\n\nBulletin of the University of the state of New York for October 15,\n\nElementary Education.\n\nPrepared by Thomas E. Finegan and publisht by the University.\n\nReport of the School Survey of Denver, Part I, entitled \"General Organization and Manage-\n\nment.\"\n\nBy John Franklin Bobbitt.\n\nPublisht by the School Survey Committee,\n\nDenver, Colo.\n\nRecommendations for Reorganization of the Public-School System of the City of Chicago.\n\nReport of an investigation by a committee of the City Council.\n\nPublisht by the\n\nCity Council of Chicago.\nPublic School Administration.\n\nBy E. P.\n\nCubberley.\n\nPublisht\n\nby Houghton\n\nMiflflin\n\nCo., 1916.\n\nThe Portland Survey.\n\nEdited by E. P. Cubberley.\n\nPublisht\n\nby the World Book Co.,\n\n1915.\n\nSchool Organization and Administration, being a volume of the Cleveland Educational\n\nSurvey, by L. P. Ayres.\n\nPublisht in 1916 by the Survey Committee of the Cleve-\n\nland Foundation of Cleveland, Ohio.\n\nHow New York City Administers Its Schools.\n\nBy E. C. Moore.\n\nPublisht by the World\n\nBook Co., 1913.\nCity School Supervision.\n\nBy E. C. Elliott.\n\nPublisht by the World Book Co.\n\n"} {"page": 773, "printed_page": null, "text": "Superintendence]\n\nTENDENCIES TOWARD NATIONAL EDUCATION\n\n757\n\nOBSERVABLE TENDENCIES TOWARD NATIONAL EDUCATION\nFRANCIS G. BLAIR, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nSPRINGFIELD, ILL.\n\nI\n\nDuring the Roman occupation of the Holy Land it was a custom of\nRoman soldiers to compel the natives to go with them on certain journeys.\nIf a Roman soldier were going thru a particularly dangerous portion of the\ncity, he\n\nmight compel two well-known Hebrews to walk one on each side\n\nof him for purposes of protection.\n\nIf his journey was to some distant part\n\nof the country, he might compel them to carry his burdens.\n\nOut of this\n\ncustom, no doubt, came that remarkable statement of the Master, \"Whosoever compelleth thee to go with him a mile, go with him twain.\"\n\nAnd\n\naround that statement thru the succeeding centuries has waged a serious\ndiscussion.\nHow much of the activities of an individual may be determined\nby external authority without a loss of those individuahties so essential\nHow far can a local community go in giving over the\nto sound character ?\ncontrol of its institutions to some superior governing power without a loss\nof local initiative and local leadership so elemental in any free government ?\n\nHow far can a nation go in compelling the obedience of its citizens without\ninvading those individual rights and liberties which are the essence of a\nreal democracy ?\n\nAbraham Lincoln was undoubtedly pondering some such\n\nquestions as these when, during one of the most critical periods of the Civil\n\nWar, he said, \" It has long been a grave question whether any nation not too\nstrong for the liberties of its people can be strong enough to maintain its\nexistence in great emergencies.\".\n\nEvery schoolboy knows how the Atlantic seaboard was settled by little\ngroups of people drawn hither and held together by some peculiar conception of religion, social laws, or government;\n\nhow each of these settle-\n\nments acted like a magnet to draw to it other people sharing those peculiar\nideas and ideals; how, as these colonies grew, pride in their local institutions\nand resentment against interference from outside forces grew also. He\nknows how fears and jealousies between these colonies made it difficult to\neffect a central organization strong enough to protect them against the\nattacks of savage tribes.\n\nThey learned very slowly that in order to save\nEvery student knows\n\none's soul one must at least be willing to lose it.\n\n— the Revolutionary\n— the jealousies and fears of these several colonies endangered\n\nthat when that greatest of colonial emergencies arose\n\nWar\n\nits\n\nsuccess by their unwillingness to surrender some of their local rights into\n\nFranklin saw it clearly when he flung his\nthe hand of a central power.\nbanner before them bearing the emblem of a disjointed snake with its\nsubscribed legend, \"Unite or Perish.\" Every student of that war knows\nthat at several stages it seemed that defeat would certainly result from their\nbitter intercolonial jealousies.\n\nIt\n\nis\n\nbelieved by many that it was only\n\nthru the great character and personality of George Washington, in whom all\n\n"} {"page": 774, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n7S8\n\n[Kansas city\n\nthese colonies placed their faith and respect, that these crises were past and\n\nthe Revolution carried to a successful conclusion.\n\nBut did this great struggle for a common cause with its common sacrifices and cooperative effort teach the people of these colonies that a strong\n\ncentral authority was essential to the preservation of those local institutions\n\nand liberties which they cherisht so highly ? In the constitutional convention and in all the subsequent discussions of that document in the halls\nof Congress, it appeared that the lesson had not been learned. The ablest\nand most eloquent men of the nation championed two radically opposed,\nif\n\nnot antagonistic, views of the relation of the nation to the states which\n\ncomposed it. Had the several states made a sufficient grant of power to\nthe central government to constitute a really sovereign nation ? Out of\nall these serious and learned discussions had come no satisfactory answer\nto that question. That answer did not come until the day when, upon the\nbattlefield of Gettysburg, the government laid its iron hand upon the\nshoulder of the dissenting states and said: \"Whether you think it is constitutional or not, whether you will or not, we are going to compel you to\ngo a mile along the great highway of national unity and national sovereignty.\"\nThen, and not till then, did Abraham Lincoln or anyone else\nknow that our forefathers had brought forth upon this continent a nation\nthat was strong enough to maintain its existence in great emergencies.\nBut did\" these dissenting states stop at the end of the mile of compulsion on this road toward a greater national consciousness, a greater national\nsolidarity ? One of the most glorious pages of our history is the record of\nthe many volunteer miles which these states have gone toward that goal.\nHow have these miles been traveled? Mainly thru the organization of\nnational associations with a nation-wide volunteer membership. These\nassociations have brought men and women from all the states of the Union\nto consider questions economic, social, religious, educational. As these\nrepresentatives from the several states have met and reasoned together,\ncommon ground and common interests have been discovered and common\nstandards establisht. Out of these conferences and discussions have arisen\nnation-wide programs of thought and action.\nIn this great work of securing national solidarity the National Education\nAssociation has played its part. Organized in 1847, up to, and for several\nyears after, the Civil War, like all other so-called national organizations, it\nwas sectional in its membership. Mason and Dixon's line was the common\ndivision of all such organizations.\nWhen some of us who were born in the\nlast year of the Civil War attended our first meeting of this Association,\n\nwe were not a little surprised to see men from Texas, Alabama, Mississippi,\nand North Carolina standing on the platform and speaking in favor of\nnation-wide ideals and programs in education which sounded\nstrangely familiar to our ears. These men and women, representing those\ntwo sections of this country which had for so many years held nothing in\ncertain\n\n"} {"page": 775, "printed_page": null, "text": "Superintendence]\n\nTMDMCIES TOWARD NATIONAL EDUCATION\n\n7^9\n\ncommon on the great subject of education, meeting and conferring together\nin the halls of the Association and in the lobbies of the hotels, discovered\n\nthat they could think together and act together on many nation-wide move-\n\nments in education.\n\nThey found that their differences were more psychothat when they composed their intellectual and\n\nlogical than geographical;\n\nsentimental differences, mountains and streams could no longer divide.\n\nThey came to think nationally, to feel nationally, and to act nationally.\nOther influences have workt mightily in the same direction.\n\nEvery man\n\nor woman who has caught up the ideas, the ideals, the sentiments of Amer-\n\nican life and embodied them in literary form has helpt to create and extend\n\nthe true spirit of nationalism.\n\nThe national government has also done its\n\nshare toward encouraging and stimulating the people of the various states\nin\n\nthe nationalizing of educational thought and procedure.\n\nOur fore-\n\nfathers early saw that no democratic form of government could long endure\nunless it was built upon the foundations of common standards of intelligence,\ncommon standards of morality, and common standards of citizenship.\nThey saw clearly that no such common standards could be establisht and\n\nmaintained except thru the work of a wide-flung system of common-school\n\nThey wisely concluded that the establishment, maintenance,\n\neducation.\n\nand supervision of such systems of common-school education was the\npeculiar function of the states; that the relation of the Union to such\nsystems was best exprest by grants and gifts to incite and encourage the\nstates to their utmost in providing the opportunities of a good commonschool education for all their future citizens. And, by one of those seemingly divinely ordered judgments, they decided to make such gifts and\ngrants to the states without any condition whatever. They did not surround them with barbed-wire entanglements. They took the word of the\nstate in good faith that it would use these grants and gifts for the purpose\nintended.\n\nAt present there is an \" observable tendency \" on the part of the national\ngovernment to depart from that long-establisht tradition and policy of\nmaking grants and gifts to the commonwealths without condition.\n\nWe\n\nhave seen a bill considered by Congress for two sessions and finally enacted\ninto law which seems to indicate a striking departure from that longestablisht policy.\n\nThis bill, as everyone knows, seeks to promote thruout the commonwealths of the Union a certain form of education called vocational education.\n\nThere are written into the measure words and phrases which seem to be\nthe shadow of a coming event. That coming event seems to be an active\nparticipation by the nation in the educational affairs of the various common-\n\nwealths.\n\nI\n\nknow that many of the men who have stood closest to the\n\npreparation of this bill do not believe that there is in its provisions the least\n\ndanger that the autonomy of public education within any of the commonwealths will be interfered with. The national Commissioner of Education,\n\n"} {"page": 776, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n760\n\n.\n\n[Kansas city\n\nin whose word and judgment I have the greatest confidence, has assured\n\nme that he does not beHeve that there is anything in the provisions of the\nbill which necessarily means the obtrusion, in any way, of national agencies\n\nI know that he believes that it does not, but\nwe are warranted and justified in looking carefully into the meaning of\n\nwithin the several states.\nthese words.\n\nThe bill provides for the creation of a National Commission of Vocational Education.\n\npaid experts.\n\nIt provides for the appointment of a group of highly\n\nIt provides $200,000 annually for this vocational board\n\nto use in carrying out the provisions of the law.\nis that this \"National\n\nThe language of the bill\n\nBoard shall cooperate with the state board in admin-\n\nistering the provisions of the act.\"\n\nIn another part it says that the \"state\n\nboard shall cooperate with the national board in the administration of the\nprovisions of this act.\" It may be that all this machinery and all this\nlanguage do not at all justify the apprehension that some of us feel.\nHowever, we have seen federal agents come into the several states and do a\nvery large business on much less warrant of law than is contained in this\nbill.\nWhat are these highly paid federal experts to do? The answer\ncomes from an authoritative source that they are to conduct investigations\n\nand surveys in the various states along the lines of vocational education\nand report to the federal board. Fortunately or unfortunately, as the\ncase may be, we are familiar with the meaning of the terms \" investigations\"\nand \"surveys,\" and we know that many educational crimes, if that is not\ntoo strong a word, have been committed under these names. We have\nseen within the last few years a great private corporation, with a large fund\nof money in its possession, go into various states under the guise of con-\n\nducting investigations and make surveys which have, in some instances at\nleast, created great confusion and produced great harm.\n\nAnd it does not*\n\nalter the situation to say that it is a voluntary matter, that the organization\n\nsends its experts only when invited to do so. One of the most compelling\npowers on earth is a hand filled with glittering gold. It is not at all complimentary to human nature to have to record what sudden and almost\nunaccountable changes have been brought by that extended, bounteous\n\nhand, and how some who have accepted it with hasty joy have been all\nunprepared to find in the other hand a gleaming sword. These experts are\nall of them, so far as I know,\n\ncal\n\nmen of extensive training and of wide theoretiNo one need to question in any way the\n\nand scholastic preparation.\n\nmotives either of this great organization or of these experts whose services\nThey are men and women who have a real interest in educasecures.\nThe danger\ntional affairs and a great zeal to go out and do something.\n\nit\n\nconsists in their going into states without a sufficient\n\nknowledge of the\n\nbackground out of which the school system of that state has\ndevelopt; without a sufficient knowledge of the trial and conffict which\nhas attended that development; without understanding fully the local\nhistoric\n\n"} {"page": 777, "printed_page": null, "text": "Superintendence)'\n\nTENDENCIES TOWARD NATIONAL EDUCATION\n\nconditions and colorings which have entered in to make it what it is;\n\n761\n\nand\n\nwithout understanding these things, it is surprising that more harm has\nnot been done than has really resulted from these investigations.\n\nEvery person familiar with these state systems has learned at least two\nA hundred years of experience in\npublic education has shown clearly that the unit of organization, maintenance, and administration may be too small for economic and efficient\nIt has also been found that the unit of organization and adminisservice.\ntration may be too large. Its administrative forces may be so far from the\nplace where the actual work is done as to be most uneconomic and inefficient\nSomewhere between the single district and the state we shall\nin its results.\none day find a unit of organization and supervision which will produce the\nbest educational results for the amount of money and energy expended.\nThis hundred years of experience in public education has also taught us\nclearly the danger of conffict in too many overhead supervising forces and\nbodies.\nIn most of our commonwealths we have some form of supervision\nThere are also administrative and supervising\nin the underlying districts.\nthings that are worth remembering.\n\nofficers connected with the townships in\n\nmany of these states.\n\nThe county\n\nand supervision with an officer\nexercising rather well-defined duties and powers. Above these come the\nstate departments with their various supervising and inspecting bodies\nand agents. In some states the state university and the state bgard of\nhealth exercise, with or without the warrant of law, certain powers of\nIt\nvisiting and inspecting the public schools for one purpose or another.\nis not an exaggeration to say that we have developt in many of these states\na hierarchy of supervising and administering bodies.\nNow, if another state board has to be created in each one of the commonis quite universally a unit of administration\n\nwealths, with the specific function of enforcing the provisions of this law\n\non vocational education, it will add to this existing confusion. Already\nmany of our districts have establisht the very forms of education which\nMillions of dollars have already been expended\nthis bill seeks to establish.\nin Illinois by the various boards in erecting Duildings and providing appara-\n\ntus and instruction along these very lines of agriculture, domestic science,\n\nmanual training, and vocational education.\n\nWill these local districts be\n\nwilling to surrender the control of the plants they have developt in order\n\nto secure from the state a few thousand dollars ?\n\nDoes there not appear\n\na serious opportunity for misunderstanding and conflict?\n\nThen there is\n\nbeyond all this the National Commission. I cannot understand how this\ncommission can be certain that the provisions of this act are being complied\nwith, unless thru its experts it comes into the state to examine the equipment,\nthe programs of study, and the methods of instruction. If this is to be the\ncase, one must be excused for picturing the most serious consequences in\nthe way of misunderstanding and confusion. We are not without experience\non this very point. The national government, in its gifts and grants for\n\n"} {"page": 778, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n762\n\n[Kansas City\n\nhigher education within the various commonwealths, has not followed the\npolicy establisht respecting\n\ncommon schools.\n\nIn its\n\ngifts\n\nto certain of\n\nthe so-called land-grant colleges it has specified certain conditions.\n\nThe\n\nDepartment of Agriculture has fixt these conditions and has administered\nthem.\n\nCertain of our agricultural colleges in the West have for years\n\nsuffered the very greatest inconveniences\n\non account of the misunderstandings and differences of opinion between the state authorities and the\nnational authorities.\n\nThis has reacht such a grave situation in the case\n\nof the Agricultural College of the University of Illinois that within the last\n\nfew weeks that University has notified the national government that it\nwould sever its connection with the Department of Agriculture at Washington and give up the grant rather than submit to the impossible require-\n\nments made by the Department of Agriculture upon the University.\nNo one will be deceived by the statement, however honestly made, of\ncertain gentlemen who say that the money which is appropriated and offered\n\nunder the provisions of this law belongs to the nation and that the states\n\nmay accept it or not— that there is nothing compulsory about it. No greater\nbit of sophistry was ever uttered than that which tries to make it appear\n\nthat there is such a thing as having a national fund which does not belong\nto the states. The states are the nation and the nation is the states.\nEvery dollar collected by direct or indirect taxation by the national government comes from the states. Moreover, many of the wealthier states\nknow that they will receive back much less than they pay into any fund\ncollected by the national government and distributed on any other basis\nthan that of wealth. So far as I can speak for these wealthier states, they\ndo not object to paying into any national fund that has for its object the\nencouragement of nationalized forms of educational endeavor, whether\nsuch states get back all that they pay in or not. They are willing to pay\n\nten dollars into such a program, even tho they do not get back more than\nthree dollars out of the ten if, in so doing, they are promoting the cause of\n\nnational education.\n\nBut, if in the accepting of the three dollars out of the\n\nten which they have paid in they must also surrender something of the\ncontrol of their local educational institutions, they will refuse to accept a\nsingle dollar.\n\nLet me not be misunderstood.\n\nI\n\nam in favor of the very strongest forms\n\nAs a boy I read with interest and with something of comprehension the writings of Hamilton and Jefferson. Whenever there came\na time to choose between the two I had not the least hesitation in choosing\nthe philosophy of Hamilton. But I am glad that in this country we\ndevelopt another man who incorporated in his thought and life all the lofty\nnationalism of Hamilton and all the passionate regard and sympathy for\nof nationalism.\n\nthe rights of the individual of Jefferson.\nin\n\nIn Abraham Lincoln we have,\n\nmy opinion, the true spirit of the relationship which the nation should\n\nbear to the several parts, a nation which on all things necessary to its\n\n"} {"page": 779, "printed_page": null, "text": "Superintendence!\n\nCHARACTER-EDUCATION-METHODS COMPETITION\n\n763\n\nexistence will go to the limit of compulsion, but which will guard with\n\nthe greatest care against any effort that will destroy local initiative and\nlocal leadership or that will invade seriously the personal rights and liberties\n)f\n\nthe people of the commonwealths.\nIt may be that the time has come when the nation has decided to start\n\n[out upon a program which, when completed, shall wipe out all state lines\n[in\n\neducation and make our system of common-school education national\n\nevery respect.\n\nBut, if that is the program, we should understand it\n\nand realize fully that we are beginning upon it. However that\nlay be, many of us believe and will continue to believe that that policy\ntwhich has obtained in the past, of the national government encouraging\ncommon-school education thruout the states by unconditioned grants and\ngifts, is the best policy for building up a \" nation that shall uQt be too strong\nfor the liberties of its people and yet shall be strong enough to maintain\nlearly\n\nits existence in great emergencies.\"\n\nCHARACTER-EDUCA TION-METHODS COMPETITION\nMILTON FAIRCHILD, CHAIRMAN, EXECUTIVE COMMITTEE, NATIONAL INSTITUTION FOR MORAL INSTRUCTION, WASHINGTON, D.C.\n\nAt the meeting of the Department of Superintendence in Detroit it was\n\nmy privilege to announce a prize of $5000 for the best children's code of\nmorals. A prominent business man, who, because of his own experience\nand his study of general conditions, has come to the conclusion that the\nfundamental need of the nation is the character-education of her children\nand youth, offered the prize, and requested that the competition be put\nthru by the executive committee of the National Institution for Moral\nInstruction.\n\nHe does not wish his name mentioned because the insinuation\n\nmight be made that he is seeking personal glory and publicity. He wishes\nto help the professional educators of the nation to find some way by which\nthe character-education element in the public schools can be increast in\ninfluence.\n\nIt was not thought wise that the competition should be an open one, for\n\na prize of $5000, probably the largest ever offered in an educational competition,\n\nwould have drawn out many thousands of children's codes of\n\nmorals, most of them worthless, and the judges of the competition would\n\nhave been swamt. It was decided to secure the cooperation of the state\nsuperintendents, and to appoint thru them seventy selected code-writers,\none at least in each state and more than one in the more populous states.\n\nOne year— Washington's Birthday, 1916, to Washington's Birthday, 19 17\nwas allowed for the composition, and all code-writers were encouraged to\nseek the assistance and advice of as many local educators and parents as\n\ncould be interested.\n\nIt is estimated that as many as ten thousand people\n\n"} {"page": 780, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n764\n\n[Kansas City\n\nhave been helping during the past year to formulate the moral ideas which\nshould be inculcated in the minds and hearts of our children and youth.\nOf the seventy appointed code-writers, fifty-two succeeded in finishing\ntheir morality codes on time, and these will be submitted to the judges for\nthe award of $5000. About ten others have promist to finish their codes for\npublication, so that when the Institution issues the \"Morality Books\" there\nwill be, in all probability, a children's code of morals contained therein from\neach one of the states of the nation. The judges of the competition will\nbe George Trumbull Ladd, Mental and Moral Philosophy, Yale UniConn., Chairman;\nMahlon Pitney, Justice,\nversity, New Haven,\nSupreme Court of the United States, Washington, D.C.; Mrs. Philip\nNorth Moore, President, National Council of Women, St. Louis, Mo.\nIt is the purppse of the Institution to furnish the schools, in a series of\nrevisions, a standard \"Morality Book,\" which can be placed on the teacher's\n\ndesk in every schoolroom, as a reference book for both teacher and pupils,\n\nby consulting which it will be possible to decide as to the moral ideas to\nMorality is the wisdom of human experience, religious\nexperience as well as secular, and as a body of ideas it is more important to\nthe welfare of the children and of their nation that morality be understood\nand appreciated than that any other body of knowledge should be learned.\nThe child begins life ignorant of right and wrong; it has to learn what the\ntruth is and that the truth, not a lie, is to be told it has to learn the property\nIt is very important\nrights of other people and to regard those rights.\nindeed that there be a reference book which can be relied on to assist\nteachers and parents to decide what moral ideas ought to be inculcated in\nview of the experience of intelligent people. In history, we prepare textbooks at great expense, and include in them the results of a million dollars\nbe inculcated.\n\n;\n\nof research;\n\nin geography there is condensed into the classroom textbook\n\nthe studies of hundreds of thousands of explorers, extending over the whole\n\nearth and many hundreds of years.\n\nIn morality the wisdom of experience\n\nshould be accumulated and inculcated.\n\nReference books should be furnisht\n\nthe schools as a means by which teachers and parents can decide just what\nthe childhood morality to be inculcated really is.\n\nThe National Institution\n\nfor Moral Instruction is not a commercial enterprise, and these books will\n\nbe furnisht at the least possible cost.\n\nBut of course the problem of character-education is much more than\nthe accumulating of a body of moral ideas to be inculcated. It is not\nenough that the child merely sees appreciatively the vision of fine, strong\ncharacter, but this vision must become a reality in the life of the child. The\nproblem of methods of character-education is the most difficult and the most\nimportant.\n\nSomeone has said, \"If a boy is to grow up a knave, for God's\n\nsake let him remain a fool.\"\n\nThe National Education Association has rec-\n\nognized by many resolutions that the development of character is the supreme object of education. And yet there never has been a concentration of\n\n"} {"page": 781, "printed_page": null, "text": "Superintendence]\n\nCHARACTER-EDUCATION-METHODS COMPETITION\n\n765\n\nattention on the part of our leading professional educators on this problem.\n\nWe have workt out rather thoroly the problems of methods of getting results\nin the intellectual development and we have given our enthusiastic atten-\n\ntion to physical education and are now studying the vocational education of\n\nthe nation's children, but\n\nwe have never yet attackt the problems of\n\ncharacter-education with the determination to solve them, and mast in that\n^effort the energy and wisdom of our leading professional educators.\n\nIt is necessary that there be a concentration of attention on character-\n\n[education,\n\nand it is particularly appropriate to ask for it at this time,\n\nrhen the nation is facing the most serious trial of strength that has ever\n\n[come to the republic, and when the complications of life for the individual\nland for the nation as a whole are multiplied a thousand times over that\n\nwhich the founders of the nation experienst.\n\nThe children of these war\n\ntimes will be the masses of our voters and our leaders of national affairs\nin the recuperation\n\nand reconstruction period which will come after the\n\nwar; and the purposes and ambitions formed by these children in the\nschools of today will be the controlling purposes, ambitions,\n\nand ideals\n\nof the nation in those years after the war.\n\nIt gives\n\nme great satisfaction, therefore, to announce that the same\n\ndonor, who does not wish to have his name mentioned, but who is now acting\nas the advising treasurer of the National Institution for Moral Instruction,\n\nhas askt the executive committee to offer a prize of $20,000 for the best\n\nmethod of character-education in public schools. This is far and away the\nan educational competition, and is intended\n\nlargest prize ever offered in\n\nto assist in setting the standard of importance to be attacht to the character-\n\neducation of the nation's children.\n\nThe competition is to be restricted to\n\nthe problems of character-education in public schools, because the public\nschools are the expression of the nation's interest and rights in the bringing-\n\nup of her children.\n\nThe great number of schools under private control\n\nrender an important and much appreciated service to the nation, but it is\nthe public schools over which the nation itself has control, and which it has\n\norganized thru its component parts, the various states, for the realization\n\nan enlightened mass of citizens, loyal to civilization ideals generation\nThe competition is not to be an open one because the\njudges would be snowed under in open competition, and very few professional educators of great ability would be found among the writers.\nof\n\nafter generation.\n\nIn each state there are to be nine collaborators selected by a special committee of three.\n\nIf the state superintendent in any state wishes to act as\n\nchairman of these \"character-education collaborators,\" it will be the\nprivilege of the executive committee to appoint him to this responsibility.\nIf he does not wish to act as\n\na collaborator in the competition, he will be\n\ninvited to act as one of the committee of three to appoint the nine collaborators,\n\nwho will then elect their own chairman.\n\nAssociated with the state\n\nsuperintendent as the committee of selection in each state will be the\n\n"} {"page": 782, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n766\n\n{Kansas City\n\npresident of one of the universities or colleges of the state and a third\n\nperson from the general public.\n\nThe group of nine collaborators will submit\n\none plan as the result of their joint study of the problems and of consultation\nwith all who will take the trouble to advise them.\n\nThere are 48 states;\n\nnine in each state will give a total of 432 collaborators; each ought to have\n\n100 friends who will help think out this problem of character-education.\n\nOver 40,000 people will therefore be thinking for the good of the schools and\nof the children and the nation because of this national $20,000 charactereducation-methods competition.\nIt is essential that this collaboration, or \"group thinking,\" as I like to\ncall it, be secured on the problems of character-education, because there is a\n\nThey are hidden\naway in personal experience and observation, and it is only when many\npersons work together and have associated knowledge regarding these\npeculiarity about the facts of the moral life of children.\n\nhidden facts of the personal life that an adequate basis is secured for\ngeneralizations.\n\nThe chairman of the winning group of collaborators is to receive $4000\nand the eight others are to receive $2000 each. One year Washington's\nBirthday, 1918, to Washington's Birthday, 1919\n\n—\n— to be allowed for the\nis\n\nstudy and formulation of plans.\nThe scope of the plans submitted is to be as broad as the problems of\ncharacter-education in public schools.\n\nCharacter instruction, both formal\n\nand informal, the formation of personal opinions by children themselves\nas to right and wrong, their own resolves as to conduct, and their training\ninto habits in accord with morality, the training of teachers for character-\n\neducation, the organization of the school life, the relation of home and school\nin character-education, and the function of the churches to harmonize and\n\ngive the religious sanction for morality which the public schools can assume,\nthe children will have in mind during the secular character-education which\nit is appropriate and necessary that the public schools should give.\n\nThe results of this competition on methods of character-education will\nbe made available to boards of education, superintendents, principals of\nhigh schools and elementary schools, to all teachers and parents, to all\nprofessors of education in teachers colleges\n\nand normal schools, and to\n\nstudents writing theses on character-education.\n\nIt\n\nis\n\nprobable that the\n\nNational Institution for Moral Instruction will arrange, after the 48 plans\nhave been submitted, to carry on definite experimental work to prove by\nthoro tests what methods of character-education believed by professional\n\neducators to be worthy of confidence do actually produce\n\nresults\n\nin\n\ncharacter-development among children.\nI speak for the Executive Committee and the Directors of this Institu-\n\ntion when I ask cooperation from you all in this effort to advance in the\n\nsolution of this the most difficult problem of public education, the character-\n\neducation of the nation's children.\n\n"} {"page": 783, "printed_page": null, "text": "Superintendence!\n\nMMfAL AND MANUAL ELEMENTS IN THE GRADES\n\n767\n\nVARIATIONS IN THE RATIO OF TIME TO BE GIVEN TO THE\nMENTAL AND MANUAL ELEMENTS IN THE DIFFERENT\nGRADES OF THE ELEMENTARY SCHOOLS AND THEIR\nRELATIVE VALUES IN DEVELOPING EDUCATIONAL SYM-\n\nMETRY\nJAMES H. VAN SICKLE, SUPERINTENDENT OF SCHOOLS, SPRINGFIELD, MASS.\n\nThe\n\nconsideration of this topic involves three possible conditions\n\nupon which the distribution of \"mental and manual elements in the different grades of the elementary schools\" may depend: (i) the general aim\nof education, scientifically regarded, in distinction from the traditional conceptions of education; (2) the type of mental constitution of pupils; and\n(3) the question of whether or not the pupil continues his education beyond\nthe elementary school, and, if so, in what kind of school.\n1.\n\nThe education of a child, scientifically considered, involves among\n\nother things the training of the hand and the senses functioning in hand\nactivities so that adequate technical self-expression may be assured.\n\nThe\n\nhand has developt correlatively with the brain, and the functions of the\nlatter, both perceptual and conceptual, cannot normally be maintained without manual activities. I include in this term all bodily activities that are\nconcerned with technical efficiency.\n\nIn every grade of the elementary\n\nschools, therefore, there should be manual training, beginning with simple\nexercises in the primary grades and increasing in complexity as the intelli-\n\ngence and physical capabilities of the pupils increase.\n\nWhile the time\n\nfactor may vary with circumstances, it seems to me that one-fourth of the\npupil's time, at least, should be devoted\n\nto\n\nmanual activities in every\n\ngrade, or even one-half if we include penmanship, drawing, and physical\ntraining, as well as manual training proper.\n2.\n\nThus making manual\n\ntraining\n\nan integral part\n\nof all so-called\n\nculture education, the distribution of the mental and manual factors will\nnecessarily be affected by the pupil's mental constitution.\n\nAnalyzing the\n\nlatter into its most fundamental components, we shall find a considerable\n\npercentage of children with nervous and mental organizations that fit them\nto learn most economically and most effectively thru sense-perceptions and\n\nmotor\n\nactivities in distinction\n\neducation is chiefly occupied.\n\nfrom the symbolic material with which\nDoubtless this holds true in the beginning,\n\nas to most children, but of many it is so true that symbolic knowledge is\n\nnever economically and securely mastered.\nChildren whose approach to knowledge is objective fall into three classes:\n{a)\n\nThose of an elementary object-consciousness, who can never master\n\nthe symbols of knowledge well enough to learn from books (idiots up to\nborder-line cases)\n\n;\n\n(b) Those of a more complex form of object-consciousness,\n\nwho learn with difficulty from concrete experience and who can learn from\nbooks with varying degrees of success, but who cannot go far enough with\n\n"} {"page": 784, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n768\n\n[Kansas city\n\nthe latter to master the higher forms of technical learning (the average\n\nboy or girl)\n\nand (c) those who, approaching knowledge objectively, master\nand the symbolic material incidental to such\nobjective knowledge and are capable of the higher forms of technical\n;\n\nreadily both the objective\n\nlearning.\n\nThe ratio of manual to mental elements in the education of these differThe children of the\n\nent forms of object-mindedness should obviously vary.\n\nelementary form of object-consciousness should be educated mainly thru\nthe hand and the senses correlated therewith.\n\nThree-fourths of the cur-\n\nThe\nmore complex form of object-consciousness (who cannot\n\nriculum for such children might well be devoted to manual activities.\nchildren of the\n\ndeal successfully with the higher types of technical training) should give\n\nmore time to symbolic studies, but these should be closely correlated with\nmanual activities and the sense-perceptions incidental thereto. Probably\none-half to two-thirds of the time of pupils of this second type might\n\nproperly be devoted to manual activities, providing teachers properly\ntrained in method were available who were able to give instruction thru\n\nsymbolic material accompanying such\n\nactivities.\n\nFinally, the children\n\nof the most complex form of object-consciousness, approaching all knowl-\n\nedge objectively and yet able to learn the symbols of such knowledge with\nfacility\n\n(technical high-school candidates, for example), should approxi-\n\nmately divide their time equally between so-called academic studies and\n\nmanual activities, the latter, in this case, including laboratory branches\nwhere hand technique is indispensable.\n3. Finally, the distribution of mental and manual elements in education will depend upon the length of the child's educational course, and its\nultimate direction. Generally speaking, if we ignore the two preceding\nconditions and look at children's education in the light of current usage,\nthe shorter the period of education the more attention should be devoted\nto manual activities. For instance, the majority of boys and girls whose\neducation ends with the elementary schools should be fitted for practical\npursuits, whatever else\n\nis\n\nUpon the latter will depend\nNow, in such cases, it would seem\n\ndone for them.\n\nalmost entirely their success or failure.\n\nthat at least a third to a half of the school curriculum should be used in\ntraining the hand and the organs of sense correlated with hand activities.\n\nOn the other hand, if children are to continue their education farther than\nthe elementary schools, then the need of immediate and constant stress\n\nupon manual activities is not so great.\n\nIn such case, if there is any change\n\ndesired from the present elementary-school curriculum, it should be in the\ndirection indicated in the preceding sections.\nIt may seem that the variations in the distribution of mental and manual\n\neducation here outlined are too numerous for any system of public schools\nto provide for adequately.\n\nHowever, the demands of the larger educational\n\naims that modern science is revealing will certainly become more and more\n\n"} {"page": 785, "printed_page": null, "text": "EDUCATIONAL POISE\n\nSuperintendence]\n\n'j6g\n\nThe movement of practice, indeed, no less than\nA few of our more progressive school systems are well on the way toward the accomplishment of\nsuch a program. With their steady extension of manual activities in the\ninsistent and compelling.\n\ntheory, is rapidly shaping itself in that direction.\n\nspecial classes for the elementary object-minded, with their practical arts\n\nand vocational school classes for the more complex object-minded, and\nwith their technical and commercial courses for the highest grade of objectmindedness, the ideal is evidently clearly graspt, and the instrumentalities\nare being rapidly perfected.\n\nEDUCATIONAL POISE\nADELAIDE STEELE BAYLOR, VOCATIONAL DIVISION, STATE DEPARTMENT OF\nPUBLIC INSTRUCTION, INDIANAPOLIS, IND.\n\nThe absolute value of manual elements in the mental growth of children\nin the elementary schools is no longer an open question.\n\nIts truth does\n\nnot rest alone upon the conclusions of psychologists basing their deductions\n\non child nature, but these have been reinforst by actual scientific tests and\nmeasurements applied to detect the results of such training.\nThe great influence of the manual elements as compared with other\nforms of education in developing sense-power and discrimination and\nmotor-control, with resulting nerve and mental modifications, has been\nwell establisht.\n\n—the essential factor\n\nThe share of such training in cultivating attention\nin\n\nintellectual\n\ndevelopment\n\n—what\n\nit\n\nhas done for judgment, reason,\n\nimagination, and the will, and its power in forming esthetic and ethical\nqualities difficult to separate from mental growth, are recognized.\n\nBut while these conclusions are well justified, and few if any educators\nwould deny the fact that the manual elements have a share in mental\ngrowth and the creation of educational poise, yet no one is prepared to say\nwhat the exact measurement of that share shall be.\nBulletin No. 32, of the United States Bureau of Education, on \"Some\nFacts Concerning Manual Arts and Home Making Subjects in 156 Cities,\"\nderives the following conclusions from the statistics compiled in the inquiry:\n1. The number of periods per week devoted to these subjects is one\nin the grades and five in the high school.\n2. The time devoted to work of this kind amounts to about li hours\nper week in Grades 1-5; ij hours per week in Grades 6-8, and nearly 6\nhours per week in the high school.\n3. The total school time for all subjects, not including recesses and\nnoon intermissions, varies greatly, but the median total is 1350 minutes\nin Grade i, 1400 in Grade 2, and about 1550 in all other grades.\n4. The time devoted to the manual arts and home-making subjects is\nabout 5 per cent of the total school time in the first six grades, about 6 per\n\n"} {"page": 786, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n770\n\n[Kansas City\n\ncent in the seventh and eighth grades, and nearly 25 per cent in the high\nschool.\n\nThe report of the Committee on Time Allowance for Manual Arts,\nsubmitted at the Annual Convention of the Eastern Arts Association,\nSpringfield, Mass., April 20 and 22, 1916, after pointing out what has been\n\naccomplisht by manual-art subjects in the public schools, with a mere\npittance of time, and what its purpose is conceived to be, recommends that\n\nnot less than 15 per cent of the entire school time in Grades i to 5, inclusive,\n\nbe allotted to manual arts, 20 per cent in Grades 6 to 8, inclusive, and 50\nper cent in the high school. This would mean three times the present\nallotment, as based on Bulletin No. 32 of the United States Bureau of\n\nEducation in the first five grades, a little more than three times the present\nallotment in Grades 6, 7, and 8, and double that in the high school.\n\nAny ratio such as those in the above report, at the present time at\nmust be more or less arbitrarily stated on a basis of theory rather\nThe following points, however, are\npertinent to any attempt to make specific time allowances for manual elements in the elementary school as related to the mental growth of children:\n1. There is a great educational value in manual work itself in all grades.\n2. In Grades i, 2, and 3 manual arts are indispensable to the proper\ndevelopment of the subjects of reading, language, numbers, and natureleast,\n\nthan actual measurement of values.\n\nstudy.\n3.\n\nGrades 4, 5, and 6, and to some extent 3, are periods of drill and the\n\nfixing of fundamental elementary truths as a basis for future work.\n4. Individuals and groups of individuals differ as to the ratio of mental\nand manual elements essential to a development of educational symmetry.\n5. Great mortaHty in the elementary schools has been largely due to a\n\nlack of appreciation of point 4.\n6. It is much easier to make manual elements function in the presentday activities of children than purely mental elements.\n7. It is self-evident that the manual work rightly presented will always\ndevelop the mental, but it is not evident that mental work of itself will\n\ndevelop the manual.\n8.\n\nToo little time is at present allowed in most schools to the manual\n\nelements.\n9.\n\nA statement of time ratios for such work in the schools, even on an\n\narbitrary basis, may help raise the standards and encourage school people\nto accord more definite periods for such work with a more definite purpose\nin view.\n\nThe following time-limits are suggested on a purely arbitrary basis, the\njustification being found in the points just enumerated:\nI.\n\nIn Grades i and 2 at least 25 per cent of the time should be used\n\nin manual-arts work, and such work should be closely correlated with the\n\nother subjects.\n\n"} {"page": 787, "printed_page": null, "text": "PREPAREDNESS\n\nSuperintendcncel\n\n77I\n\n2. In Grade 3 at least 20 per cent of the time should be devoted to\nmanual arts, which are still fundamental in the development of other subjects, but begin to assume a distinct place in the curriculum.\n3. In Grades 4 and 5, inclusive, not less than 15 per cent of the time\nshould be devoted to manual elements as a definite part of the curriculum,\n\nbut correlated with other subjects as concrete applications of their principles.\n4.\n\nProvision should be made to increase the amount of manual work,\n\nfor such pupils as require it, by shifting them into other grades and other\nclasses as the seventh and eighth grades or the junior high school, where the\n\ntime-allotment is greater.\n\nPREPAREDNESS\nWHITE, UNIVERSAL MILITARY TRAINING LEAGUE, CHICAGO, ILL.\n\nR. A.\n\nI am here representing the Universal Military Training League.\n\nLeague is in favor of the Chamberlain bill.\n\nThis\n\nThe Chamberlain bill, now\n\nbefore Congress, is the fairest, sanest, and most thoroly American measure\n\never presented to this government for consideration.\n\nNote the following\n\nfeatures: All male citizens physically fit must receive six months' intensive\n\nmilitary training in their nineteenth year, except those who are the sole\n\nsupport of a family.\n\nThere can be no substitutes.\n\nThe men trained cannot\n\nbe used for strike nor police duty, they can only be called for defensive\nwarfare.\nunits.\n\nThose of notoriously bad character are to be trained in separate\n\nNo intoxicating hquors nor tobacco can be had during the training.\n\nWhen called to train, the young men may express their preference as to the\ntime of the year they will take the training, whether summer or winter;\nthe special branch of the service they prefer, whether cavalry, infantry,\n\nnavy; and, so far as practicable,\nThere are other conditions. One in particular is that all expenses are paid by the government, and should anyone\nbe disabled at, or going to or from, the training camp, he becomes entitled\nartillery, engineering corps, etc., or the\n\ntheir wishes will be respected.\n\nto a pension. No such consideration of its citizens was ever before shown\nby any government.\nAt the threshold of consideration let us keep in mind that the government has, and has always had, absolute power to call for mihtary service\nevery able-bodied man in the land between eighteen and forty-five years of\nThere is no escape and no excuse will avail.\nage.\nThe law of required service is the foundation of the family, the state,\nand the nation. In these relations duties are not optional they are\nChildren must obey their parents and do as directed or the\nobligatory.\nfamily will be a failure. No system of government based upon voluntary\naction would have stability. In a republic, the duty of all is to serve and\n\n—\n\nsupport the government, each according to his ability.\n\nWe are require^\n\n"} {"page": 788, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n772\n\n[Kansas city\n\nby law to pay taxes, to do jury service, and to send our children to school.\nFor the safety of the community we are compelled to observe healthregulations. These and scores of other provisions necessary for the common good must be compulsory.\nI believe in universal military training and compulsory service because\nI believe in the wisdom of Washington, who said: *'If we desire to avoid\nIf we desire to secure peace\none of\ninsult, we must be able to repel it.\nthe most powerful instruments of our rising prosperity it must be known\nthat at all times we are ready for war.\" Weakness thru unpreparedness has\nnever prevented the strong from attacking the weak and unprepared.\n\n—\n\n—\n\nChina, Korea, Belgium, Greece, are instances of weakness inviting aggres-\n\nWe have as yet no international chivalry. National\nand racial needs override moral codes. Why should a weak and unprepared\nUnited States prove an exception in a war-mad world?\nUniversal military training creating a reserve army of two and a half\n\nsion from the strong.\n\nmillions in the next five years is a necessary step for preparedness.\n\nparedness is a big thing.\nindustrial\n\nPre-\n\nIt means guns, ships, ammunition, organization\n\nand commercial.\n\nBut above all else it means\n\ntrained men.\n\nOther things are necessary, trained men are indispensable. War is a science. Untrained men cannot resist trained soldiers any more than an\nuntrained football eleven can break the trained ranks of Yale or Harvard.\nWe need to be prepared for defense because circumstances over which\n\nwe have no control are forcing us nearer a possible war. Any day may see\nus at war with Germany. We are not prepared. The defending Atlantic\nhas become an easy highway for submarines and the transportation of\ngreat armies in the shortest possible time. War is daily peering over the\nshoulders of the Atlantic.\n\nIf it come, what are we ready to do about it ?\n\nWe need a sufficient and efficient preparedness because we have a\nMonroe. Doctrine to defend. A prominent American said recently: \"The\ntime is near at hand when we will have to abandon the Monroe Doctrine\nor fight for it.\" Properly interpreted, the Monroe Doctrine is worth\nfighting for.\n\nOverpopulated Europe and the teeming Orient look with\n\ngreedy eyes upon the untenanted areas of South America, and some day,\nthru racial pressure, will challenge our right to exclude them. Moreover,\n\nwe have on our flank\n\nturbulent Mexico.\n\nForeign nations have large\n\nThey will not be so generous toward Mexican\ninvasion of their rights as we have been when Mexico killed our citizens\ninvestments in Mexico.\n\nand confiscated our property. We cannot play the dog in the manger.\nWe must protect European interests in Mexico or Europe will look after\nits own.\nWe will have to permit them to violate the Monroe Doctrine\n'\n\nor fight.\n\nIt is said that $400,000,000 of claims are filed with our state\n\ndepartment by foreign claimants. We will do well to pay and forget it.\nWe have an Orient with its problems. The Philippines, on the edge of\nsunrise seas, and Hawaii, the key to the Pacific, and, beyond, a young\n\n"} {"page": 789, "printed_page": null, "text": "PREPAREDNESS\n\nSuperintendence!\n\n773\n\ngiant rising from the sea, ambitious, efficient, and under the inexorable\n\nJapan must expand her territory and power\nIf we stand in her way in any direction,\n\npressure of overpopulation.\n\nor remain a third-rate power.\n\nJapan will fight.\nI believe in universal military training because\n\nit is\n\ndemocratic.\n\nIn\n\na democracy every man must bear his share of the burden of democracy.\nIf democracy means anything, it means the rule of the majority, the service\n\nTo permit a large number of citizens to shirk their duty just because\n\nof all.\n\nthey want to, and to let others fight both for themselves and the shirkers\nbecause they are wilHng to, is the reverse of democracy.\nprotection of the laws, all should obey them.\n\nAll demand the\n\nAll expect the protection of\n\nthe flag, all should defend it.\nI believe in universal military training and service because voluntary\n\ntraining and service have been a failure.\n\nIn our Civil War a large and\n\nhonorable number were willing to die and save the nation; quite a dishonorable number were willing to let them do it.\nfailure.\n\nEngland found it a\n\nIn Liverpool there is a war monument on which is carved, \"Eng-\n\nland expects every man to do his duty.\"\n\nWhen the crisis came, her expec-\n\ntations were not realized.\nI believe in universal military training and service because it is a good\n\nthing for our young men:\n\n(i) It is\n\ngood physical training;\n\nit\n\ntakes the\n\nkinks out of the stoop-shouldered and puts red blood into the anemic.\n(2) It teaches young\n\nmen to obey.\n\nWe are suffering from lack of discipline.\n\nYoung men do not know how to obey because they have not been made to\nobey. The schools are without effective discipline and the average home\nhas little or none. A large percentage of our lawbreakers are young men\nfrom fifteen to twenty-one or twenty-two. Better for our young men to\nknow how to carry a rifle than a cigarette; to send a lead ball to the center\nof the bull's eye than to push ivory balls into the pockets of a billiard table;\nto love the red-blooded service of the camp rather than the anemic enter-\n\ntainment of cabarets.\n\n(3) Physical training and discipline breed efficiency\n\nThe time a young man may lose from his early business life\nwill be more than compensated by his increast abiUty to do things.\nThat these are not theoretical assumptions Germany proves conclusively.\nWhen I first began going to Germany thirty years ago, I decried\nGerman miHtary methods. For the last ten years I have felt otherwise. In\nGermany a law is made to be obeyed, not broken. \"Das ist verboten\" is\nfor business.\n\nno idle sign.\nlaw.\n\nMilitary discipline is largely responsible for this respect for\n\nGermany estimates that her industrial and commercial efficiency\n\nhas been increast i6i per cent thru the military training of her young men.\nI believe in universal military training and service and a sane prepared-\n\nness because\n\nit is\n\nthe only\n\nway to avoid war.\n\nOnly mighty provocation\n\nleads a nation to attack another if that other is as strong or stronger than\nitself.\n\nHad England, France, and Russia been as well prepared as Germany\n\n"} {"page": 790, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n774\n\nthere would have been no European war.\n\n[Kansas City\n\nThe United States has no\n\nquarrel with any nation, no revenge to wreak, no territory to seek.\n\nWe\n\nwant to be let alone. We want to live at peace with all the world. We\nwant to be the friend of every nation on earth. We will endure much for\npeace. But there is a limit. We will not attack, but we will defend. It\nnot militarism but plain common sense to be in a position to say,\nnot boastfully, but firmly, to all the world in the words of the old jingo\n\nis\n\ndoggerel:\n\nWe don't want to fight, but, by jingo, if we do,\nWe've got the men, we've got the ships, and we've got the money, too.\n\nMILITARY TRAINING CAMPS\nWHARTON CLAY, SECRETARY, MILITARY TRAINING CAMPS ASSOCIATION OF THE\nUNITED STATES, CHICAGO, ILL.\nThis Association is officially recognized by the United States government to assist it in recruiting for the summer miHtary training camps, and\nis provided with offices in the Federal Building, in Chicago.\n\nof\n\nIt is composed\ntwenty thousand citizens who have attended the summer government\n\nThese camps are best recognized as the \"Plattsburg\nmovement.\" They were initiated by college men and since their beginning\nhave had the active support of an advisory board of college presidents who\nhave been in constant touch with the entire movement. They bear no\nmilitary camps.\n\nrelation to drill in the schools, but provide educators with the opportunity\nof showing their practical patriotism, not only by attending the training\n\ncamps themselves, but also by promulgating information with regard to\nthem to students who are eligible. They are the one concrete activity that\ncitizens can take to aid in establishing universal military training under the\n\nexisting laws.\n\nTwenty thousand citizens, 90 per cent of them of college caliber, and\nincluding some of the most important men in the country, have attended\n\nthe camps.\n\nThe president of the Rockefeller Foundation, the Episcopal\n\nbishop of Rhode Island, ex-ambassadors, mayors of several cities, a representative of the Board of Trustees and every department of the University\n\nand prominent business and professional men in all the\nthe government for one month at these\ncamps. The physical benefits and mental quickening developt thru the\nstrenuous month of outdoor exercise have been appreciated by all who have\nof Pennsylvania,\n\ncities have given their services to\n\nattended.\n\nSo great has been the success of the camps that a junior camp was establisht last year at Plum Island,\n\nN.Y., for boys between their fifteenth and\n\neighteenth birthdays, to provide work adapted to the ages and needs of\nthese embryo citizens.\n\nThe spiritual effect on the boys and their improved\n\nattitude toward their country are most noticeable on their return from the\ntraining camps.\n\n"} {"page": 791, "printed_page": null, "text": "Superintendence!\n\nTHE HIGH-SCHOOL TEACHER'S PREPARATION\n\n775\n\nSenior camps and junior camps will be held this year on a national scale\nin every section of the country,\n\nand the government will provide suband uniform for all between the ages of eighteen\nand forty-five. The government is depending upon this Association to\ninterest the citizens of America in these camps and has provided free official\nliterature and motion pictures which will be exhibited without any cost at\nany institution that makes a request for them.\nThe attendance at the camps does not increase the moral nor legal\nsistence, transportation,\n\nobligation for further military\n\nservice other than citizenship already\ndemands, and this Association would welcome an opportunity of giving\ncomplete and official information to anyone who desires it.\nThese camps present to the National Education Association a great\n\nopportunity and should be fostered because they foster the very objects\nof the new-formed policy of this Association past today\nMilitary training should be universal and compulsory, and provided and directed by\nthe national government, and at its expense, and given by expert instructors provided\n\nby the national government including physical exercises, setting-up drills, .... simuner\ncamps, and otitdoor life wherever possible for the whole or part of the vacations ....\nintensive and graduated and adapted to the ages and needs of pupils aiming to train in\nstealth, strength, vigor, alertness, endurance, self-reliance, and self-control .... safety\nprecautions for the purpose of guarding against disease and injury. For this purpose\nvoluntary camp life during vacations should be encouraged, as well as outdoor exercises\nand hikes to the country, including also the study of the history of our country, accurately\nand frankly presented, the sacrifices of our great leaders, a stimulation of the love of our\n\"country, and the opportunity for rendering service.\nAll of these mandates of your resolution are inculcated into and fostered\n\nfby the government military training camps.\n\nTHE HIGH-SCHOOL TEACHER'S PROFESSIONAL\nPREPARATION\nWILLIAM H. SMILEY, SUPERVISOR OF HIGH-SCHOOL EDUCATION, DENVER, COLO.\n,\n\nThe risk of formahsing any subject-matter of instruction in accordance\n\nwith some logical order other than the logic of its use as intellectual food\nThe logical order of the\nfor students, is a grave and ever-present menace.\nhistoric development of a subject may be the very best for displaying a body\n\nof information, and at the\n\nsame time the very worst for holding interest\n\nand securing power to think in the students to be stimulated by its use.\nMany subjects of instruction have proved disappointing in results as\nmeasured by the development of students, because the choice of matter\nand order of presentation have been determined on psychological and pedagogical grounds other than those fixt by the maturity of mind and heart\nof the ones who are to be insured growth thereby.\n\nBut in no subjects should greater care be exercised to avoid this danger\nthan in those subjects thru the use of which students are prepared for\n\n"} {"page": 792, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n776\n\nIKansasCity\n\nOne who questions a university\ngraduate as to the philosophy that underlies the group of subjects that has\nservice in the high-school classroom.\n\nearned him his state certificate, a graduate possibly who has taken a sixth\nof his work in the college of education in order to secure his state license to\n\nteach, is likely to be disappointed by finding that the student is rare who\n\nhas ever askt the question how any single subject will better enable him\nto function successfully before a class and with a class.\n\nIn high-school classes in physics it is easy to find students who so\ndocilely follow the formalized instruction sheet prepared for laboratory\n\nguidance that they come successfully to the conclusion desired at the end\nof an experiment, with results formally correct, but with very little con-\n\nsciousness of the vital relation of the experiment to the main subject of\ninquiry.\n\nThe apparatus used and the series of steps followed fill so com-\n\npletely the student's field of vision that he often misses seeing the one\n\nobject within his field of vision of which he was supposed never to lose\nsight.\n\nWe acknowledge today that, from kindergarten thru the university,\nthe growth of the individual student is the prime consideration, and that\n\nour main business is to determine and differentiate the quantity, quality,\nand kind of work that is best adapted to the mental age and physical growth\nof students of all sorts and conditions.\nThe emphasis is no longer upon\ninformation for information's sake, but the field of knowledge is presented\nthat the student thru his thinking, feeling, and willing about the same may\nacquire habitual skills, capacities, feelings, and aims.\n\nWe know in the reorganization of education from the kindergarten\nthru the university that the obstacles ever standing in the way are the\ntraditions, prejudices,\n\nand fixt habits of teachers as reflected in curricula\n\nbased upon the idea that the abiUty to recall memorized acquisitions is\nthe great test of the progress of students.\n\nThe chief problem of the school of education is how to fix in the mind\nand heart of the prospective teacher a point of view radically opposed, at\nthe present time, to all the habits of his own learning, and, in the majority\nof cases, to the habits of those who have taught him.\nIf\n\nthis\n\nrevolutionary attitude were a part of the\n\nendowment\n\nfor\n\nparenthood assured by a college education, then the professional education\nof a host of teachers who now enter high schools with only the equipment\nof training thru\n\nacademic subjects would at least have been begun.\n\nIf\n\nthis were true, we should not have so many young teachers eager to make\n\nuse of the last thing learned as the first thing to be taught.\n\nThe state ought to require of all graduates of its higher institutions, both\ntechnical and academic, for the purpose of securing to the future an intelligent fatherhood,\n\nmotherhood, and citizenship, the fundamental general\n\npsychology, physiology, sociology, and community civics that every teacher\nis\n\nnow assumed to possess as basic for professional education.\n\nThe democ-\n\n"} {"page": 793, "printed_page": null, "text": "Superintendence]\n\nTHE HIGH-SCHOOL TEACHER'S PREPARATION\n\n777\n\nracy in the interest of self-preservation needs to demand, and has a right to\n\ndemand, of its university graduates appreciation of democracy's problems,\nwhich I believe can come only thru the culture incident to the studies named\nabove; and in proportionate measure, if there are to be any constants in\nhigh-school education, these are the studies that have\n\nfirst civic\n\nclaim.\n\nEvery institution would thus emphasize the necessity of professional training, and the schools could be sure that all graduates employed would possess\nsome apperceptive basis upon which increasing professional skill, thru\ngrowth under helpful supervision, could be gradually acquired. It ought\nto be made impossible for the high-school teacher of every high-school subject, manual arts no less than academic, to have less of a start than this on\n\nthe professional road.\n\nNow what are the vital things that ought to be spoken to administrators of schools and colleges of education who, by malice aforethought,\n\nare conferring licenses to teach, or degrees in education, upon young men\n\nand women whose services we must have in our high schools. First this,\nthat in no field of study is it so important to have the teacher the vigorous\npersonality, the innately skilful soul with constructive imagination,\n\nwho\n\ncan in deft ways draw from his students and exhibit what there is in them\n\nupon which to build, in order to show where instruction can profitably begin.\nNothing so impresses a student with reverence for the sacredness of a profession that deals daily with individual minds and souls like contact with\na great teacher who gives daily such concrete exhibitions of habitual power.\n\nWhen such is found, hold him at any cost, for he is priceless.\nThat there are minimum essentials in psychology, pedagogy, and the\nhistory of education needs to be remembered by deans and professors of\nschools of education just as much as by elementary or high-school teachers\nin their special fields of instruction.\n\nDo not forget that in the professional\n\nfield the problem is still one of individual growth, and that the student grows\n\nupon what he apprehends and uses, not upon what he gets by. Insist that\nhe make part of himself the vital truths of applied psychology and pedagogic\nmethod. The history of education demands for its understanding an experience of life and a knowledge of the story of humanity not likely to be attained\nuntil later; and therefore, outside the inspiring biographies of a few great\nteachers, the subject may well be postponed for later graduate study.\n\nThe university that furnishes fine facilities for research, but inadequate\nfacilities for observation\n\nand for teaching practice, fails to meet the most\n\nimportant professional needs of its graduates in education.\n\nThe best that\n\ncan be done in this latter field will be none too good, and no amount of excellence in the former field will compensate for meager opportunities in the\nIt is precisely here that the normal schools are doing their work\nmore efficiently than the colleges.\nAnd now a word to superintendents and high-school principals. The\ntime has past when beginners in high-school teaching can be left to Snd\n\nlatter.\n\n"} {"page": 794, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n778\n\n(Kansas City\n\ntheir way alone, or flounder hopelessly, or save themselves as some of us\n\ndid in wasteful experiments with the time of overconsiderate youngsters.\n\nWe must know minutely the extent of their professional preparation or lack\nof it, and supplement the same by such helpful and charitable supervision\n\nas we can give, hoping that they may continue to grow in lines of professional work already well begun, and that the light of past professional study\n\nunder masterful teaching may illumine the dark places of the beginner's\n\nway.\n\nOpportunity for some kind of probationary experience it is our duty\n\nto provide.\n\nA final word to young teachers is suggested by an experience of many\nyears gained from listening to the questioning of such teachers before a\nstate board of examiners.\n\nThe danger of highly specialized instruction is\n\nthat no one has the responsibility of testing its fruit to prove whether the\n\n3tudent has gained any unified philosophic consciousness, any educational\ncreed that shall be steadfast and sure and make him confident in his own\naim and of his own judgment of values in his influence upon his students.\nThe school of education, if it fulfils its duty to the state, will try to do its\nshare in surrounding its students with an atmosphere that will make its\ngraduates powerful factors by the certainty of their convictions in shaping\nthe moral, religious, and social ideals of all to whom their social responsibility\nextends.\n\nREPORT OF THE COMMITTEE ON MILITARY TRAINING IN\nTHE PUBLIC SCHOOLS\nA resolution, adopted last year at Detroit, instructed this Committee\n\" to report upon the proper place for, and purpose of, military education of\n\nAmerican youth.\"\nIn complying with this instruction, your Committee has had no difficulty\nin reaching its conclusions, but has not found it easy in some instances to\nfind forms of expression which clearly reflect the full consideration of the\nsubject in all the aspects considered by the Committee, because of the\nconfusion and misapprehension of terms employed in its general discussion,\nand because of the prevalent difference in the conception of the purpose of\nmilitary education.\n\nMilitary education makes a strong appeal to many citizens because of\nthe influence which, in their opinion, it exerts upon the physical bearing\n\nand the mental attitude of its recipients. This is especially true in times\nwhen the prospect of war is remote or non-existent, when there seems to\nbe no need for the soldier. Your Committee cannot take this view. At\nthe present time, when the demand for trained soldiers is frequently heard,\nthere is less tendency to evasion, and the real purpose is more commonly\nexprest.\n\nMilitary education must mean the education or preparation of\n\nthe man for the life and work of the soldier and for his effective participa-\n\n"} {"page": 795, "printed_page": null, "text": "Superintendence!\n\nMILITARY TRAINING IN THE PUBLIC SCHOOLS\n\n^70\n\ntion in warlike operations, otherwise the limitation of the idea or the speciali-\n\nzation of the term by the word \"military\" would be meaningless.\n\nIt must\n\nbe understood, therefore, that in this report it is this evident purpose of the\n\ncomprehensive term \"military education\" which the Committee has in\nmind.\n\nThe terms \"military education,\" \"military training,\" and \"military\ndrill\" are commonly used synonymously.\nthis,\n\nWhile there is no objection to\ninherent in the etymology or use of the terms, there are very wide\n\ndifferences in the minds of those who use them and in the thoughts which\n\nthey are intended to express.\n\nIt is this confusion in the use of these terms\n\nwhich is responsible for many apparent differences of opinion in discussions\nregarding \"military education.\"\n\nIn order that statements made in this\n\nreport may not be misunderstood your Committee deems it necessary to\n\nThe comprehensive term \"military education\" and the term \"mihtary training,\" which is made more specific by its\n\nlimit or isolate the use of each.\n\ngeneral use in official military treatises and reports, refers, according to the\nunderstanding of your Committee, to the direct, practical, intensive training\n\nwhich is given to the recruit in the army, or to one who is preparing for\n\n—a form of training which\n\nactual warfare as it is now carried on\n\nwidely from that formerly in use.\n\ndiffers\n\nThe term \"military drill\" has long been\n\nused to designate the exercises which in former years were intended to train\nthe soldier, and included \" training with a musket, manual of arms, and close\n\nIn a word, an imitation of the sort of training which a\nyoung man receives at the armory when he goes into the mihtia.\" Because of the long use of the term in this way, and of its common acceptation\norder formation.\n\nin this sense, its limited application is retained in this report.\n\nThe military training of boys, in the sense in which we use the term,\n\nmay be establisht in several ways. Three may be mentioned as most worthy\nof consideration: (i) it may be made compulsory upon boys of prescribed\nages attending elementary and secondary schools, and upon boys of similar\nages not attending school; (2) it may be made compulsory on boys attending\n(3) it may be optional with boys of school age who are\nOf these the first two plans are most conamonly suggested.\nWhen we think of the ages of the boys of the elementary schools and consider that the great majority of those in the high schools are under sixteen\nyears of age, we must realize that they are too immature, intellectually, to\ngrasp fully the significance of the training and its responsibilities, or to take\nit seriously.\nWhen we think of the bodily immaturity of the great mass of\nboys, even of the secondar>' schools, and consider that only a very few of\nthese may be regarded as sufficiently develop t, we must realize how impossible it is for them to perform satisfactorily the arduous work of training,\nand must agree with Dr. Eliot, who says that \" training in the real work of a\n\nsecondary schools;\n\nacceptable.\n\nsoldier, that is, marching under a heavy load, digging as rapidly as possible\n\nin the ground, and using effectively rifles,\n\nmachine guns, hand grenades,\n\n"} {"page": 796, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n78o\n\n[Kansas City\n\nbayonets .... heavy and light artillery .... should not be before the\ntwentieth year.\"\n\nWe must remember also that just at the time when military enthusiasts\nwould force the boy into military training, somewhere between the ages of\ntwelve and eighteen, he is undergoing most important life-changes, during\nwhich his mental attitude toward the relations and activities of life is subject to the most serious readjustment and he is passing rapidly in physique\nfrom boyhood to manhood. It is an educational and moral offense to\nsnatch him from the natural life of boyhood and place him in what ought\nto be a man's job, and thus expose him to the risk, if not certainty, of mental\nand physical injury.\nThe force of these objections has been recognized by advocates of military training, who sometimes suggest that it be limited to pupils of secondary schools. Besides the objections to this plan which have been offered,\nothers present themselves.\n\nThe amount of time which must be devoted\n\nto special military training, whether it is conducted in or out of school hours,\n\nmust be sufficient to make it of apparent value.\nwith the pupil's progress in his school course.\n\nThis is bound to interfere\nThe pupil of the high school\n\nhas entered the period when he must choose his career and has begun accordingly to specialize in his studies.\n\nHe is devoting more time to self-selected\n\nFor these all the time he can devote to them properly\nis needed.\nThe added duty of military training must necessarily divert\nhis attention from his aim in life and take time which ought to be devoted\nto preparation for it, and must place too much emphasis on a special activity\nin which he will probably never be engaged.\nIn recent years much attention has been devoted to vocational education, which has been encouraged and aided by state and national laws.\nMilitary training, by occupying the time and diverting the attention of the\npupils, will greatly interfere with its development and operation.\nBy subjecting secondary-school pupils, or, indeed, any selected class of\npupils, to military training, and relieving others of it, the duty of the\nnational defense will be imposed upon those who seek a better education.\nTo quote from the Report of the New Jersey Commission on Military\nstudy and work.\n\nTraining in High Schools:\nMilitary training and service, if they are necessary, are an obligation of citizenship,\n\nnot of education alone.\nIt is difficult to contemplate with satisfaction or even complacency the social cleavage\nwhich is bound to result from a system of military instruction which is applied to highschool pupils and not to other boys. To assign or reserve the privilege, or duty, or obligation, however it is regarded, of preparing to fight for the country, to the better-educated\nclass, is just as repugnant to democratic ideals as was the practice in days long gone by of\nleaving it to the nobility. To select high-school pupils for this training is open to the\n\nsame objection as would be a plan of selecting adults for actual military service solely\non the basis of their occupations or professions, a plan which would receive no consideration.\n\n"} {"page": 797, "printed_page": null, "text": "Superintendence!\n\nMILITARY TRAINING IN THE PUBLIC SCHOOLS\n\n781\n\nIf the obligation of military training is imposed upon any boys who are\n\nattending school, they may easily evade it, if they so desire, by leaving\nschool.\n\nIn the efforts which we are constantly making to keep pupils in\n\nschool, by means of compulsory education and child-labor laws, state and\n\nnational, by means of personal and social influences, we shall be confronted\nwith a superior force which will draw pupils out of school, or be a barrier\n\nto their entrance.\n\nThe entire scheme of military training for scljool boys is useless if not\nfollowed by thoro training when they become mature enough mentally and\nphysically to receive and endure persistent, strenuous, practical preparation\nfor actual warfare.\n\nIf, moreover, this universal practical training is required\n\nmature young men by state or national laws, the military training of\nschoolboys must again be considered not only useless and unnecessary\nof\n\nfor the very purpose for which it is required, but seriously detrimental to the\n\nwelfare of the pupils and to the community.\n\nEnough has been said to indicate our firm conviction that any plan of\nmilitary training of schoolboys, or boys of school age, which is based upon\n\nthe option or choice of the individual is objectionable, not only from the\nmilitary and civic, but also from the educational viewpoint.\n\nIt ignores\n\nthe fundamental: principle taught in all schools, namely, that loyalty and\nservice are due the nation from all yout^i.\n\nAs persons in many ways interested in the guidance of the education of\nthe young, in the formulation of educational processes and the use of educational materials, and in the application of these processes and materials to\n\nthe purposes of training the young for all activities of life, we must look\nat military training from the educational point of view.\nall\n\nWe thus consider\n\nthe elements involved in the courses of instruction of elementary and\n\nsecondary schools with a view to the results to which they lead and which\nhave an influential bearing upon adult life. We frame courses of instruction\nwhich lead to all the occupations, professions, and interests of everyday\nlife, in\n\nwhich pupils eventually engage.\n\nWith the constant changes in com-\n\nmercial, industrial, and professional conditions, and with the wider appreciation of the value of intellectual growth,\n\nwe are confronted with new\n\neducational problems or demands which we endeavor to solve or meet with\n\nWe know the beginning, and\nWith military education the situa-\n\nappropriate educational courses or processes.\nthe end of every such course or process.\ntion is quite different.\n\nThere appears to be no suggestion on the part of\n\nthe advocates of military training for schoolboys that those who are engaged\nin the work of the schools and are competent to direct it outline profitable\n\nforms of instruction for pupils of elementary and secondary schools which\nshall be fundamental to the serious military training and service of adults,\n\nbut we are urged, without consideration of the propriety of processes or\ntheir logical results, to impose on schoolboys a fragmentary course of instruc-\n\ntion which, it is admitted, is a mere beginning, and whose completion, in\n\n"} {"page": 798, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n782\n\n[Kansas City\n\nthe foYm of a subsequent military training or service of men, has not thus\nfar been provided for either by any state or by the nation.\n\nIt must be\n\nconsidered remarkable that legislators of the different states and of the\nnational Congress, who urge this proceeding upon us, seem to shrink from\n\nmen who have reacht maturity\nand who are competent to undergo it, and at the same time seek unhesitatexacting military training of the young\n\ningly to require it of schoolboys.\n\nFor reasons which have been given and which we believe are dictated\nby sound educational policy, we must object to such an imposition. We\ncannot condemn too strongly this practice of violating well-establisht educational principles and procedure, and of evading the dictates of civic and\nmilitary propriety. If military training is necessary in this country, if we\nhave reacht the time when we must, besides continuing the pursuit of peaceful arts, prepare also for the art of war, this training should be given to men,\n\nor at least to those who have attained the maturity of mind and body which\nwill enable them to receive it seriously and successfully.\n\nWhat has been\n\nsaid has special force in the present crisis in our international relations.\n\nThe training of boys for the future is of no value now. If a large army is\nneeded now it is men who must be trained. We cannot wait until the boys\ngrow up.\nWe do not wish to be understood as advocating the policy of training\n\nmen for war.\n\nOn the other hand, we are opposed to such a policy, if it is\n\nat all possible to avoid it.\n\nWe wish simply to assert strongly that military\n\ntraining has no proper place in the educational course of schoolboys.\n\nThe opinion which your Committee has exprest finds abundant corThe great military\n\nroboration in the practice of the nations of the world.\n\nnations, Germany, France, England, Russia, Japan, whose efficiency in the\n\noperations of the present war has been demonstrated, have not relied on\nthe military training of boys.\n\nAustralia is the only participant which may\n\nproperly be regarded as providing for it.\n\nAltho it has also required the\n\ntraining of men, it has recently rejected by popular vote the proposition of\n\ncompulsory military service, which ought to be the logical result of compulsory training, and has thus practically denied the wisdom or efficacy\nThe miUtary system of Switzerland, which is often comof such training.\n\nmended as peculiarly appropriate to this country, requires military training\nand service of men over twenty, but does not require military training of\nschoolboys.\n\nLeading military authorities in this country, whose point of view is, of\nfrom ours, do not advise the miHtary training of boys.\nGenerals Wood, Goethals, and Young have exprest opinions which this\n\ncourse, different\n\nreport accurately reflects.\n\nNew York State is the only state of the Union, so far as we know, which\nhas adopted legislation providing for the compulsory military training of\nboys. The action of this state is open to the objections which have been\n\n"} {"page": 799, "printed_page": null, "text": "Superintendence]\n\nMILITARY TRAINING IN THE PUBLIC SCHOOLS\n\n783\n\nWe call attention to the discriminatory feature whereby\n\"any boy who is regularly and lawfully employed in any occupation for\na livelihood\" is not required to take the training, and to the omission of the\nstate to impose the compulsory training upon men, or at least on those over\nnoted herein.\n\nnineteen years of age.\n\nFor similar reasons we must record our objection to that section of the\nlaw of the national Congress, approved June 3, 19 16, which invites schoolboys over fourteen years of age in bodies of not less than one hundred to\nundertake a course of military training which must be an officially recognized part of the estabHsht school curriculum, under national control and\n\nWe note that Congress has not yet\nprovided funds enough to make the plan effective, and must conclude that\ndirection and with national support.\n\nit does not regard\n\nthe plan seriously as a measure of defense.\n\nWe are opposed to this plan, as well as that of the state of New York,\nprimarily for educational reasons, but also because of the pretense which\n\nprompts them.\nFinally, we cite the reports of the Special Commission on Military Edu-\n\ncation and Reserve, of Massachusetts, of 19 15,\n\nand the Commission on\n\nMilitary Training in High Schools, of New Jersey, of 19 17, both of which,\nafter thoro investigation and consideration, rejected the military training\nof boys as inadvisable.\n\nWhat, then, is the place of military education or military training of\nAmerican youth ? We should like to say that there is no place in this age\nof advanst education which recognizes the supremacy of humanitarian\nideals, which recognizes the mutual dependence of the nations of the earth\nand of their peoples upon each other, which recognizes the brotherhood of\nall races and creeds, that enlightened nations can acknowledge as such.\nWe\nhave said that as teachers of the young we must look at the subject from the\neducational point of view, but as citizens who have a vital interest in the\nwelfare of the nation and in the protection of the people we can and must\nlook at it from the national point of view, from the point of view of the\nnation's needs.\n\nIf,\n\ntherefore,\n\nwe cannot realize peaceful ideals, if it is\n\nnecessary for us to resort to force, we are compelled to say, as we have said,\nthat the obligation of military preparation should be borne by those who are\n\npable of it, and that the required age should not be less than nineteen.\n\n^Tii\nJust as competent authorities agree that it is inadvisable to require military training of schoolboys, as\n\nwe have shown,\n\nso\n\nthere\n\nis\n\npractical\n\nunanimity among them that profitable training can be begun at the age of\nnineteen or twenty.\n\nTo be specific, we favor a course of military training which shall be\nuniversal and obligatory for all young men of nineteen years of age and over\n\nwho are physically qualified, which shall be required of them at some time\nduring the twentieth and twenty-first year, and which shall be maintained,\ndirected,\n\nand paid for by the federal government.\n\nIt is only by making\n\n"} {"page": 800, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n784\n\n(Kansas City\n\nthis training universal and compulsory and thus recognizing the equality of\n\nobligation which loyalty to our country and the demand for service in her\n\nbehalf impose upon all citizens that we can satisfy truly democratic ideals.\n\nBy limiting the ages during which the training is given, the number of\nthose in training is fixt, the period during which the training is likely to be\n\ntaken with the greatest profit and the least personal inconvenience\n\nis\n\ndetermined, and opportunity is afforded to the young men for the necessary adjustment of personal, educational, or occupational interests.\n\nAs\n\nthe military service toward which the training looks must be made efficient\n\nand must be rendered in behalf of the whole country, the training should\nbe administered under national direction and at national expense.\nWe feel compelled, moreover, to say that if we must prepare and train\n\nmen to be soldiers, our legislatures, national and state, must not evade the\nissue\n\nby shifting the burden to the shoulders of schoolboys, but should\n\nfrankly and courageously place it where it belongs.\n\nIn this discussion we have referred only to the training of boys and men.\nThose who advocate military training for boys sometimes urge that girls\nreceive corresponding training of an appropriate kind in the form of firstaid instruction, sanitation, and nursing. We have not referred to this\nbecause we do not regard it as exclusively military.\n\nIt is rather personal or\n\ndomestic and may be defended as proper training for all young women for\nall the experiences of life.\n\nWe do not favor military drill, using the term as we have defined it, in\nelementary and secondary schools.\n\nIf it is claimed to be military training,\n\nas it sometimes is, its military results are negligible, as most military author-\n\nmay easily be determined when its exercises are compared\nwith the vigorous and varied activities of actual training. A careful\nexamination of the exercises conducted in some of the high schools of Wyo-\n\nities assert, and as\n\nming leads to the conclusion that these do not constitute a plan of military\ntraining, but must be clast as a form of military drill, to which special\nThat military drill gives little stimulus or\nathletic features are added.\ninspiration for actual service is proved by the small number of cadets who\nenter the national guard when eligible. As a matter of fact, in the cases\nof most companies of cadets which have been maintained in schools for\nmany years past, the military purpose has usually been concealed by\nteachers and ignored by parents, and arguments for their existence have\nbeen based upon claims of their general disciplinary value. If words mean\nanything, the serious ultimate purpose of military drill must be efficiency\nThere is just as much objecin military service, altho this may be remote.\ntion to disguising this purpose, if it exists, as to exaggerating its importance.\n\nbut personal discipline, the term is a\nmisnomer and the word \"military\" should be omitted.\nMihtary drill has been maintained in the schools of a number of cities\nThe opinion of the Special Commisof Massachusetts for many years.\n\nIf its purpose is not a military one,\n\n"} {"page": 801, "printed_page": null, "text": "Superintendence!\n\nsion\n\nMILITARY TRAINING IN THE PUBLIC SCHOOLS\n\n785\n\non Military Education of that state, referred to above, is therefore\n\nimportant.\n\nTo quote the report:\n\nThe overwhelming weight of opinion from school teachers, military experts, officers\nof both the regular army and the militia, and the general public is against military drill.\nIt is generally agreed that the military drill which a boy receives in school is of little or no\nadvantage to him from the point of view of practical soldiering. As far as available\nevidence goes, drill in the schools has had no beneficial effect in promoting enlistments in\n\nthe militia except in a few isolated localities.\n\nIt is often claimed that military exercises, whether we call them military\n\ntraining or military drill, offer the best method of training pupils in obedi-\n\nand other desirable personal\n\nence, promptness,\n\ntruthfulness,\n\ntraits, in short, of\n\ndeveloping personal character, and of training pupils\n\nindustry,\n\nThose engaged in the work of education are practically\nunanimous in asserting that these claims have no justification. The New\nJersey Commission on Military Training makes the following comment:\nphysically.\n\nIt\n\nis\n\nsometimes claimed that military training is the best agency for inculcating\n\nBut if this claim is carefully considered it will be found that obedience to\nIt is often blind and superficial, not real.\nDuring actual war men willingly undergo training because the work is definitely motivated;\nbut when peace comes and men go into barracks, they feel that there is nothing of value in\nThis kind of obedidrill, and there is a consequent tendency to evade its requirements.\nence has been, and may be, secured by similar school methods. It is obedience under\nrestraint.\nWhen this is removed, laxity in discipline often follows. The discipline of\nobedience.\n\nmilitary authority is generally unthinking.\n\nthe schools aims, not at isolated acts of obedience under special circumstances, but at the\n\nhabit of obedience to elders and persons in authority.\n\nIt is a psychological fallacy to\n\nsuppose that obedience to military authority, indeed, obedience exacted under any peculiar\ncircumstances, may automatically be translated into the general habit of obedience. The\n\nsame may be said of such qualities as alertness, promptness, industry, truthfulness, etc.\nIt is by no means capable of demonstration that those who have had military training, or\nbeen subject to military discipline, are superior to other citizens in the possession of these\nqualities.\n\nThe ideals of the kind of obedience and of general personal conduct\naimed at by military exercises are best represented by the word \"martinet,\"\nwhich these exercises long ago contributed to our educational vocabulary\nideals which every teacher who aims at real character-development seeks\nto avoid.\n\nThose who favor military drill maintain that it is the most effective\nmeans of developing patriotic feeling. If this theory were well founded we\nshould all be eager to adopt it, for, as teachers of the young, we acknowledge\nthe responsibility which regard for the patriotic citizenship of our children\nplaces upon us, and agree that we must be unceasing in our efforts to plant\n\nthe virtue of patriotism in their hearts. But, if we look beneath the surface,\nwe find that military patriotism may be no deeper and no more lasting than\nmilitary obedience. We must not confuse excitement with patriotism, the\nshowy exhibition with real love of country. The quiet, peace-loving citizen\nmay be the most devoted patriot. All who are familiar with the development and guidance of right emotions in children know that genuine, abiding\n\n"} {"page": 802, "printed_page": null, "text": "NATIONAL EDVCAflON ASSOCiAftOK\n\n7^6\npatriotism\n\nis\n\n[Kansas dty\n\nthe result of intelligent, continued study of our country's\n\nhistory, reflection upon the lives of the men who have made it great, and\n\nthe sacrifices which they made in its behalf, thoro understanding of our\ninstitutions, appreciation of the provisions\n\nprosperity and happiness of the people.\n\nwhich our laws make for the\n\nIt is studies such as these, and the\n\nmental activities which they inspire and stimulate, which make our children loyal, patriotic citizens in times of peace, willing to sacrifice themselves,\nif\n\nnecessary, when war comes.\n\nIn decrying military drill we devote our-\n\nselves all the more willingly and eagerly, especially in the crises of our country, to the processes which are known to produce the truly patriotic men\nand women whom the country needs. But we go farther. We must teach\n\nour pupils to make the passage from love of country to love of mankind,\nlove of humanity, a transition which civilization teaches us to make, but\n\nwhich the spirit of military drill cannot make, but rather tends to prevent.\nIt is customary for enthusiasts to emphasize the value of military exercises for purposes of physical training.\n\nof educators\n\nIt is the almost universal testimony\n\nand physical- training instructors that military training and\n\nmilitary drill, in the sense of training with a musket and other military\naccoutrement, do not give school pupils the best possible physical develop-\n\nment.\n\nAny exercise, made in close-order formation, with outer garments\n\noften heavy and close-fitting, does not permit the free movement neces-\n\nsary to the full and symmetrical growth of young people.\n\nThe routine,\n\nautomatic action, and uniformity incident to it tend to repress individual\n\nfreedom of action.\n\nFurthermore, the monotony of the work is shown by\n\nthe general difficulty in retaining cadets in the companies.\n\nDr. Dudley A. Sargent, of Harvard University, states the case very\nclearly in these words:\n\nOur principal objection to military drill as a physical exercise is that it does not to\nany extent meet the physiological demands of the body. In other words, it is not of\nsufl&cient interest as a means of physical development to arouse any moral earnestness and\nenthusiasm on the part of the boys. The exercise of the manual is not performed with\nsufficient force and rapidity to insure the energetic contraction of the muscles employed.\nIt is essentially a one-sided exercise, bringing into excessive action the elevators of the\n\nright scapula, the deltoid, biceps, flexors of the forearm, wrist, and fingers of the right\nside;\n\nwhile the other muscles, excepting the legs on parade days, do not get sufficient\n\nemployment to keep them in good condition.\n\nIt does not increase the respiration and\nquicken the circulation to a sufficient extent to secure the constitutional benefits that\n\nshould accrue from exercise.\n\nDuring the drill the clothing is buttoned close around the chest and natural respiration is hindered.\n\nThe muscles are not alternately contracted and relaxt but are tetanized,\nThis, as we have seen, not only impairs the tone\n\nor kept in a state of prolonged tension.\n\nof the muscles used, but also puts an additional strain upon the brain and nervous system\n\nat the time when both should be as much relieved as possible.\n\nFinally, the mere exercise\n\nof the manual of arms does not give sufficient breadth and scope of movement to secure the\n\ncooperation of the muscles, and as a training for the central nerve system it is of little or\n\nno value.\nIn reference to the gracefulness that is thought to characterize the movements of\ncadets, we can only say it is not the outcome of drilling and marching.\n\nThe soldier is\n\n"} {"page": 803, "printed_page": null, "text": "Superintendence)\n\nMILITARY TRAINING IN THE PUBLIC SCHOOLS\n\n787\n\ntrained to square comers, straight platoons, and angular movements; curves and embel-\n\nlishments are not encouraged in speech or in action.\n\nIf you would account for the graceful\n\npoise of our national cadets, you should visit West Point in summer and see them from\n\none to two hours a day in charge of the dancing master.\nAfter taking the most favorable view possible of military drill as a physical exercise,\nwe are led to conclude that its constrained positions and closely localized movements do\nnot afford the essential requisites for developing the muscles and improving the respiration and circulation, thereby improving the general health and condition of the system.\n\nWe must further conclude that in the case of any malformation, local weakness, or constitutional debility, the drill tends, by its strain upon the nerves and prolonged tension on\n\nthe muscles, to increase the defects rather than to relieve them.\n\nDr. W. E. Darby, of London, adds:\nIt [physical training] should not be military,\n\nand for the following among other\n\nreasons: because as a method of physical training military drill is both inadequate and\ninjurious.\n\nExperiments which were conducted in a public school, with a view to ascertain\n\nthe relative value of gymnastics and of mere drill, showed that the average results yielded\n\nby the former were more than three times as great as those yielded by drill alone.\ntively, therefore, this method of physical culture is inferior\n\nRela-\n\nEx-President Charles W. Eliot, of Harvard University, affirms:\nMilitary drill seems to me one of the poorest forms of bodily exercises, very inferior\n\nThere is too much routine and autoThe only good part\nof it is the \"setting-up drill,\" which can easily be made a gymnastic exercise without\nmilitary accompaniments.\n\nto most gymnastic exercises and to all free sports.\n\nmatic action in it and too much repression of individual freedom.\n\nThe opinion of Captain H. J. Koehler, instructor of physical training,\nWest Point Military Academy, is especially significant. It is as follows\nThe use of the musket as a means of physical development for anyone, be he man or\nboy, is more than worthless.\n\nIt is, in\n\nmy opinion, positively injurious.\n\nI deny absolutely\n\nthat military drill contains one worthy feature which cannot be duplicated in every wellregulated gymnasium in the country today.\n\nA thoro physical training develops all the\n\nnecessary soldierly qualities to the greatest degree and it does it without injury.\n\nIf we\n\nhave athletes, we shall never be without soldiers.\n\nAbundant testimony of a similar nature from the highest authorities\ncan be advanst to support the contention that health, strength, vigor, alertness, endurance, self-reliance, and self-control can be taught more effectively by a well-graded course in physical training than by any form of\nso-called military training.\n\nThe superior value of thoro physical training, not only in general, for\nall the purposes of life, but, what is particularly noteworthy in this discus-\n\nsion, for the specific purpose of preparing men for war, is acknowledged by\n\nmilitary authorities, as we have seen, and is demonstrated by the practice\n\nfollowed in the present war of detaining men in training camps a whole\n\nyear before sending them to the fighting line, not merely to train them in\nthe technical att of fighting, but to render them able physically to endure\nthe terrific strain of battle.\n\nThe general prevalence of physical incapacity is shown by the results of\nphysical examinations, wherever and whenever they have been conducted\n\n"} {"page": 804, "printed_page": null, "text": "NATIONAL EDUCATION Association\n\n788\n\niK:ansascity\n\nsystematically, by examiners of life-insurance companies, by the medical\n\ninspectors of schools and colleges, and by the surgeons of the army.\n\nMuch\n\nas the War Department has needed men, it has been able to accept less than\n21 per cent of the men who have offered themselves for enlistment.\n\nOf\n\nthose who sought enlistment in the United States Marine Corps only 9\n\nper cent have been accepted.\n\nIn view of all that has been said, your Committee must urge most\nstrongly the pre-eminent importance of thoro physical training to all pupils\nof the schools and to the men and women of the country.\n\nYour Proceedings\n\nand the expressions of all thoughtful teachers have for years shown that the\nneed of it has been recognized and urged by those who are directing the\nwork of the schools and has not merely been made evident by present condiThe present apparent imminence of the call for physically competent\ntions.\nmen has compelled an analysis of the results of agencies which provide them\nand has accentuated our educational deficiencies.\nIt is true that physical health and strength are emphasized in all schools\nand that thoro physical training is given in some; but your Committee\n\nrecommends that a most comprehensive plan of bodily training, healthprotection, and sanitary precaution be provided by all the states, thru\nstatutory enactments, for all pupils, and that all the instruction and exercises included in such a plan be made obligatory upon all pupils, boys and\nAs Dr. Thomas D. Wood, of\ngirls, of all ages who attend the schools.\nColumbia University, says:\n\nWe ought to have provision for a national program of compulsory health and physical\ntraining in both elementary and high schools.\n\nThis should be developt in such a compre-\n\nhensive program that our children and youth would be assured of a higher degree of efl&ci-\n\nency for the whole progress of civilization.\n\nSuch a plan ought to include:\n1.\n\nPhysical\n\ndrill exercises for\n\nthe purpose of building up the body.\n\nThese exercises should include setting-up exercises with emphasis on posture\nand discipline, gymnastics, marching, organized and supervised play,\nrecreation, athletics, including also summer camps and outdoor life, wherever possible, for the whole or part of the vacation. This work should\nalways be intensive, should be graduated and adapted to the ages and needs\nof pupils, should aim to train pupils in health, strength, vigor, alertness,\n\nendurance, self-reliance, and self-control, and should include suitable provision for the correction of bodily defects.\n2.\n\nPersonal hygiene for the purpose of caring for the body.\n\nInspection\n\nin this line should include frequent medical inspection that will devote\n\nspecial attention to the laws of health and strength, and to the discovery\n\nand removal of defective bodily conditions.\n3. Instruction in sanitation and safety precautions at home and in camp\nfor the purpose of guarding against disease and injury.\nWhile thus showing our eagerness for the welfare of the children of the\nschools,\n\nwe also recognize the obligation of the public-school system to\n\n"} {"page": 805, "printed_page": null, "text": "Superintendence!\n\nMILITARY TRAINING IN THE PUBLIC SCHOOLS\n\n789\n\nconsider and provide for the physical well-being of the thousands of boys\n\nand girls who are compelled to leave the schools early in life, an obligation\nwhich is partly met by the maintenance of evening and continuation schools\nand recreation and community centers. The comprehensive plan of physical training which we have in mind contemplates the application of the\nmeasures which we have mentioned to all these, as far as possible, so that\nall young people, whether in school or out, shall have the advantage of\nThe result must be a much\neffective physical instruction and exercise.\nhigher standard of health and strength for our people.\nIn line with these thoro provisions for the physical education of the\nyouth we must array all the civic and social forces of school and home, which\ndevelop and intensify intelligent and appreciative loyalty to our country\nand its institutions and all personal, civic, and social virtues, in short, which\ncan be made to assist in developing upright, sturdy personal character.\n\nOur efforts should be vigorously extended to the thousands who come to\nus from foreign countries, so that we may be a people homogeneous and\nunited in loyalty to our country's laws and institutions and appreciative\nof the value and responsibility of American citizenship.\nThe Boy Scout\nmovement and the activities of similar associations of young people, which\navoid military exercises, but which involve features designed to promote\nhealth and strength, and inculcate courtesy, mutual respectfulness, uprightness, and patriotic devotion, should be encouraged.\n\nIt would be an easy matter to show that the plans for military training\n\nor military drill which have been proposed in state legislatures or in Congress\n\nwould, if adopted, cost the people many millions of dollars, while its results\nwould, without doubt, be disappointing in every sense.\n\nHow much more\n\nvaluable to the youth of the country, whether for all the demands of every-\n\nday life or for military service, would be the expenditure of part of this vast\nsum for the purpose of benefiting all boys and girls physically and thus\ngiving greater assurance of their happiness in life\nFinally, we wish to assert that our recommendations are dictated solely\nby our deep sense of the responsibility of the schools for the complete and\neffective education of the youth\n\n—education which may be used both for\n\nthe advantage of the individual and for the welfare and protection of the\nnation.\n\nThe conclusions and recommendations of your Committee are summarized as follows:\nI.\n\nSince it appears that we have not yet reacht the time when we may\n\nescape war, the Committee favors and recommends the adoption of a plan\nof intensive and specific military training for young men of nineteen years\n\nand over to be conducted during the twentieth and twenty-first\nThis training should be universal and compulsory upon young men\nof the ages mentioned who are physically qualified, should include all the\nfeatures necessary to prepare young men practically and effectively for the\nwork of the soldier, should be provided and directed by the national\nof age\n\nyears.\n\n"} {"page": 806, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n790\n\n[Kansas City\n\ngovernment and at its expense, and should be given by expert instructors\nprovided by the national government.\n2. The Committee is opposed to the introduction of military training\nand military drill, or any form of instruction which is distinctly or specifi-\n\ncally military, into the elementary or secondary schools.\n3.\n\nA thoro and comprehensive plan of physical training should be pro-\n\nvided and made compulsory upon all boys and girls of all ages attending the\nschools.\n\nThis plan should include physical exercises, setting-up drills with\n\nemphasis upon posture and discipline, marching, organized and supervised\nplay, recreation, athletics, gymnastics,\n\nsummer camps and outdoor life,\n\nwherever possible, for the whole or part of the vacations.\n\nThis work should\n\nalways be intensive, should be graduated and adapted to the ages and needs\nof pupils, should aim to train pupils in health, strength, vigor, alertness,\n\nendurance, self-reliance, and self-control and should include suitable provision for the correction of bodily defects.\n\nAt the same time, provision\n\nshould be made for the extension of similar kinds of instruction to young\npeople\n\nwho are not in school, thru agencies already establisht, such as\n\nevening and continuation schools, recreation and community centers, and\nothers which may be establisht.\n4. Special\n\nattention should be directed to personal hygiene.\n\nThis\n\nshould include the care of the body, frequent, thoro, compulsory medical\ninspection, and a consideration of the laws of health, strength, and vigor.\n5.\n\nProvision should be made for instruction in sanitation and safety\n\nprecautions for the purpose of guarding against disease and injury.\nthis purpose voluntary\n\nFor\n\ncamp life during vacations should be encouraged,\n\nas well as outdoor exercises and hikes into the country.\n6.\n\nPatriotic and civic service should be a prominent feature of an Ameri-\n\ncan education.\n\nThis work should include the study of the history of our\n\ncountry, accurately and frankly presented, a study of the people, the aims,\nefforts, and sacrifices of our great leaders, stimulation of a love of country,\n\nthe opportunities for rendering service, the Americanization of the thousands\nof foreigners coming to our shores each year, and the development in them\n\nof an appreciation of the value and responsibility of American citizenship.\n\nThe spirit and purpose of the Boy Scout movement, as contributing to these\npurposes, should be recognized.\n\nRespectfully submitted,\n\nHenry Snyder, Jersey City, N.J., Chairman\nW. M. Davidson, Pittsburgh, Pa.\nF. B. Dyer, Boston, Mass.\nJ.\n\nM. GwiNN, New Orleans, La.\n\nF. B. Cooper, Seattle, Wash.\n\nC. S. Meek, San Antonio, Tex.\n\nA. W. Edson, New York, N.Y.\n\n"} {"page": 807, "printed_page": null, "text": "Superintendence]\n\nREMARKABLE ACHIEVEMENTS IN RURAL SCHOOLS\n\n79I\n\nSOME REMARKABLE ACHIEVEMENTS IN RURAL SCHOOLS\nA. E.\n\nWINSHIP, EDITOR, \"JOURNAL OF EDUCATION,\" BOSTON, MASS.\n\nHow to make the good contagious is one of America's greatest educational problems.\n\nThere are more really great revolutionary and evolutionary activities\nin rural schools and in country life than were ever known before, but how\n\nto make these virtues contagious is the problem.\n\nThis places upon educaand official, great responsibilities. There are three\nphases of approach which are useless if not foolish and censurable. For\nfifty years state and national officials, committees of this Association, and\nexperts innumerable have done their best to terrorize people by portraying\nthe worst rural conditions. Learned experts have made rural-school reform\nabsurd by throwing scientific language into the game. For instance, this\nsentence was recently written by a high-speed rural expert: \" Rural teachers\nshould observe any tendency toward Otitis Media in the children.\" Within\nfour months I have heard an expert on rural schools tell an audience of rural\nteachers that a man was offered an industrial position at a salary of $10,000,\nbut when he got there he left his spoon in his coffee and because of it lost\nthe $10,000 job. Therefore, O ye country school teachers, beware that no\nboy (nor girl) in your school jeopardize a $10,000 job by leaving his spoon\ntional leaders, lay\n\nin his cup\n\nThere will be no improvement effectual in rural schools nor in country\nby making the public \"throw a fit\" over conditions, nor by hurling\nlearned lingo at country teachers, nor by trying to make a city dude of a\ncountry rube. We need less puttering with rural problems and less sputtering about rural conditions. There should be less nagging of country folk.\nWe need to intern the holier-than-thou city fellows. There should be less\nreporting on low spots and more supporting of high spots, less measuring\nlife\n\nof weakness and more treasuring of strength.\n\nWith a vigorous physical\n\nsystem one does not know that there are a thousand million disease germs\nfloating about him, but a scared man sucks them all in like the undertow of\nthe retreating tide.\n\nThere should be less irritation and more inspiration.\n\nBrilliant red lanterns on the rear platform are for trains that are standing\nstill or going slow.\n\nThe greater need is of headlights on educational trains\n\nthat are plowing thru the darkness of superstition, prejudice, cheapness,\n\nand narrowness.\nThere are a few great movements which should be magnified and emphaOf consolidated\nsized so attractively as to make them easily contagious.\nschools there is no occasion to speak further than to say that where it is\npossible to have a consolidated school it is, beyond question, the ideal condition, but since there are 8,000,000 children now in rural schools that will\n\nnot be consolidated in their day, it is vicious to give the idea that there can\n\n"} {"page": 808, "printed_page": null, "text": "NATIONAL MDUCATION ASSdCIAf10^\n\n79i\n\nbe no good rural schools that are not consolidated.\n\n(Kansas City\n\nThe improvements are:\n\nin the teacher conditions, in the community conditions, and official leadership.\n\nOf teacher conditions two features are indispensable, the retaining of\nand the residence of the teacher in the\nBoth of these are now accomplisht\ndistrict in the long vacation.\nin many rural districts by providing about five acres of good garden\nland for the teacher, either having the district own it or lease it; by\nhaving an inexpensive cottage for the teacher on or near this lot; by\nproviding the teacher with a good poultry yard stockt with a beginning of\na flock of thorobreds, and in the case of a man, with a pig or two, and a good\nheifer.\nA woman teacher can get a good share of her year's living from\nfive acres, while the pupils get a lot of education by taking care of her garden,\nand she can make her poultry yard quite profitable. I know women\nteachers who made all the way from eighty dollars to two hundred dollars\nbesides having all the poultry and eggs they needed for the table. A man\ncan more than get regular salary for vacation in this way. All this is being\ndone in many places, thus solving the problem of making the teacher stay\nmany terms and staying in vacation also. With adequate promotion all\nFew of you would\nthis can be accomplisht in thousands of rural schools.\nbe here today with your expenses paid, but for a persistent campaign made\nfor three years.\nSee what has come from Josephine Corliss Preston's\ncampaign for the teacherage, from Cora Wilson Stewart's campaign against\nadult illiteracy. Promotion of demonstrated efficiency is all that is needed.\nFewer aimless dreams, fewer nightmares, and more visions are needed.\nCommunity problems can be solved by a few skilful efforts. Consider\nall young people of eighteen years of age and under as members of the school\nthe teacher for several terms,\n\nin athletics, and in home school projects.\n\nIt is a little thing, but it is big\n\nEdward J. Tobin and the Chicago Tribune builded better\nthan they knew when they adopted this rule. All in the district from fourteen upward should be regarded as members of the school for social events,\nin school and out, summer and winter.\nHetty Brown started something of\nfar-reaching import at Oak Ridge, Rock Hill, S.C.\nOfficial leadership loomed large upon the horizon when Inez Johnson\nwith possibilities.\n\nLewis, of El Paso County, Colorado, began correspondence with every child\nof third-grade rank and upward in rural schools.\nthis time,\n\nIt is too great a story for\n\nbut it is a new conception of official life for a county superin-\n\ntendent's office.\n\nMargaret Schallenberger McNaught started something as big as Horace\n\nMann's conception of supervision when she connected up the State Department of Education with every child in every rural school in San Benito\nCounty in 1915, and in Placer County in 1916.\nOfficial perfunctionaries will have past entirely when official life in\ncounty and state connects up with every country child individually. There\n\n"} {"page": 809, "printed_page": null, "text": "Superintendence!\n\nREMARKABLE ACHIEVEMENTS IN RURAL SCHOOLS\n\n793\n\nare more districts ready to pay $100 a month, furnish a teacherage and five\nacres, and stock the place with heifer, pig, and hens than there are teachers\n\nready and wiUing to defy tradition and do what the country needs as the\ncountry needs it.\n\nWithin four months a county superintendent wrote me\n\nthat several districts were ready to pay $100 a month and provide everything needed if he could find the teachers equal to the new requirements,\n\nadding: \"I cannot find them.\n\nTell me where to go for them.\"\n\nFive years ago an earnest young woman went to a state normal school,\n\nbut it was too traditional for her and she would not stay. She went to a\ndepartment of education in a state university and things were too scientific\nto suit her and she would not stay.\n\nShe soon drifted into a one-room school\n\nin California and found the trustees ready to give her freedom.\n\nThey built\n\nher a schoolhouse without screwing the desks and chairs down, built a\nveranda, bought a cottage for $200 which came by parcel-post, and there\n\nwas a school to make angels sing for joy\n\n!\n\nTwo years from the time she went\n\nthere with no normal-school nor university training, she had entire charge of\n\nthe rural summer-school department of one of the largest and most scholarly\nuniversities in America and is now at the head of the rural-school extension\nwork of a great state normal school. That was the woman who made many\ndistricts in that county ready to pay $100 a month and meet all conditions\nif a teacher like Lura Sawyer Oak should be provided.\nIn selecting one\nschool of the hundreds I do it because its four years of great success have\nbeen attained without any affiliation with any other school or institution,\nwithout any county, state, or national connection, without any outside aid\nor backing, philanthropic or otherwise, without any important extra district expense, without the issuing of any bonds, without any bonuses from\nanybody anywhere. It has done more without these aids than any other\n\nschool of which I\n\nknow has done with every conceivable aid.\n\nA worse\n\nschool property is inconceivable, a worse state of affairs in rural jealousies\nis\n\nunimaginable than was found there by the teacher when she signed her\n\ncontract in July, 191 2.\n\nLast autumn a stranger, uninvited, blew into that\n\ndistrict and remained for a week, observing everything, taking all sorts of\n\nnotes, asking every imaginable question, pertinent and impertinent, of the\nteacher, of the pupils, of the young people and older people in the district\nand in the near-by city, and departed without divulging the object of this\n\"survey.\" A month later the teacher was askt to come to New York^\nall her expenses to be paid\nand she talkt at a state association, at a uniBefore she was bidden\nversity, at all sorts of clubs of women and of men.\nto return to her school she received an announcement that a very modest\nsociety was greatly pleased with what had been learned of herself and of her\nschool and she would receive a salary four times as great as the country\nfolk had paid, that she was to stay in the little school, was to have an\nassistant to do the detail school work, was to have a personal private\nsecretary, and an emergency fund at her disposal 50 per cent greater than\n\n—\n\n"} {"page": 810, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n794\n\n[Kansas City\n\nIt was all done because, after studying many plans\nand plants, these noble-spirited people, these friends of country life, beUeve\nthat it is the greatest independent demonstration of what can be done, of\nwhat has been done, and of the way to do it that can be found between the\nAll this without the slightest ''pull\" or \"push\" on the part of any\nseas.\n\nher salary had been.\n\nof her friends.\n\nWonders have not ceast.\n\nMiracles can be wrought in the educational\n\nworld in the twentieth century.\n\nWhat has happened in four years to make\n\nsuch substantial recognition possible?\n\nThe complete triumph under one\n\nwoman's influence over powerful feudists and factionists, local rivalries\nand traditional jealousies. The worst school building I have seen in a\ndecent community was transformed into the best plant I have ever seen\nmade out of an old one. All this was done without any tax-appropriation,\nbut by the friends of the school as a labor of love, a demonstration of devotion.\nIn the garden by the teacher's cottage home the children have each\nyear raised half a hundred varieties of vegetables and small plants, and in\nthe cottage yard have cultivated half a hundred flowering plants, shrubs and\nvines, learning almost everything about everything they raised.\nThey\nleased seven acres of fine field land for five years, raising all sorts of grains\n\nand grasses and orchard trees of many varieties. There is a community boys'\nband with actual achievement which means real earnings at various public\nfunctions in the county. There is a \"Shakespeare Club\" of young people\nwho do most creditable work. There are celebrations of public days at\nwhich persons come out of the city to enjoy real life in a real country community. The difference between having city young people come to a rural\nschool on a Fourth of July evening, and having country boys and girls go\nto the city, is a difference as great as that of a rainbow and a thunder cloud.\nAn annual Farmers' Short Course attended by hundreds of enthusiastic\npeople is the first establishment of a Farmers' Short Course in connection\n\nwith a one-room country school in the United States.\nhas always been represented on these occasions.\n\nThe state university\n\nIt is no betrayal of con-\n\nfidence to say that this school plays an important part in Herbert Quicks'\n\ngreatest of rural-school stories. The Brown Mouse.\n\nAnd now the New York society makes it possible for the real story of the\nreal school to be told in the real way and all its virtues made widely conta-\n\ngious by the teacher of the Porter School of Kirksville, Mo., Marie Turner\n\nHarvey.\n\nWho are these wonder-working rural-school scouts in New York City ?\nLucy Sprague Mitchell, a teacher of yesterday, inspires a noble woman\nof abundant means to establish the Bureau of Educational Experiments\nadministered by Jean Lee Hunt, from whose offices in Educational Building\nin New York City a scout like A. M. Hulbert, of Park Ridge School fame,\ngoes to seek demonstrations like this of the Porter School.\n\nThis is not\n\nthe place nor have I a brief to tell of the vision of Mrs. Mitchell and\n\n"} {"page": 811, "printed_page": null, "text": "THE ALL-YEAR SCHOOL\n\nSuperintendence]\n\n795\n\nMrs. Coolidge, whose representatives discovered the matchless achievement\nof Marie Turner Harvey.\n\nWhy cannot all rural schools be as good as the looo best rural schools ?\nWhy were there no telephones, electric cars, typewriters, type-setting\nmachines, automobiles, flying machines, and wireless telegraphy one hun-\n\ndred years ago?\n\nThere was everything available in 1817 that is available\n\nin 19 1 7 except the adaptation of brains.\n\nschools are not as good as the best today.\n\nThat is the only reason all rural\nGive us men and women with\n\nbrains and skill to adapt their brains, and country life will be one great joy.\n\nWill rural schools in 191 7 be mineralogical and geological, fossilized\nand petrified, or shall they be free to inspire country folk to solve the\nproblems of nature and of human nature all about them ?\n\nTHE ALL-YEAR SCHOOL\nJ.\n\nWILMER KENNEDY, ASSISTANT SUPERINTENDENT OF SCHOOLS,\nNEWARK, N. J.\n\nThe all-year school has been a growth, a development from the summer\nschools establisht in 1886 in Newark.\nof\n\nThese schools, started for the purpose\nremoving children from street influences and preserving their school\n\nhabits, have broadened their original purpose and enricht their curriculum\n\nby the addition of many elementary and high-school activities including\nattractive sports and games and varied forms of manual training.\nAn epoch in the history of summer schools was the establishment of\n\"promotion classes\" in 1910. The result has been surprising. The\nenrolment of these classes reacht 11,000 in 19 15.\n\nPupils in the promotion\ntwo principal groups: (i) backward pupils seeking to\nmake up deficiencies or work off conditions, (2) ambitious pupils wishing\nclasses comprise\n\nBy far the larger number of pupils in these\n\nto qualify for a higher grade.\n\ngroups go back to their schools in September bearing recommendations for\n\npromotion to higher grades.\n\nPrincipals at first demurred to these recom-\n\nmendations, refusing to believe that serious deficiencies could be mended\nor that grades scheduled for twenty weeks' study could be skipt by means\nof a six weeks' summer session.\n\nThe eye-opening came when it was found\n\nthat nearly 90 per cent promoted on summer-school credentials sustained\nthemselves.\n\nWhat ambitious children of talent could do when given a\n\nchance was a revelation to teachers and principals obsest with the gradedschool notion that all must march lock-step.\n\nThese promotion classes brought clearly before the schools three\n(i) that hundreds of children were eager to study in the summer\ntime; (2) that their minds and bodies received no damage from such study;\nand (3) that the time gained by these pupils in the summer school meant\na financial gain to the city because of the fact that they would be able to\nthings:\n\nfinish their respective courses in a shorter time.\n\n"} {"page": 812, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n796\n\n[Kansas City\n\nThe logic of these summer schools with their promotion classes led\ninevitably to the all-year school.\n\nIn the superintendent's report for 19 lo the all-year school, both elementary and high, was first recommended, and the recommendation was repeated\n\nand urged with additional and forcible arguments in the reports of 19 11 and\n1912. In 1912 the Board of Education decided to try the experiment in\ntwo elementary schools. The arguments set forth in these reports in favor\nof establishing the all-year school were\n1.\n\nMore pupils would complete the elementary school and get into\n\nthe high school.\n2.\n\nBoys would be helpt to go to work.\n\nThe laws of New Jersey require\n\nthat a child, to get his working papers, must be fourteen years of age and\n\nhave completed at least the fifth grade. Pupils, by reason of the all-year\nschool, could be prepared sooner to meet the requirements of the childlabor law.\n3.\n\nThe wider use of the school plant was urged.\n\nThe extended and\n\naggressive propaganda against the waste involved in permitting the most\n\nexpensive municipal buildings to lie idle a good part of the year helpt the\nall-year-school experiment.\n\nThe people welcomed a scheme that promist\n\na larger use of the schoolhouses.\n4.\n\nA fourth point was urged at this time, namely, that a pupil passing\n\nthru the elementary school would save two years.\n5.\n\nBy reason of\n\nshortening\n\nthe\n\ntime\n\nnecessary to complete\n\nthe\n\nelementary-school curriculum by 25 per cent, the total cost of educating\na pupil will be to that extent reduced. This will be offset in a measure, of\ncourse, by the larger number who will be likely to take advantage of high\n\nschools and industrial schools.\n6.\n\nBy reason of the more rapid progress made in going thru the school,\n\n25 per cent more pupils may be accommodated with the same outlay for\nplant.\n\nThe two schools selected for the experiment were located in what is\nknown as the \"hill district,\" where the attendance in the half -day summer\nschools had always been large, where the residents had come largely from\n\nEuropean countries where the longer school year is in vogue, where people\nbecause of economic conditions were not able to send their children away\n\nfrom the city in the summer time, and where the population was greatly\ntwenty-, thirty-, even fifty-family flats being no uncommon\n\ncongested\n\n—\n\nthing, giving rise to great discomfort, to say nothing of unhygienic conditions, in the\n\nheated term.\n\n2000 pupils each\nical, trial of\n\nBoth were large schools enroHng upward of\nsafe, as well as econom-\n\n—a number large enough to secure a\n\nthe plan.\n\nIn the preliminary canvass the objections that seemed most serious\nwere: (i) the child and teacher would be overwork t objections based\n\n—\n\non the opinions of physicians and parents;\n\n(2) the proposed all-year school\n\n"} {"page": 813, "printed_page": null, "text": "THE ALL-YEAR SCHOOL\n\nSuperintendence)\n\n797\n\nmeant an increase of 20 per cent in the cost of the schools.\n\nTo the first\n\nobjection it was answered that weak children would be excluded on the\n\nadvice of the medical inspector; that the summer is the safest time of year\n\ny\n\nDIAGRAM SHOWING RATE QF PROGRESS\n\nr^ .SEPT. 1318\n\nJUNE 1918\n\nBA ADV.\nSB AI3V.\n\nBA\n\nBC\n\nSB\n\nr«lAB.13I8\n\nDEC. 1317\n\nIS\n\nFEB.I3SQ\n\nJULY 1919,\n\n7»A Aov\n\n-PA\n\nSEPT.1917\n\nT'B ADV.\nJUNEiai?\n\nMAR. 1917\n\nTC\nBA ADV.\n\nDEC. 1916\n\nrZB. 1313\n\nT'B\nJULY 1918;\n\nBA\n\n6E3 ADV.\n;SEPT. I9JB\n\nJUNE I31B\nMAR.19I6\n\nsc\nSA ADV.\n\nFEB. 1918\n\nBB\nJULY 191?:\n\n5A\n\nSB ADV.\n\nFEB. 1917\n\nSB\n\nDEC. 1915\n\nJULY laG\n\n:SEPT.]9IS\n\n-^A ADv\nJUNE1915\n\nArA\n\nAOV.\n\n-4\n\nMAR.191S\n\n4C\n\nFEB, 1316\n\n4B\n\nDEC 1914\n\nJULY 1915\n\n/SEPT1914\n\nJUNE 1914\nMAR. 1314\n\nDEC1313\n;\n\nSEPT 1913\n\nJUNE 1313\nMAR. 19)3\n\nDECISIS\n\"^\n\nSEPT. 13 E\n\nAll VEAR PLAN\n\nREGULAR PLAN\n\non\n\nseo weeks\n\neee wee»^*-«\n\non\n\n>\n\n"} {"page": 814, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n798\n\nto confine children in school with windows all open;\n\n(Kansas City\n\nand that no teacher\n\nshould be required to work more than three terms of the year.\n\nThe alleged need of the long summer vacation for children was urged in\nIn these days when every feature of school administration is\ncalled in question, the summer vacation has come up for inquisition, and\na little investigation reveals the fact that it is by no means the unmixt\nopposition.\n\nblessing for children that many seem to regard it.\n\nLet anyone walk thru\n\nthe congested tenement-house districts in a city, observe the streets and\n\nhomes where decent and hygienic living are out of the question, and then\ncompare these conditions of living with those of a good school building with\nwindows and doors thrown wide open, equipt with gymnasium, shower\nbaths, auditorium, and roomy playgrounds, supplied with apparatus, and he\nis likely to be converted at once to the belief that the best place for the child\n\nin these crowded sections of our cities for five or six hours a day is in the\n\nschool\n\nand not on the streets nor in the stifling rooms of a crowded\n\ntenement.\n\nA bulletin issued by the United States Bureau of Education showing\nthe results of an investigation of the\n\nNewark all-year schools presents\n\nsome testimony secured from parents whose children go to all-year schools.\nThe bulletin says that many parents whose children have attended school\ncontinuously for two or three years were interviewed to get their reasons\nWithout exception\nfor sending their children to school in July and August.\nThey emphasized\nall of them were heartily in favor of the all-year plan.\nthe point that the children would be a grade or two higher when it became\nnecessary to leave school as many are required to do when they are old\nenough to work. Some of the replies made by parents are as follows:\n\"It is a shame to let children run our streets during the summer. We\npeople can't send our children away. Our homes are not what they should\n\nThey are not comfortable like the schoolhouse.\"\n\nbe.\n\nAnother parent wrote: ''The children, if left to run the streets, would\nbe fighting and learning bad things. Some parents take up the quarrels\nof their children and then there is a general row among the parents in the\nflat.\n\nThere is less of this since our children attend school.\"\n\nA third parent said: \"I lived in another city where there was no school\nin the summer and I found that children got into more trouble than they\n\ndo in this section of Newark where the children are in school all day.\"\nA fourth parent said: \"If there were no summer schools we would not\nknow where our children were. They would leave home early in the morn-\n\nNow we know they are safe in the schoolhouse\nand in no danger of being run over by automobiles and street cars.\"\ning and run all over the city.\n\n—\n\nThe wide establishment of summer schools for adults schools that are\nattended by an increasing multitude of teachers and others seeking to\nutilize the summer vacation\n\n— an additional argument in favor of summer\nis\n\nstudy and reinforces the growing conviction that the ten weeks of summer-\n\n"} {"page": 815, "printed_page": null, "text": "fHk ALL-YMR SCtiOOL\n\nSuperintendence!\n\n799\n\ntime given over to idleness and unsupervised activities and associations\ninvolves great waste, if not positive peril.\n\nAs far as the Newark schools are concerned, the problem of street\ntenement district has largely been solved by these all-year\nSeveral policemen report that they have had very little trouble\nschools.\nwith gangs of boys since the establishment of these schools and that there\n\nloafing in the\n\nare fewer accidents in the streets.\n\nNewark now has in operation six all-year elementary schools, including\na school organized on the Gary plan, and the Boys' Vocational School\n\nwhere the conditions of work in the school closely approximate conditions\nof work in the shop, and where every pupil usually remains the whole year,\n\nwhich in this school is divided into two terms of six months each.\nThe enrolment at the start was about 70 per cent of the normal enrolment, ranging from 90 per cent in the lowest and highest grades to less\nthan 50 per cent in some of the middle grades. The average attendance\nwas 92 per cent for July of the first year and higher than that for June.\nThe percentage for August was still higher. The percentage of promotions\nwas somewhat higher than the average for the other term, owing to the\nfact that the attendance was made up of the more ambitious and brighter\npupils.\n\nThe organization of the all-year school provides for the completion of\nthe present course of study in the elementary school in six years instead\n\nFor this purpose the year is divided into four quarters of twelve\nweeks each, beginning September first, December first, March first, and\nJune first. During the first year the child gains one-third of a year, or\nof eight.\n\ntwelve weeks.\n\nAssuming that this rate of progress continues during the\n\nsix years, at the end of that time he will have gained two years, in other\n\nwords, will have completed the present course of study for elementary\nschools requiring eight years of ten months a year, in six years of twelve\n\nmonths a year.\n\nThe actual saving which the all-year plan has effected since its inauguramay be shown by a study of the promotion cards of\nBelmont Avenue and McKinley schools the original all-year schools\nfor the three summer terms, which showed the total saving in the two\ntion in June, 191 2,\n\n—\n\nschools in 1913 to be $17,125.\n\nAt my request Principal Gleason, of the Belmont Avenue School, went\nthru the records of his school in order to ascertain the number of years'\n\nwork gained by reason of the all-year plan.\n\nHe found that the total time\n\nsaved by the pupils who have graduated from that school while under the\nall-year plan was 565 years, making a total of i2oif years gained by graduates and pupils now in the school.\n\nis\n\nIn the McKinley School, enroling only Italians, a remarkable showing\nmade in the reduction of the average age of the graduates. For instance,\n\nthe\n\nfirst class\n\ngraduated under the all-year plan had an average age of\n\n"} {"page": 816, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n8oO\n\n[Kansas city\n\nThe last class graduated, in January,\n\nfourteen years and six months.\n\n191 7, averaged thirteen years and one month.\n\nDuring the summer term of 1916 the total number of teachers employed\nin the all-year schools was 203.\n\nOf this number 152 were regular teachers\n\nin the schools who had continued during the summer term, while the others\n\nwere those that had to be brought in and assigned classes; that is, some\n74 per cent of the teachers remained during the summer term. I should\nsay in this connection that no teacher is required to teach in the summertime.\n\nShe is at liberty to take her summer vacation or teach.\n\nThe fear\n\nthat teachers would break down under the strain has not been realized.\n\nIn\n\nfact, it is found that the teachers who have remained during the summer\n\nterm have less absences during the subsequent months for illness than\nthose who have taken the regular vacation. During the five years the\nall-year schools have been in operation no teacher has suffered in health\nfrom causes connected with the summer-school work.\nOf the pupils an average of 80.3 per cent of the regular attendance\nremained in the schools for the summer term of 19 16. The figures for the\n\nI\n\ndifferent schools varied from 71.1 per cent in Belmont Avenue School to\n\n87\n\n.\n\n7\n\nper cent in McKinley School.\n\nThe percentage of attendance during\n\nthese summer months is, almost without exception, a little higher than the\n\nattendance during the previous ten months.\n\nThe question will arise, how can the all-year school do in nine months\nwork ordinarily done by the regular school in ten months? The\nanswer to this query is that the pupils have no long summer vacation in\nthe\n\nwhich to forget school, its lessons and routine.\n\nThe all-year school, like all innovations, had to run the gauntlet of\nLong use and\n\"wont\" had fixt the forty- weeks school and ten- weeks vacation on a firm\n\nadverse criticism arising from conservative public opinion.\nfoundation.\n1.\n\nAmong the chief objections were:\n\nChildren would not attend in July and August when the compulsory-\n\nattendance law was not operative.\n\nThis, of course, was based on the false\n\nconception of the pupil, painted in literature as \"a whining school-boy with\nhis satchel and shining\n\nmorning face, creeping like a snail unwillingly to\n\nThe fact is that the child likes to go to school, and the number\nattending the all-year schools has proved it. The percentage of attendance,\nschool.\"\n\nwithout compulsion, in July and August has been uniformly higher than\nthat of the regular term with compulsion.\n2.\n\nThe summer study and confinement in school would imperil the\nMany doctors supported this contention. The\n\nhealth of the pupils.\n\nexperience of five years has failed to reveal a case of illness that can be\nattributed to\n\nsummer study and attendance, while investigation of the\n\nhealth and attendance of these summer-school pupils during September and\n\nOctober shows no exhaustion of energy, no impairment of health nor of\ninterest.\n\ni\n\n"} {"page": 817, "printed_page": null, "text": "THE TWO-GROUP PLAN\n\nSuperintendence]\n\n3. Efficient teachers could not be secured.\n\n8oi\n\nBecause teaching is nerve-\n\nracking business, many believed that teaching for twelve successive months\n\nwould break down the teacher who tried it.\nbeen confounded.\n\nHere again the critics have\n\nNot only has it been possible to get good teachers, but\n\nat all times there has been a waiting list of highly efficient teachers from\n\nwhich to select.\n4.\n\nThe expense of the all-year school would be added burden to the\nOn the contrary, it can be shown that it is a relief and not a\n\ntaxpayer.\n\ncomplete their elementary education in 288 weeks\n\nburden.\n\nIf pupils can\n\n(6 years,\n\n48 weeks per year) instead of 320 weeks (8 years, 40 weeks per\n\nyear), there is a clear gain of 32 weeks, and in a school of 3000 pupils the\n\nsaving is reckoned at $86,400.\n\nOne drawback to the all-year plan is the lack of articulation with the\npresent high schools of the city, which are organized on the old plan of ten\n\nmonths' work and two months' vacation.\n\nThe remedy for this, of course,\n\nthe establishment of an all-year high school, and this seems to be the\n\nis in\n\nnext development of the all-year system.\n\nTHE TWO-GROUP PLAN\nALDERMAN, SUPERINTENDENT OF SCHOOLS, PORTLAND, ORE.\n\nL. R.\n\nA comparison of subjects taught in the elementary schools now with\nthose that were taught thirty or forty years ago shows that the people have\ntried to enrich the course of study in keeping with the needs of the children.\n\nTo the six or seven subjects of the old-time school have been added about\n\n—\n\nmore\n\nten\n\ncivics,\n\ncurrent\n\nevents,\n\nhygiene,\n\n\"nature-study,\"\n\ndrawing,\n\nmusic, sewing, cooking, manual training, and physical training or organized\n\nThese things have been added, but, in general, no reorganization\nIn some schools\nwe find the classroom teacher attempting to teach a dozen or more subjects.\n\nplay.\n\nof the school has taken place so as to make them fit in.\n\nTo prepare for teaching the new subjects the classroom teacher must\nattend meetings and classes held by the supervisors.\n\nIn a large city, where\n\nthere is a supervisor of sewing, of music, of drawing, and of play, and each\n\nsupervisor exacts a certain\n\namount of time from every teacher, one can\nNot only is she\nis much taken up.\n\neasily see that the teacher's time\n\nburdened by having to prepare for the teaching of many subjects, but she\nby the visits of special teachers, and her time is wasted when\n\nis interrupted\n\nshe must send away her boys for manual training and her girls to the\n\ncooking class.\n\nShe often feels that hers is a hopeless task.\n\nIt is not that\n\nthe subjects are too many for the child; he needs them every one, especially\n\nwhen he is hemmed in by the limitations of city life, but they are too many\nfor the teacher.\n\nThen, again, for many years our teaching has consisted almost altoIt has had to .be so, because the\n\ngether of the hearing of recitations.\n\n"} {"page": 818, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n802\n\n[Kansas city\n\nregular teacher has had more than one group in her room.\n\nShe has had\n\nto keep order in the studying group with one eye while she watcht the\nreciting pupil with the other.\n\nHearing recitations is not teaching.\n\nIn the old organization the teacher had always under her care equalIt is very difficult indeed to teach\nsized groups from thirty-five to fifty.\n\n—\n\narithmetic or language to thirty-five together, whereas spelling, writing,\n\nor music can be taught to fifty or more as well as to twenty-five, and even\n\na larger number can be supervised in play.\n\nThere is no reason why all\n\nclasses should be of the same size.\n\nTwo years ago, in Portland, we tried the modified Gary plan, which we\ncall the\n\n\"two-group\" plan.\n\nIt has succeeded beyond our hopes.\n\nAbout\n\na hundred and sixty teachers are now working under it. We find that it\ndoes away with many a long-standing evil.\nWe begin our \" two-group \" organization with the fourth grade. In this\ngrade and above the children in each class are divided into two groups.\n\nThe subjects of study are also divided into two groups, requiring approximately equal amounts of the child's time. In the group calted \"academic\"\nare those studies which are best taught in small classes. In the group\ncalled \"special\" are those that can be taught in large .classes, and also the\n\nmanual training, and sometimes reading. The groups\nA typical program is for group\n\"X\" to have academic work for the first half of each half-day and special\nwork for the last half, while group \" Y\" reverses the order.\nEach teacher of academic subjects has a class averaging twenty-five\nin her room at one time; she hears them recite as one class and then helps\nthem individually in the study period.\nWith us the special subjects taught in large classes are penmanship,\nspelling, music, drawing, current events, and physical culture or supervised\nplay.\nOther special subjects are sewing, cooking, and manual training,\ncooking, sewing,\n\nof children alternate thruout the day.\n\nbut they are taught in small classes as before.\n\nSome schools have reading\n\nas a special subject (but in small classes) and broaden it into \"literature.\"\n\nThe teaching in these reading classes has a wonderful influence on the\nquality of the children's home reading. Several schools have German, and\nLatin is offered wherever there is a demand for it.\nOur plan differs from the Gary plan in many ways. It involves, on\nthe whole, fewer changes from the customary program.\n\nFor one thing,\n\nwe do not lengthen the school day as Gary does.\n\"It is somewhat like a high school\" is the way a two-group school is\noften described.\n\nIn fact it has all the benefits of a junior high school\nForeign languages may be begun before\n\ncarried down to the fourth grade.\n\nthe junior-high-school age is reacht,\n\nand without that crowding of other\n\nsubjects which we find that a foreign language causes in the old organization.\n\nAmong the older pupils we get the same \"speeding up\" that we find in a\nhigh school or in a good departmental system; this is caused, apparently,\n\n"} {"page": 819, "printed_page": null, "text": "THE TWO-GROUP PLAN\n\nSupermtendencel\n\n803\n\nby pressure brought to bear on the pupil at various angles by the different\nteachers.\n\nPerhaps someone will ask how the size of our classes is practically\ndetermined.\n\nThe principle is very simple:\n\nit is\n\nthat of combining three\n\nof the old classes to make two large classes, each of which is divided into\n\ntwo small ones. By joining three of our former classes we have about a\nhundred pupils. We place fifty of them under the care of each of two\nacademic teachers, but each teacher has only about twenty-five of them\nat one time. The other fifty pupils are out in one of the larger rooms, taking\nlessons from one of the special teachers.\nIn Portland we have, besides the \"two-group\" plan, the \"progression\nof teachers\" plan, which combines perfectly with it. The children keep\nthe same room teacher for several years. She advances two or three grades\nwith them, and then goes back to her starting-place and carries another\nclass along for two or three grades.\nSo the children have the benefit of\nvariety, in having several teachers at once, and yet they have the benefit\nof continuous association with the same teachers, who come to know them\nand are thus better able to help them.\nPrincipals of three representative \"two-group\" schools of the city\nhave suggested the following summary of the advantages of the new system\nover the old:\n1.\n\nIt allows the number in a room in which the academic subjects are\n\nbeing taught to be small.\n2.\n\nIt allows time for supervised study and for individual work with\n\npupils.\n3. It reduces the number of subjects each teacher must teach.\n4. It allows special\n\nteachers for special subjects.\n\n5. It does away with interruptions caused by the visits of supervisors.\n6. It reduces problems of discipline to a minimum.\n7.\n\nIt makes for better health by affording more exercise and frequent\n\nchange of scene and air.\n8. It gives pupils opportunity to specialize in difficult subjects.\n\n9. It requires\n\nno more teachers than the old plan, and fewer super-\n\nvisors.\n10. It prepares the pupils in the\n\nI\n\nit is\n\nupper grades for high school, in that\n\nmore nearly like the high school in its operation.\n11. It simplifies the adjustment of the schedules of the manual- training\n\nand domestic-science work in the schools.\n12. It broadens pupils' experience by bringing them into contact with\nmore than one teacher daily.\n13. It is flexible.\n\nOne of the principles said:\n\nThe flexibility of the plan makes it possible to help the individual pupil where he is\nI have one boy in my school who has been behind in his arithmetic for two years.\nUnder the new plan I now have an opportunity to help him. He is taking double work\nweakest.\n\n"} {"page": 820, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n8o4\n\n[Kansas city\n\nin arithmetic and, if it is necessary to enable him to graduate with his class, he will have\n\nOne of the older girls is\nTo have done this formerly she would have had\nBut under the new system she can get her cooking once a\n\nopportunity to take still another period in his difl&cult subject.\n\ndoubling in English in the same way.\nto drop her cooking study.\n\nweek as usual and still do double work in English by taking the time out of another\nspecial subject in which she is farther advanst.\n\nOne of the interesting experiments that the two-group plan has made\npossible without any interference with the work of the school is the segre-\n\ngation of boys and girls in the upper grades and in certain subjects.\npupils of both sexes seem to like the plan.\n\nThe\n\nPrincipals who have had time\n\nto try the plan long enough declare that much good results, especially in\n\nphysiology, literature, and history.\n\nThe boys are said to be willing to\n\ndiscuss and recite much more freely.\n\nCertain subjects in literature suited\n\nto the nature\n\nand tastes of the girls can be emphasized to better effect\n\nin the segregated classes.\n\nA KINDERGARTEN TRAINING FOR EVERY CHILD\nBESSIE LOCKE, CHIEF OF KINDERGARTEN DIVISION, UNITED STATES BUREAU\nOF EDUCATION, WASHINGTON, D.C.\n\nThe magnificent work of our public-school system merits and receives\nthe admiration of the world.\n\nBut, notwithstanding the splendid progress\n\nthat has been made, there is one important respect in which it may be\n\nimproved.\n\nDid you ever know an architect who would undertake to erect a beautiand substantial building and omit to provide a suitable foundation?\nDid you ever hear of an intelligent farmer who would neglect his animals\nwhen young and expect perfection in their later life ? Have we given the\nsame thoughtful attention to the foundation of our educational structure\nful\n\nthat the architect gives to the foundation of his building ?\n\nHave we real-\n\nized fully that a well-rounded development depends in large measure upon\nearly influences and the habits acquired in the formative period of life ?\n\nOur leading educators for more than a generation have been earnest\nadvocates of the kindergarten;\n\nour\n\nfirst\n\ncommissioner of education\n\n—\n\nHenry Barnard saw the system demonstrated in\" London in 1854 and\nbecame enthusiastic over its achievements. Upon his return to this\ncountry he wrote and talkt extensively on the subject. Commissioner\nHarris also did much to promote the idea during his long administration,\nand Commissioner Claxton, who personally supported a kindergarten for\ncolored children in Asheville years ago, believes that kindergartens should\n\nbe a part of the public-school system in every city, town, and village in the\ncountry.\n\nIt is now generally understood that the function of the kinder-\n\ngarten is to nurture and develop the child's inherent powers; that in the\nkindergarten the foundation of. all subsequent education is laid; and yet,\n\nnotwithstanding all that has been said and written, what are the facts\n\ntoday?\n\n"} {"page": 821, "printed_page": null, "text": "Superintendence)\n\nA KINDERGARTEN TRAINING FOR EVERY CHILD\n\n805\n\nThere are 4,000,000 children in our country between four and six years\nof age for whom kindergartens have not yet been provided.\n\nThese 4,000,000 children are each losing two years of possible schooling, making 8,000,000 years lost at this most impressionable and imitative age, when habits\nThis lost time can never be regained.\nIn addition to this lost opportunity for the systematic training of the\n\nfor life are being formed.\n\nhead, heart, and hands, at this formative period of life, there is another\n\nphase of the question that is worthy of careful consideration.\n\nI refer to\n\nthe enormous waste of time and money caused by repeating in the primary\ngrades.\n\nLast year the city of Buffalo decided to put kindergartens in all its\nelementary schools, because 1500 children who had not been to kindergarten\n\nwere left back at the end of the first year.\n\nIt was said, ''The economic\nwaste involved in having 1500 children repeat their first year's work, the\n\ncorresponding waste of energy on the part of the teachers, the loss of\n\nenthusiasm and interest on the part of the children, and the formation of\n\nbad school habits that inevitably follows, all constituted an unanswerable\nargument in favor of the kindergarten.\" After a thoro investigation\nadditional classes were establish t as a matter of real economy.\n\nThe first kindergartens in our country were conducted for the children\nThe remarkable value of this training for the children\nof the poor was soon recognized, and mission kindergartens became numerous.\nThen the more progressive cities and towns tried them experimentally\nin their public schools.\nThat their worth has been abundantly demonstrated is clearly shown by the spread of the kindergarten and the general\nof the well-to-do.\n\nintroduction\n\nof\n\nkindergarten\n\ntraining\n\ndepartments into state normal\n\nschools and city training schools.\n\nAt present 1228 cities have an aggregate of 8463 kindergartens in their\npublic schools with an enrolment of 434,000 children.\nIt is now generally conceded that no child should begin his primary\nwork without first having the objective and active instruction offered in\nthe kindergarten; that its nature-study, stories, and handwork should\nprecede all formal reading, spelling, writing, and arithmetic.\n\nBut, besides\n\nits\n\nacknowledged educational value from the purely\n\nintellectual standpoint, the kindergarten has an element of perhaps greate\n\nimportance for our children.\n\nI refer to the moral\n\n•\n\nand ethical training\n\nwhich are such a conspicuous part of the Froebelian philosophy.\n\nWhen\n\nwe consider that many of our children are born of untrained foreign parents,\nsome are the offspring of criminals, and a large percentage belong to families\nhaving no church affiliation, it is evident that\n\nthis aspect of the subject\n\ncannot be two strongly emphasized.\n\nOur reformatories, prisons, almshouses, and asylums are filled with\nwretched people, and we are neglecting their children at the most important\nperiod of their existence.\n\n"} {"page": 822, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n8o6\n\n[Kansas City\n\nIn a kindergarten in Brooklyn, a little black-eyed child of four used\nto steal everything within reach and secrete her spoils in her shoes, which\n\nwere several sizes too large for her.\n\nThe kindergartners cultivated habits\n\nof honesty and frankness in little Rosie, and when she left their care two\n\nyears later her deceitful ways had all been overcome.\nthis careful training it is\n\nHad she not received\n\neasy to imagine what her conduct in after life\n\nwould have been.\nIf time\n\npermitted I could cite\n\nmany other cases showing how the\n\nkindergarten cultivates initiative, self-respect, truthfulness, and integrity,\nas a result of which the vices die a natural death, but they are all summed\n\nup in the remark of a poor mother in New York who lookt reflectively at\nthe class to which her boy belonged and remarkt to the kindergartner in\ntones of admiration, ''It does beat all, how you tame them.\" The Bureau\nof Education has received many letters from superintendents who have\nsaid that they find the kindergarten invaluable in teaching foreign children\n\nthe English language and the fundamentals of law, order, industry, and\nethical ideals;\n\nand experts on Americanizing the foreigner claim that it\n\nis a vital agency for reaching\n\nthe shy foreign mother, who is so greatly in\n\nneed of an understanding friend in her new and strange environment.\nBut this scientifically planned training not only raises general intel-\n\nand Americanize the\nmanual dexterity, resulting in\nbetter artists and artisans with increast earning capacity. One day while\nvisiting a kindergarten I saw some children modeling in clay and notist\nthat one of the largest boys in the class was much more awkward in the\nuse of his hands than the others. On asking the reason I learned that he\nhad been there only two weeks. It was a striking demonstration of the\nvalue of handwork at this critical period in the development of the child.\nAny community would indignantly resent a suggestion to economize by\nomitting to provide classes for the children from six to eight or from eight\nto ten years old, and when the full importance of the kindergarten is more\ngenerally understood and appreciated, a school system which fails to\nligence, helps to reduce the\n\nforeigner but\n\nit\n\ncriminal population\n\nalso materially increases\n\nfurnish this educational privilege for all of its children will be considered\n\nvery negligent of its duty.\n\nAt present only one child in nine is receiving this training.\n\nIt is clearly\n\nunfair to provide for only a small portion of our children an opportunity\n\nwhich every child is entitled to receive.\nMany communities believe they cannot yet afford kindergartens, and\nthey build high schools and introduce manual training and other special\n\nbranches for the older children, while the little ones are losing these two\nyears of systematic training.\n\nBut the question is not, can we afford to have kindergartens, but,\nI am sure you will decide you cannot,\nwhen you consider that our children average but a trifle more than five\ncan we afford not to have them ?\n\n"} {"page": 823, "printed_page": null, "text": "Superintendence]\n\nADVANCEMENT OF EDUCATION IN THE STATE\n\n807\n\nyears in school, and in some sections less than four, and that the kinder-\n\ngarten offers them two extra years of training at a time\n\nwhen\n\ntheir\n\nFor the large number\n\nservices are of no economic value to their families.\n\nwho are obliged to become bread-winners at an early age this is the only\ntime when their years of schooling can be increast.\nThe circular you have received shows the present situation in every\nOnly a beginning has been made. In the name\nsection of our country.\nof 4,000,000 children who cannot speak for themselves, I most earnestly\nplead for a kindergarten training for every child thruout the length and\n\nbreadth of our land.\n\nROUND TABLES\n\n\"\n\nROUND TABLE OF STATE AND COUNTY SUPERINTENDENTS\nHOW THE STATE DEPARTMENT OF PUBLIC INSTRUCTION AND THE\nCOUNTY SUPERINTENDENTS MAY BEST COOPERATE FOR\nTHE ADVANCEMENT OF EDUCATION IN THE STATE\nFRANK B. PEARSON, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION, COLUMBUS, OHIO\n\nThe mere statement of the proposition sets the mind thinking along the lines of\nNor do these terms exhaust\n\nreciprocity, articulation, reinforcement, and coordination.\n\nthe possible category of activities involved. These naturally imply intelligence, industry,\ngood will, perspicacity, courage, and optimism. With all these qualities in full force and\ndoing their appointed work, progress is positive and inevitable. With such causative\ninfluences in active operation, gratifying effects may be predicted with the utmost confidence. In our thinking we assume that the two departments state and county are\nsupplementary, but we have, in our application of theories, a large task in making them\ncomplementary.\nThe conditions precedent to this consummation are many and varied. The state\nsuperintendent should be a man (or woman) of large knowledge and even larger wisdom\n\n—\n\nin all matters that relate to the well-being of the schools.\n\n—\n\nIn all school affairs, especially,\n\nhe should be as nearly omniscient as it is possible for mortal man to become, but he\nshould never be permitted to discover that he is so. That would spoil it all. His planning\nand his practice should be both judicial and judicious. If he is carried away by \"every\n\nwind of doctrine\" he will find himself traveling in circles and that does not make for\nHis recommendations should not include impossibilities nor yet be limited\n\nprogress.\n\nto the spontaneous products of the pedagogical soil.\n\nThe state superintendent has the\n\nwhich the county superintendent conducts\nthe pedagogical train. This road must extend from the native interests of each child to\nthe end of the rainbow; and to construct this road the state superintendent must be a surveyor of no mean ability. He must know the instruments of the craft, he must know the\ntopography of the country to be traverst, he must know the strength and value of fnaterials to be used, and where these materials are to be obtained; and he must know with\nAll these things\nscientific accuracy the right locations for cuts, bridges, and tunnels.\nhe must know as a part of the preliminaries. And, above all, he must be verst in the\ntheory of pedagogical gradients, or the ups and downs of his track will be beyond the skill\nresponsibility of preparing the track over\n\nof the most proficient conductor.\n\n"} {"page": 824, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n8o8\n\n[Kansas City\n\nBut after the track is built and the train is running, much still remains to be done.\nTunnels are always a source of great anxiety and they should be the special care of both\nthe state superintendent and the county superintendent. The train is just now entering\none of these tunnels as the sequence of the passage of the Vocational bill by Congress. We\nall join in the chorus of applause, but what are\n\ning\" dies?\n\nwe to do after \"the tumult and the shout-\n\nWe stand face to face with an educational problem of vast import and we\n\nmay not shirk nor shrink. Are we to become an industrial nation and nothing more, or\nmay we administer the provisions of this law and still retain all that we have gained in the\nlines of scholarship ?\n\nsubstitution.\n\nWe must determine whether this law means a net gain or merely a\n\nNow is the time for a look ahead, a time for serious consideration, not of the\n\namount of money each state is to receive, but rather of ways and means of carrying out\nthe provisions of the law for the best interests of the state, both for the present and for\nthe future.\n\nThe complacency with which we note many desertions is a sad commentary upon our\nThe train proceeds upon its way bearing no insignia of mourning. No\ntears are shed and no flags are lowered to half-mast, but we seem to assume that everyone\nwho abandons the train has reacht his destination. Here is the tragedy of our school\nschool practices.\n\nregime.\n\nWe write books and papers extolling the excellence of our schools, but still lack\n\nthe wisdom to avert this distressing exodus.\n\nIs it not possible to arrange a bill of fare\n\nand serve the viands in such a style that the children will find the school an agreeable\nplace in which to spend twelve years of life ? Or do we believe in educational predestinaIf we incline to surveys we might collect data\ntion, that some are doomed to be lost ?\nrelating to the pupils who drop out of school before graduation and tracing the life\nhistory of each one up to the age of twenty-one years. These data would furnish a basis\nfor generalizations that would prove to be far more illuminating and valuable than\nthe bare statistics relating to losses. What boots it that we know how many drop out\nunless we know why they dropt out and what were the sequences ?\nThus far in this bit of allegory the assumption has been that our educational train\ncarries passengers only, but some recent developments have disclosed the fact that it is a\nmixt train, carrying both passengers and freight. The Rockefeller Foundation has made\nknown its purpose to endow another school to be operated in connection with, or as an\nintegral part of. Teachers College, Columbia. The avowed purpose of this school, as\ngiven in the public press, is to generate and develop plans and processes by means of which\nwe may eliminate in our educational procedure the elements styled \"deadwood, lumber,\nand slack.\" Holding the elements of slack in abeyance for the moment we must concede,\nperforce, that deadwood and lumber are inanimate materials and therefore cannot be\nThe presumption is that some of these elements were once\nclassified as passengers.\npeople, in fact teachers (to be exact), but by some process that seems to defy analysis and\nto evade revelation, became ligneous; and now we are to have a school whose function is\neither to galvanize them into life or, failing that, to give them their passports to the realm\nof oblivion and thus restore the pedagogical train to its pristine status. If this new school\nis designed to render teachers immune to the lignifying process, we shall have the more\noccasion for rejoicing.\n\nWe do well, therefore, to make inquiry as to how it comes that the combined efforts\nand wisdom of state and county superintendents have not availed to avert the necessity\nfor such a school, if the necessity really exists, and what these same superintendents will\ndo by way of reinforcing the efforts of this new school in its practical workings. Here\nWe\nis a condition of such serious import confronting us that it assumes a somber cast.\nare called upon to administer the schools effectively and yet have the responsibility of\ncarrying along with us some teachers who are dynamic only on pay day. On all the other\ndays of the month they are static, oppressively and depressingly so. It is well to have the\nnew school, if only to render us acutely conscious of our derelictions and shortcomings.\n\n"} {"page": 825, "printed_page": null, "text": "Superintendence!\n\nADVANCEMENT OF EDUCATION IN THE STATE\n\n809\n\nTrue, we are trying, but there seems to be enough slack in our work to warrant the\nestablishment of a new college, and that, of itself, seems rather a drastic arraignment of our\npractices.\n\nThere is a loud call for someone to tell us just what subjects of the arithmetic\n\nto omit.\n\nWe have been groping about, consuming the time and nervous energy of the\n\nchildren, in an effort to determine whether it shall be formal grammar or language-study.\n\nWe do not yet know whether a girl should study geometry and physics.\n\nSome tell us\n\nthat the theory of formal discipline has been exploded, while others say the very reverse.\n\nWe have espoused general science, civic biology, and manual arts as sovereign remedies\nfor all our pedagogical\n\nills,\n\nbut we are still experimenting, with no voice of authority\n\ncrying in the wilderness.\n\nThe train jogs, and jostles, and sways, and careens, and bumps along because we have\nnot learned how to remedy the slack.\n\nMany surveyors of eminence have pointed out to\n\nus the places of danger on our permanent way without giving us very specific prescriptions for the remedies.\n\nBut now that we have been reminded of our frailties we shall bestir ourselves to\nprove that our accusers are in error and that we do know the meaning of education and\n\nhow to conduct the schools in the best possible way.\n\nHowever, we shall not achieve the\n\ngoal until we have learned our lessons of cooperation and coordination.\n\nA little man can\n\noperate, but only a big one can cooperate.\n\nOnce he has gained the information which he seeks he dispenses it generously with full\nThus he becomes a clearing-house for the plans,\nthe purposes, the practices, and the combined knowledge of all the county superintendents\nof his state. He is never an oracle, just as the county superintendent is never a sycophant.\nOn the contrary, they are cooperating agencies and therefore coordinates and confederates\nin the big enterprise of school progress and procedure.\nComing from such a state superintendent, an exprest wish is far more potent and effective than a ukase. One such superintendent exprest the wish for clean school buildings and grounds and his magical wish\ncredit to the source of his information.\n\ncaused the schools to rise resplendent thruout the confines of the state.\n\nWith such a spirit of generous cooperation we may confidently expect noble achieveThe roads of our country will improve, primarily because the schools will be\nmade to foster a desire for civic betterment. Our farms will become more fertile and more\nbeautiful because the school will cause the elements of utility and beauty to become\nconjoined. Our houses and our homes will become better conditioned because the school\nwill teach us how to achieye life in the large.\nOur school buildings and grounds will\nments.\n\nexemplify the renaissance, because the state superintendent, the county superintendent,\n\nand the normal schools will conduct surveys that will fimction in locating the right sort\nof buildings in the right places.\nOur courses of study will show improvement because\ntopographical, economic, and industrial surveys, sympathetically and intelligently conducted, will stimulate the principle of adaptation.\n\nWe shall discover the child's native\n\ndispositions and thus be the better able to lead him to the goal of his possibilities.\n\nAnd\n\nour train will, at length, reach the end of the rainbow and we shall rejoice with exceeding\ngreat joy.\n\n"} {"page": 826, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCtATton\n\nSio\n\n(Kansas city\n\nROUND TABLE OF SUPERINTENDENTS OF CITIES WITH A\nPOPULATION OF OVER 250,000\nTHE DUPLICATE SCHOOL AS AN EDUCATIONAL ASSET\nJOSEPH S. TAYLOR, DISTRICT SUPERINTENDENT OF SCHOOLS, NEW YORK, N.Y.\n\nOne of the most pregnant conceptions of modern philosophy is Herbert Spencer's\ndefinition of life as a continuous adjustment. The school is a social institution.\nIt lives\nby continuous adjustment. The life of a people determines its educational ideals. As\nthe mode or standard of life changes, the school must change also. Every generation\nmust formulate its own educational creed. The school of any age is an expression of the\ndominant ideals of the time.\n\nThis explains the constant unrest in the educational world.\n\nDiscussions, agitations, reforms, revolutions, are all evidences of adjustment.\n\n\"Nothing is secure,\" says Emerson, \"but life, transition, the energizing spirit\nPeople wish to be settled; only as far as they are unsettled is there any hope for them.\"\n\nThe cemetery is the only place for rest, and peace, and permanence.\n\nThe criticism of the\n\nexisting order and the clamor for change are to be lookt upon, not as evils, but as symptoms\nof life and health and progress.\n\nThe Gary school, the \"duplicate school,\" the \"modern school,\" the \"schools of\ntomorrow,\" are all evidences of the great law of adjustment by which life is maintained.\n1.\n\nChanged\n\nsocial\n\nand economic\n\nconditions.\n\n—The common school was\n\noriginally\n\nadapted to a relatively simple social organization, when industries were diffused in many\nsmall units and hand labor was the rule.\n\nThe children's participation in industrial\n\nprocesses was then quite as much a part of their education as the lessons in school.\n\noccupied far more hours of their time than school work.\n\nIt\n\nIt was part of the process of\n\nThe adjustment has been disarranged because, while\n\nadjustment to their environment.\n\nthe school remains essentially what it was in the simple days of old, the environment is\ntotally different.\n\nThe duplicate school is an attempt to adjust the child to the kind of\n\nsociety we have at present.\n2.\n\nHistorical retrospect.\n\n—A review of the writings of modern educational reformers\n\nfrom Rousseau to date will show that the following ideas have received emphasis from one\nor more of the authors: (i) physical education and play; (2) manual training; (3) sense\neducation; (4) nature-study; (5) motivation, or interest; (6) drawing as a mode of\nexpression;\n\n(7) utilitarian principle of studies; (8)\n\nor learning by living;\n\nthe art of action, or learning by doing,\n\n(9) self-activity, or initiative;\n\ngovernment; (11) education as development;\nlectual liberty of the child;\n\n(10)\n\nfreedom of discipline, or self-\n\n(12) impression and expression;\n\n(13) intel-\n\n(14) creative activity as the essence of education.\n\nThe duplicate school at its best embodies all these ideas.\nNot only must we constantly readjust the school to meet\n3. Learning as a necessity.\nsocial and economic changes, but we must change our point of view as to the method in\neducation, in accordance with new insight gained thru progress in psychology. The\ntheories of interest and effort are alike in one respect. They both assume that learning\n\n—\n\nand therefore one undertakes to cajole the child by\nendowing knowledge with an artificial interest, while the other keeps him at his tasks by\nis naturally a hateful thing to a child;\n\nthe threatening hand of authority.\n\nThe truth of the matter is that learning is as necesFrom the moment of the first awakening\n\nsary to the mind of a child as food is to his body.\n\nof the infant intellect there is a ceaseless exploration of the universe in quest of knowledge.\n\nThe Ufe of the child is wholly engrost in playf and play is nature's school.\n\nRousseau was\n\nthe first educator to see clearly that learning in the form of play is a part of the process\nof self-preservation and growth.\n\nHence, as Professor Dewey has said, if we want to find\n\nout how education takes place most successfully we shall have to study the experiences\nof children where learning is a necessity, that is, outside of school.\n\n"} {"page": 827, "printed_page": null, "text": "Superintendence!\n\n4.\n\nDUPLICATE SCHOOL AS EDUCATIONAL ASSET\n\nSi I\n\nA child's world. —Many wealthy parents send their children to country schools\n\nfor city boys, where the children are busy at work, study, or play from nine o'clock to five;\n\nbut Mr. Wirt says:\n\nTaking children away from the city to secure the desired environment is running\naway from the problem. We need to create a child world within the adult world of the\ncity that will give children the right environment in the city itself.\nFortunately the\nfaciUties necessary for creating such a child world can also be used by adults.\nThus by\nsolving the problem in the city itself we not only create a suitable environment for the\nrearing of children, but this same environment of swimming-pools, playgrounds, gymnasiums, libraries, auditoriums, shops, and laboratories is available for use by these children as well as adults after they have been successfully reared. By creating a suitable\nenvironment outside of the city, if it were possible to do so for all children, we would\nhave the environment for the children only while they are in school. When they must\nquit school, no satisfactory environment would exist within the city, where the children\nmust live, for living the type of life for which they have been trained.\n5.\n\nSummary.\n\n—Summarizing the theories of Dewey, Snedden, Wirt, and other\n\nreformers of the day, we find the following demands, everyone of which is supplied by the\nduplicate schools:\na)\n\nA course of study which provides for the education of the body as well as of the\n\nmind, both for the development of bodily health and strength and to provide an apperceptive background for abstract studies thru muscular activity.\nh)\n\nA form of school organization more flexible than the present, for the purpose of\n\nadapting the school to local communities, to the various social groups\nfessional, artistic\nc)\n\n—\n\n^industrial,\n\npro-\n\nabilities and tastes.\n\nA recognition of the value and dignity of manual labor as an element of personal\n\nefl5ciency\n\nd)\n\n—and to children of varying\n\nand good citizenship.\n\nThe elements of vocational education for all children, at a cost within the means\n\nof the taxpayers.\ne)\n\nAn\" enlarged conception of the educational value of play under the supervision of\n\ncompetent teachers, instead of the unsupervised play of the street and alley.\n/)\n\nThe socialization of the teacher and the child; that is, giving each the view that\n\nthe school is for the production of good citizens, and that action rather than knowledge is\nthe ultimate aim of education.\ng)\n\nPreparation of children to discharge their duties of citizenship in a democracy.\n\nThis means the democratic ideal in school discipline, and the largest possible development\nof initiative, self-direction, and the assumption of responsibility.\nh)\ni)\n\nThe teaching of science in laboratories by the heuristic method.\nThe teaching of music and drawing in studios by specialists.\n\nj) Cooperation of the school with other child-welfare agencies, to promote efficiency\nand economy of efifort.\nk) A complete and continuous use of the school plant, so as to justify the enormous\ninvestment of capital by ample dividends in the form of social uplift.\nSometime in March, 1915, I submitted to Mr. Wirt the details of the remarkable\ncongestion in twelve schools situated within a radius of half a mile from my office. There\nwere 36,000 children in these schools to be accommodated in 25,000 seats; and thus\n20,000 children were forst on part time. Mr. Wirt at once made a survey of the twelve\nbuildings, and in April made a report to the board of education explaining what he could\ndo to relieve congestion by organizing duplicate schools. He estimated that for about\nseven hundred and fifty thousand dollars he could abolish all part time, enrich the course\nof study, supply prevocational training, and provide seats for ten thousand additional\nchildren. In due time this report was referred to me for an opinion as to the necessity and\nI promptly approved the plan, and on June 23,\ndesirability of the proposed changes.\n1915, the board of education requested funds to carry out Mr. Wirt's recommendations.\nBy July I, the board of estimate had appropriated the funds, and the work of recon-\n\nstruction began.\n\n"} {"page": 828, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n8l2\n\n[Kansas City\n\nThe funds already available for new construction, alteration, and equipment amount\nA report now pending before the board of education calls for\nabout six millions more, which the board of estimate stands ready to appropriate. The\nto seven million dollars.\n\ncity therefore is practically committed to an investment of thirteen million dollars for the\n\npurpose of financing the duplicate school.\n\nThe total number of schools involved in\nThe city is also committed\n\npresent plans is 78; the total number of children is 185,000.\n\nthru its mayor, board of estimate, and board of education to the duplicate school as a\ndefinite policy for future school-construction and organization.\n\nIn providing school accommodations heretofore, localities were considered as isolated\nWhen the time came to prepare a building program for a contemplated appropria-\n\ncases.\n\ntion, there might be a demand for a score of new buildings.\n\nEach of these propositions\nwas supported by local school boards, associations of taxpayers, and prominent individuals,\n\nwithout reference to neighboring conditions or the needs of the city as a whole.\n\nUsually\n\nthe people who made the most noise got the money.\n\nTABLE I\nSubjects\n\nAuditorium\nNature-study\nPlay\nScience ;\n\n.\n\n.\n\n.,\n\nDomestic science\n\nBefore\n\nAfter\n\nS.ooo\n25,000\n15,000\n2,500\n\n25,000\n30,000\n28,000\n8,400\n5.100\n9,500\n3,000\n3,300\n\n2,400-\n\nLibrary\n\nManual training\n\n2,200\n\nCommercial\n\n500\n\nPrinting\nMillinery\n\n1,000\n\n800\n800\n900\n\nDressmaking\n\nWoodworking\nSheet metal\n\nTrade drawing\nCarpenter shop ......\nSteam and gas fitting.\nMachine shop\n\n1,500\n\nISO\n\n300\n160\n200\n800\n\nPottery\n\nBookbmding\nSpanish\nGrerman\n\nFrench\nCabinet shop\nFarming\nBiology\nPattern-making\n\nMetal work\n\nHome-making\nTotal.\n\n800\n\n1,400\n1,250\n\n100\n800\n200\n600\n500\n500\n200\n124,960\n\nSince Mr. Wirt came to town the district is the unit of school-construction. This\nchange has revealed some remarkable anomalies. There is one district, for example,\nthat demanded a new school. But a survey of the entire district showed that by the use\nof the duplicate plan, four old buildings no longer fit for use might be abandoned and sold,\nwhile all the children could be comfortably housed in the remaining buildings.\n\nIt is need-\n\nless to say that the new school will not be built.\n\nThe balance of this discussion will be devoted exclusively to the duplicate schools in\nthe twenty-fifth and twenty-sixth districts in the Bronx, of which I have supervision.\nThe schools whose reorganization is already authorized are fourteen in number, with a\nregistration of 40,000; but only eleven are at present operating under the duplicate plan.\n\nThe register of these is 30,000.\nWhile the reorganization of my first school was in progress, a public meeting was\ncalled at the Bronx House to start an agitation for the establishment of two vocational\n\nschools in the Bronx, one for boys and one for girls.\n\nVarious speakers presented argu-\n\nments in favor of such schools, calling attention to the fact that the Bronx was the only\n\n"} {"page": 829, "printed_page": null, "text": "BOOKS AS TOOLS\n\nSupermtendence]\n\n813\n\nborough without this type of education. At last Mr. Wirt's turn came. He said nothing\nabout vocational training as such and not a word about our proposed trade schools. He\nmerely described a Gary school. When he had finisht the audience unanimously\nagreed that the cheapest and best way to secure elementary vocational training for\nBronx children would be to introduce the Gary system. If the board of education spent\na million dollars to build two trade schools, some fifteen hundred children would secure\ntraining in a few selected industries. The rest of the hundred thousand children would\nreceive no benefit whatever.\nBy the reorganization of fourteen schools in my district\nforty thousand children would be afifected.\nTable I shows the number of children reciving instruction before and after reorganization.\n\nThe following figures show the number of children receiving industrial experience,\nwho had no such opportunity before reorganization.\nIndustries for girls only\n\n4.700\n\nIndustries for boys only\n\n6,410\n\nIndustries for both boys and girls\n\n4,800\n\nTotal\n\niS.Qio\n\nBut even these figures do not tell the whole story.\n\nFor instance, the 5,000 children\n\nwho formerly had auditorium exercises had only fifteen minutes a day of such work; but\nthe 25,000 who now go to the auditorium have an entire period (forty or fifty minutes)\neach day.\n\nScience work formerly was limited to boys of the seventh and eighth years;\n\nnow both boys and girls receive such instruction from the fifth year up.\n\nDomestic\n\nscience and manual training were given only to children of the seventh and eighth grades\n\nnow children from the fifth year up receive such\nThe 15,000 children who formerly played in school went to the yard for\nfifteen or twenty minutes a day in charge of class teachers; the 28,000 who now play\n(in a few cases to sixth-year children) ;\n\ninstruction.\n\n\"^\n\nhave an entire period and are in charge of specialists in play and physical training.\nHere is a complete demonstration of the wisdom of the Bronx House meeting in\ndropping the agitation for trade schools (which will come later) and supporting the duplicate school.\n\nI\n\nROUND TABLE OF SUPERINTENDENTS OF CITIES WITH A\nPOPULATION OF FROM 25,000 TO 250,000\nBOOKS AS TOOLS\nZORA SHIELDS, TEACHER AND LIBRARIAN, CENTRAL HIGH SCHOOL, OMAHA, NEBR.\nIn the last decade or so, the schools of the United States have been emphasizing\n\npractical, industrial, and commercial courses.\n\nSo domestic science, manual training, and\n\ncommercial work have come into their own, have received the attention, the thought, and\nmoney long due them. Today we perceive a possible danger that in our appreciation of\nthese new lines we may lose our balance and go too far in this one direction. There is\nfood for much thought for workers in American education in the poet's line\n\n\"Lest one good custom should corrupt the world.\"\nAfter all, the old Greek maxim, \"Nothing too much,\" applies just as truly to us today\nas it did to the worshipers of Apollo at Delphi two thousand years ago.\n\nWe wish so to train the children in our schools that they will be able to earn efl5ciently\nand comfortably their daily bread, but most of us want them to be more than skilled\nbricklayers, carpenters, ironworkers, stenographers, telegraphers, housekeepers; more\nthan capable physicians, lawyers, merchants. If that practical efl&ciency is all the school\nsystem can do for America, it is surely as yet far from success in real education. That\n\n"} {"page": 830, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n8i4\n\n[Kansas city\n\nmight satisfy another form of government, another era; it will hardly suffice\nan American democracy of the twentieth century. These children, now in the schoolroom, are, in a few years, to elect our officials, plan our cities, build and equip our hospitals,\nprisons, schools, museums, libraries, art galleries.\nWe must manage somehow in our\nschools to open up to them now the world of culture, so that as they go on into maturity\nour students will develop in knowledge, appreciation, love of beauty. A vague generalization of this sort most of us, it seems, will assent to, whether we incline toward the older\nclassical ideals, or toward the newer ideas of Dr. Flexner or of the Gary schools. But to\nwork out this generalization in actual public schools presents many difficulties. It means\nthat American education is to produce men and women who shall be both efficient workers\nand cultivated citizens; each American of the future, so runs our dream, is to be practical\nand idealistic. We admit the plea for vocational efficiency; we would not turn from the\nold cultural ideals. We would have both.\nIn this problem we are turning for assistance to an inslitution long in existence, but\nalmost ignored hitherto as an educational agency and force the library. The school\nhas been very backward in seeing that this library program is of immediate concern to\nresult\n\n—\n\neducation, that the library's business is part of the school's business.\n\nawakening\n\n—a\n\nToday we are\n\nlittle.\n\nWe are realizing (rather slowly it is true) the value of books, not merely as one of the\nbeautiful pleasures and ornaments of life for ourselves personally, but as of such immediate, practical value as to necessitate introduction into the life of the American people.\n\nSo we are beginning to perceive that the place of the library, which is merely the instrumentality for making printed matter accessible, is not beside the school, but inside the\nschool, if it is to do the work of which it is capable, and the work where accomplishment\nneeds so much the help of the teachers.\nIt is considered a basic fact that in all trades the skilled workingman must know his\ntools, know what ones are in existence for each part of his work, know where they are to\n\nbe found, how they are to be used, how they are to be cared for, how they are to be valued.\n\nNow, according to a general analogy, rather hackneyed, to be sure, but one that fits with\nastonishing reality, books are come to be the tools of each individual in this twentiethcentury America.\nIf books are tools, they are of a number, a confusion, an intricacy, a subtlety, which\n\ndemand instruction and time and the formation of habit.\n\nWe do not expect children\n\nto master a language, mathematics, history, sewing, printing, telegraphy,\n\nnor undirected, nor occasional visits.\n\nby casual,\n\nWe know that such learning is a slow process,\n\nattained only by carefully directed, steady, systematic work, which is made very obvious,\n\nvery convenient, and is thrust constantly on the attention of the student.\n\nSo it is with\n\nbooks.\n\nThe majority of our high-school students do not and cannot use intelligently a\ndictionary, an encyclopedia, an atlas.\n\nSuch books are not in their homes; they are in a\n\ndistant and unknown city library, and there in a strange place called a reference room.\n\nMany children cannot readily find the required volume in a set of many volumes; they\ndo not distinguish easily and quickly an author or a particular title on the shelves.\n\nThey\n\nare densely ignorant of the use of a book; the index, the table of contents, bibliographies,\n\nThey do not know that such things as a\nShakespearean glossary or variorum exists to help them with Macbeth; that Milton or\nShelley or Keats is greatly simplified by a dictionary of mythology, that Who's Who or\nBartlett's Book oj Quotations is a considerable convenience, that their state has compiled its\nstatutes, its official history and statistics, that their city prints its reports each year, which\n\nnotes, cross-references, are mysteries to them.\n\nthey may use to advantage in civics, economics, history.\n\nWe are spending much time and thought on the teaching of reading in the grades,\nand increasingly we realize the importance of this subject. New readers constantly\nappear, filled with carefully chosen, beautifully illustrated selections from the world's\n\n"} {"page": 831, "printed_page": null, "text": "BOOKS AS TOOLS\n\nSuperintendence!\n\n815\n\ngreat writers. For eight years teachers labor on this branch, then they turn these children\nover to the high school, and we never \"follow up\" that work; we call the incident of\n\nreading closed, completed; these students have supposedly learned to read.\n\nTeachers\n\nknow that they have not learned to read, that many, many failures come from inability to\nread intelligently.\n\nWe high-school teachers try to console and blind ourselves, thinking that after four\nyears more the children will have more practice and all will yet be well.\n\nIt is, however,\n\nfour years of textbooks which, without doubt, Charles Lamb would have clast among\n\n\"the books that are no books,\" condenst, consisting of hard facts, of logical information\nwith most of the emotional, humanly interesting material carefully omitted after all,\n\n—\n\nFew people will claim that textbooks lead either to the love of books and\nreading or to the knowledge of how to use books. They are simplified, all difl&culties\nmere outlines.\n\nand inconsistencies eliminated, most devices of maturity, of real books, left out.\nIf we believe that knowledge of, and ability to use, the world of books is a valuable and\npractical asset for the child, if we would ofiFer a much-needed continuation course in\nreading, if we would insist on live, current interest in all courses, we are surely forst to\ntake the next step\n\n—furnish a high-school library—\n\nread with care and discrimination.\n\nfor a new course, that of learning to\n\nIt does seem that the high-school library is a very\n\ntoward the new, twentieth-century type of pedagogy. The library to\ndo school work fully, must be on the spot, a part of the school; teachers and children are\n\nessential step\n\nvery busy, they use the thing thrust in their way obtrusively convenient and comfortable\n\nand attractive.\n\nWhat the age demands is the library habit.\n\nMany children, many\n\ngrown-ups are confused, appalled, by the size and complexity of the public library. Card\ncatalogs and open shelves are wonderful inventions for the person accustomed to use\nthem; they are awe-inspiring to the untrained. The school library, with its smaller\ncollection of books, with its reserve-shelf system, with its familiar librarian, a personal\nacquaintance, above all with its atmosphere of belonging to the school, can easily become\na natural and agreeable place of resort.\nIf it is agreed that books are tools, valuable ones, necessary ones, if it is decided to\n\ninsert this new course to train American children to use these tools, then there are certain\n\nserious matters of policy to face.\n\nThe equipping and running of a high-school library of today calls for no small expendiThe room should be large, light, comfortable, airy, convenient; the\n\nture of money.\n\nfurniture should be good, solid, attractive;\n\nthe pictures and wall-decorations should be\n\nthey must have the physical surBooks themselves are expensive and perishable; the\nreference books, which are the very backbone of a library, are costly in the extreme.\nAlso the high-school library is not a thing to be fitted out and forgotten. If that policy\nIt must be kept up\nis pursued, in three or four years it has lost most of its usefulness.\nto date, the older material weeded out, the new constantly inserted, in order to keep\nin good taste.\n\nIf books are to be the tools of culture,\n\nroundings that go with culture.\n\nthe bulk comparatively small, the system comparatively simple.\n\nBooks are delicate, subtle things; the library atmosphere an intangible affair of\nThe high-school library which is merely a collection of reference books, to which pupils are driven by inexorable taskmasters for\nfurther \"grinding\" and \"digging,\" is doing only a small share of its work, perhaps the\nvery smallest share. The library must silently invite, its wordless invitation must be\naccepted, not by the teacher, but by the child. The high-school teacher of today will\ngladly use and aid and understand the library. But in order to help the child most, it\nmust be his responsibility, his initiative, his pleasure, to find his way into the library,\namong the books, to find there the help he needs. It is an easier, quicker method to have\nteachers assign children to library periods. Is it not more likely that the children will\nform the library habit if they come of themselves to the library ? If we are dealing with a\nspiritual process, we must be very patient, very tolerant.\nBooks are tools, instruments.\nfreedom and joy, comfort and beauty.\n\n"} {"page": 832, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n8l6\n\n[Kansas City\n\nof practical value, but they are also sources of amusement and recreation, of comfort, of\njoy, of love for the beautiful, the noble, the true.\n\nFew rules and regulations can be laid down for any high-school library.\nis diflferent,\n\nEach school\n\neach group of teachers, if alive, alert, independent, will work to the same\n\nThe library must adapt itself to the type\nThe library is to be a very\n\nultimate ends along entirely different paths.\n\nof school, the class of children, the plans of the teachers.\nactive, but not a pushing, coworker in the school.\n\nWe are building for a future in which Americans shall turn very generally, but not\nexclusively, to books for instruction, for recreation, but more for comfort, for joy, for\n\nexaltation.\n\nWe hope that Americans may know and read the detective story, the adven-\n\nture, the idyllic romance, the book of humor.\n\nSuch writings amuse, entertain, rest the\n\nmind, and so re-create.\nIt is commonly admitted that Americans today, adults and children alike, are too\ndependent on others for their amusement; there are too few happy, cheerful, wholesome\nevenings spent at home. Might a taste for books, a habit of finding entertainment in the\nprinted page, if imbibed in school, fight against the restless, discontented nervousness of\nour land, its love of highly colored melodrama ?\nIn conclusion, is it not worth our while to think seriously of the sentences uttered\nby a prominent American? \"The value of books has always, I believe, been over-\n\nestimated, but the value of the right reading of books has always been underestimated.\"\n\n\"Preparation for participation in the ever increasingly complex social life of our times\n\ndemands a training as wide as life itself.\" \"The one best possible result of education, its\ngreat end and aim, should be to prepare the children of the community for the far greater\nwork of educating themselves.\"\n\nSILENT READING\nHERMAN DRESSEL, SUPERINTENDENT OF SCHOOLS, KEARNEY, N.J.\nIn our search for royal roads we have long overlookt the simple and natural way of\nreading.\n\nWhile considering the value of oral reading in the speech arts, we have dis-\n\nregarded the importance of silent reading in thought-getting.\nSilent reading is misunderstood by many who do not appreciate the fact that it does\n\nnot preclude oral reading.\n\nIf we speak of training in the former, it is assumed that we\n\nshall eliminate the latter and that we shall teach only silent, and not oral, reading.\n\nThis\n\nis a natural inference, because reading in the public schools has generally been thought of as\n\nreading aloud, altho reading outside of school and in actual life is mainly silent reading.\n\nWe have been thinking of reading in the public schools for generations as an oral exercise,\nyet have recognized the fact that oral reading is \" a mode of expression and comes under the\n\nhead of speech.\"\nSilent reading is susceptible of development to as great a degree of perfection as is\n\noral reading, and must be given proper emphasis.\n\nFrom school patrons who do not understand the value of silent reading will come\nThey will ask what\n\nprotests that oral reading should receive more, not less, attention.\n\nphase of reading will be left out to obtain time for silent reading.\nask. Are pupils to be trained in phonics ?\n\nTeachers will naturally\n\nHow will they be taught to master words ?\n\nWill they read orally with expression if trained in silent reading ?\n\nIs it possible to teach\n\nsilent reading ?\n\nIt is a mistake to consider occasional exercises in silent reading, with now and then a\n\nNor is it enough to\nThe training should begin\n\ntest for thought, as furnishing sufficient training in this process.\n\nintroduce this mode of reading in the middle and upper grades.\n\nwith reading.\n\nIn all the training and teaching to read, the teacher should first be assured\n\nthat the thought is comprehended before she allows the child to try to express the thought\n\n"} {"page": 833, "printed_page": null, "text": "StLENT READING\n\n^uperintendencej\n\nSi\n\nin oral reading, and this thought-getting should be thru silent reading.\n\nIt is a natural\n\nvay and appeals to the child. The pupil may be trained in this form of reading from the\nrery first lesson and the training should continue daily. We must make the pupil think\nin getting the words, think in learning phonics, think in reading.\nInstead, we have drilled\nthe pupil to recognize words, taught him mechanically to blend sounds, and then allowed\nhim mechanically to read. Thought-getting has incidentally been developing, but not so\nrapidly as it would grow were the emphasis not entirely on oral expression.\nIn schools where silent reading has been \"methodized\" it is found that:\n1.\n\nPupils read with better expression than formerly.\n\n2.\n\nPupils seldom use their lips when reading silently or studying, and in subjects\n\nother than reading reflect the advantage they have gained in their power to concentrate\nthe mind on the text.\n\nPower to comprehend thought is better developt than with oral reading alone.\nIn the fourth year, particularly, reading does not \" break down,\" because the fundamental idea of thought-getting first is the bond between the lower and the upper grades,\nand because the teacher perceives how important this is in all study.\n5. Children master more difficult subject-matter than with oral reading.\n3.\n4.\n\nChildren acquire a larger vocabulary thru feeling the functions of words in a\n\n6.\n\nsentence.\n7.\n\nPupils do not silently read a passage or selection faster than they can comprehend\n\nthe ideas presented.\n\nCareful reading for the thought precludes the possibility of skim-\n\nming over the selection in order to finish ahead of someone else.\n\nThe pupil knows he will\n\nbe askt to state the facts of the text.\nConsider the effect on his future studies if the pupil has acquired the ability to tell\nconcisely what he has read.\n\nAn educator said recently, \"If a student has been trained\n\nto read a page intelligently and has the ability to tell clearly and logically what he has\nread, he is fitted in English for a college education.\n\nI will ask no better preparation than\n\nthis.\"\n\nConsider the waste in the preparation of certain lessons.\n\nPupils fail to concentrate\n\ntheir minds on the text because of our failure to teach them to get thought quickly.\n\nIn\n\na seventh grade a certain class usually was given thirty-five minutes to study the history\nlesson.\n\nOne day the class was told to read silently the topic assigned for the day and to\nThey were told they would be called upon to\n\nclose books when they had finisht reading.\nrecite after the reading.\n\nMany of the pupils read the selection in three minutes, others\n\nThe average for the class was three and one-half minutes.\nIn this instance nine-tenths of the time was saved. Pupils dawdle too much over a\nlesson\nThey have lost power to concentrate on the thought of the text, and this dawdling\nrequired longer time.\n\n!\n\nhabit has been fostered by our imperfect training in reading.\nSilent reading is thought-provoking.\nIt trains a child to absorb ideas as they have\nbeen thought out by those who have put them on paper. He learns to compare, to judge,\nto feel values in thought, and to reject unimportant details. The thought that arrests\nhis attention is to him the vital one in the passage.\n\nHe gets this as quickly as his rate of\n\nreading and of thinking will permit.\nIf we concede silent reading to be of disciplinary value we must devise methods by\nwhich teachers may be able to develop this art of thought-getting, and must treat it like\n\nany other study, for its value will depend on how it is done. We know that some persons\ncan read a story much more rapidly than others and yet they have graspt the thought\nbetter than the slower readers. It seems strange that we have never askt ourselves why\nthe rate of reading varies. There is a rate in silent reading, and we should not ignore\nthis when we train pupils.\nBut in schools we have heard very little about rate. In silent\nreading better than in oral reading the child can be trained to grasp thought totalities\nquickly, as in actual life.\n\nThis truer mode of reading trains in discrimination, in power\n\nto get the essential in a passage with the implied meaning.\n\nIt teaches concentration, if\n\n"} {"page": 834, "printed_page": null, "text": "NAflOKAL mVCAftON ASSOCIATION\n\nSig\n\n[Kansas dty\n\nthe silent reading is intensive; rapid thought-getting is developt; the reading vocabulary\nis enlarged.\n\nAbout five years ago we tried silent reading in a class composed of foreign-bom children who had come into school unable to speak English. At the time they were in the\n\nThe class had been drilled in phonics and could pronounce the words of the\nBut when we introduced silent reading we found that\nthis class did not sense the functions of words. They could not tell the meanings of words\nthird grade.\n\nusual third-grade reading-text.\nin a passage.\n\nWe were compelled to begin with simpler reading-matter. We gave daily\n\na paragraph of about two hundred words.\nnoted, and the thought discust.\n\nThis was read silently at sight, the speed was\n\nProfiting by our experience we introduced a method of\n\nmaking the pupils master their phonics as the words were needed. The class slowly\ngained in power to grasp thought, the rate of reading improved, and longer selections were\nmastered.\n\nMeanwhile, the beginners were trained in thought-getting thru silent reading,\n\nphonics were simplified; words were developt as the progress of the child and his needs\n\ndemanded.\nIn these classes the ability to express thought has increast, oral reading which comes\nafter the thought-getting has greatly improved, and the rate of speed in silent reading has\n\nUnlike the classes which have begun with oral reading, these classes\nshow no trace of hurry in silent reading; the rapid rate is with them the usual rate.\nWe found that silent reading alone, without regard to the rate, was not aiding pupils\nto concentrate the mind on the text. They would study the lesson. It was discovered\nthat the text was read over several times with no particular effort to absorb the thought\nsteadily increast.\n\nbecause they were not expected to get the thought rapidly.\n\nWhen the element of time\n\nwas introduced, pupils became alert. Then came the ability to get the incidents in proper\nsequence. Soon the teacher began questioning for details, for shades of meaning, for\nopinions as to the descriptions, for judgment on the value of facts, for the meaning of\ncertain expressions.\n\nWords are functional and help to express a total meaning when associated with other\nThe real meaning of a word comes to the reader when he feels the\npart that is left for that word to take in the context in which it occurs.\nThe child will get a reading vocabulary as he gets his speaking vocabulary, that is, by\nhaving new words in reading matter, as in speaking, come constantly in expressions that\nare familiar and interesting, and in trying to use them as he feels the need of such words.\nIn this way the child gains power over new reading matter, provided it is within his comprehension and has interest for him.\nAs the power to grasp thought increases, as the pupil adds to his vocabulary and\nappropriates new words for his use in his daily discussion and meditation of new themes\nhe has read, so the habits of speech will be re-formed to accommodate and use his increast\nwords in a sentence.\n\nwealth of words.\n\nOne fact, at least, is obvious:\n\nin silent reading as outlined the teacher must make\n\ncareful preparation for the reading-lesson.\n\nShe is to train the child in thought-getting;\n\nshe is not \"hearing\" him read.\n\nThe pupil is being aided to look at a lesson with his whole mind, to see it and see into\nit,\n\nand therefore to know all about it.\n\nHe is getting the greatest gift the school can offer,\n\nthe noble art of learning.\n\nTESTING THE EFFICIENCY IN READING\nCHARLES FORDYCE, DEAN, TEACHERS COLLEGE, UNIVERSITY OF NEBRASKA, LINCOLN, NEBR.\nTesting efficiency in reading has to do, first, with speed in reading; secondly, with the\ninterpretation of the contents of what is read;\nexpression.\n\nand thirdly, with the efficiency of oral\n\n"} {"page": 835, "printed_page": null, "text": "TESTING THE EFFICIENCY IN READING\n\nSuperintendence!\n\n819\n\nAs to the speed of reading, standardized tests show a wide range of variability among\nBack as far as 1883, Romanes reported astonishing differences in reading rate\namong various people. He discovered that some read four times as fast as others, and\nfurther reported that he found little correlation between slowness of reading and the power\n\nstudents.\n\nof assimilation;\n\non the contrary, he announst that the rapid reader usually gave a better\nMiss Abell, in 1894, tested the\n\naccount of the matter compast than the slow reader.\n\nreading rate of forty girls in Wellesley College, finding that the slowest reader consumed\nsix times as much\n\ntime in reading a short story as did her fastest reader.\n\ngirls headed the list, both in rapidity and in comprehension;\n\nTwo of the\n\nshe concluded her experiment\n\nby saying that, on the whole, swift reading saves time, without necessarily decreasing\ncomprehension.\n\nIn diagnosing the difficulty of the slow readers, she found that these\n\nread a word at a time, whilp the rapid readers graspt phrases, clauses, and even sentences at\n\na glance.\n\nProfessor Quantz later tested fifty juniors and seniors in the University of\n\nWisconsin, to find that his readers varied from 3 5 words to 1 2 words per second.\n.\n\nIn\n\ntesting the ability to reproduce what was read, he found that the rapid readers were on an\n\naverage 37 per cent superior to the slow readers in the quality of their work.\n\nMessrs.\n\nDearborn and Huey and other investigators have recently corroborated the results of these\nexperiments. The writer, in testing more than twelve thousand students, has found the\nsame astonishing lack between slowness of reading and correlated excellency in the ability\nto comprehend the matter read.\nThe explanation of the close relationship between speed in reading and ability in\nassimilation is to be found in Miss Abell's statement that slow readers are those who have\nfallen into the habit of reading a word at a time, while the rapid readers grasp a phrase,\na clause, or even a short sentence at a glance.\nThe eye, in passing over the printed line from left to right, does not proceed in a\nsingle unbroken sweep, but in short, jerky movements, making brief pauses on words,\nphrases, or clauses.\n\nThe difference in reading rate is largely a habit of the rhythmical\n\nmotor habits into which the eye is trained in the early attempts to read. If the eye falls\ninto the habit of pausing on each word, the rate is slow and plodding; if into the habit\nof taking in the larger units of phrases and clauses, the rate is correspondingly rapid and\nthe interpretation even easier. The trained eye grasps the words of a phrase or sentence\nin a single unitary act; similarly, the perceptive power grasps the ideas in their combined\nform in the thought. The most disappointing aspect of the matter is found in the fact\nthat if the child learns to read in small units, the habit usually persists thru life.\n\nThe early\n\ntendency is accentuated in the high schools, where the study of foreign language perpetuates the habit of dwelling upon words rather than upon clauses and sentences.\nInterpretation is the second important element to be tested in efficient reading.\n\nIt\n\nis easy to determine the quality in handwriting, for here the elements of slant, alignment,\n\nletter-formations,\n\nand spacing are apparent;\n\nit\n\nis\n\neasy also to determine quality or\n\naccuracy in addition or subtraction, where the results show for themselves; but in reading,\nthe quality or abiUty to comprehend is not so apparent.\n\nOne pupil may pass his eye\n\nspeedily over the printed page, noting every sentence and word, without extracting any\n\nthought of consequence; another may seemingly perform the same act, but accompanied\n\nby the most thoro comprehension.\nIn learning to read, the first essential is the vocabulary or stock of words and sentences\nwhich are the symbols of familiar thoughts and ideas. This linguistic stock is acquired\nlong before the child enters school. The symbols occur so often in speech that they become\nverbal packages in which are tied up the most familiar thoughts and feelings. So familiar\nare they that the utterance of a fragment of the verbal package suggests the rest, with the\ncontents, just as the ice wagon suggests its contents, and the tap of the cane suggests the\n\napproach of grandfather.\n\nAs the child comes to school, he must learn the printed symbol that corresponds to the\nfamiliar oral symbol.\n\nHere again a single fragment of the sentence often gives the cue to\n\n"} {"page": 836, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n^20\n\n(Kansas city\n\nthe whole sentence.\n\nHence in the reading process one often interprets more than the eye\n\nactually takes in.\n\nThe secret in skilful interpretation lies in selecting the larger central\n\ntruth of a paragraph and chapter, and the organizing of the minor truths about this.\n\nThese salient facts must be seized as the eye passes over the printed page, and held in the\nmind until they are properly evaluated, reorganized, and assimilated. Hence the larger\nthe unit apperceived in each ocular effort the more is this process facilitated.\n\nThus is the\n\nrapid reader the better interpreter.\n\nHere, as in handwriting and arithmetic, at least two elements are to be tested.\n\nThese,\n\nOf two readers comprehending equally well, if the\n\nas suggested, are speed and quality.\n\none reads a given selection in half the time required by another, the former is twice as\n\non the other hand, if two read a given selection in the same time\nand the first extracts twice as much thought and feeling from il as the second, the former\nis twice as efficient as the latter.\nIt is an easy matter to measure the speed of reading\nby having the pupil read a given selection for, say, a minute, and then counting the number\nof words read. An educated adult ought to read on an average 300 words a minute, or\nabout 60 ordinary pages an hour. It is important that the normal reading rate should be\ndetermined for each school grade, and that the various pupils be trained to approximate\nThe maximum rate consistent with good interpretation has been fixt for the\nthis norm.\nvarious grades; 300 words a minute is the normal rate for a well-trained high-school\nstudent, 240 for an eighth-grade student, 215 for a seventh-grade student, etc.\nThe measurement of the ability to interpret the contents of the material read is much\nmore difficult than that of measuring the speed of reading. There should be some scheme\nby which a whole class or grade may be tested simultaneously. The writer is convinst\nefficient as the latter;\n\nthat the answer to a few questions, calling for the reproduction of the essential thoughts,\nis\n\nthe best method.\n\nThe measurement of efficiency in oral expression has, up to the present, received little\nattention.\n\nOral reading dominates in the lower grades and gradually yields to silent read-\n\ning as the pupil passes into the upper grades;\n\nwhen the student reaches the grammar grade\n\nor high school, silent reading is practically the only type required.\n\nThis is possibly an\n\nerror, for the intellectual and social life of most homes might be transformed and appre-\n\nciably enricht by the regular and efficient reading of important and entertaining items of\n\ncurrent literature and books.\n\nSilent reading should dominate, however, for upon it we\n\ndepend all thru life to gather facts from newspapers, magazines, and books. The teaching\nof efficient oral expression is especially important in the lower grades, where emphasis\nshould be placed on the mechanics and correctness of expression that stand as an index of\nthoro comprehension and appreciation of the matter read.\n\nThe esthetic appreciation of what is read is the ultimate aim in reading, but the means\nof measuring this appreciation is especially difficult, for it is a subtle quality hard to dis*\n\ncover.\n\nIn the tests for speed in oral reading it will be notist that the rate is both slower and\nmore uniform than in silent reading. Both these facts are due to the control of oral reading thru the physiological functions of the vocal apparatus, which is very similar in all\n\nThe average rate of oral reading is two-thirds as rapid as that of silent reading.\nThe writer recently tested 108 sophomores in the University of Nebraska, to find that\n\npupils.\n\nthe upper tenth of the class had an average reading rate of 290 words a minute and an\nability to interpret 70 per cent of the contents of what they read.\n\nThe lower tenth of this\n\nclass had an average reading rate of 195 words a minute and an ability to interpret 60 per\n\ncent of what they read.\n\nIt is noted that the upper tenth of this class were 50 per cent more\n\nrapid in their speed than the lower tenth, and that their ability in interpretation was likewise superior. In our tests in Nebraska, covering 1 2,000 students, ranging from the third\n\ngrade thru the graduate classes of the University, we find results very similar to those\n\nfound in our sophomore class.\n\nIt should be said, however, that the most efficient reader\n\nwas rarely found to be the most rapid reader of the class.\n\n"} {"page": 837, "printed_page": null, "text": "EARMARKS OF AN EFFICIENT SCHOOL SYSTEM\n\nSuperintendence]\n\n821\n\nOn the whole, our findings show that the rapid reader does not suffer in his ability\nto interpret, and that the slow reader is usually inferior in interpretation.\n\nThe slow reader\n\nseems, in almost every case, to be impeded by the mechanical processes of the reading act.\n\nImprovement lies in the field of correcting the faulty motor-eye habits, for we have found\nthat, as the eye is trained to grasp larger and larger units, the perceptual span increases\nat a corresponding rate.\n\nThe writer discovered several years ago that his reading rate was very much below the\nnorm.\n\nHe sought for months a means of remedying the defect.\n\nBeing convinst that his\n\ndifficulty was largely a matter of the defect in motor-eye habits, he set about the ludicrous\n\ntask of learning to read as if he were a first-grader.\npractice.\n\nThe first reader was adopted for the\n\nA series of exercises consisting first of a column of two-word phrases was used\n\nthe first month.\n\nAfter his eye had fallen into the habit of seizing such phrases as units,\n\nanother column of three-word phrases and clauses was adopted for practice.\n\nLater, a\n\ncolumn of short sentences was used. Thru ten minutes of judicious daily practice on\nthese exercises, and on simple, easily comprehended prose, the author in a single year\ndoubled his speed in reading, and has been pleased to note a similar achievement among\nBy such exercises the eye falls into new motor\nhis students as the result of such practice.\nhabits of a regular rhythmical nature, enabling the student to read in large rather than in\n\nsmall units.\n\nThe perceptual span increases with the ocular span.\n\nIn teaching reading in the primary grades the writer is convinst that correct motor\nhabits should be inculcated at the outset.\n\nTo this end the child should be taught to deal\n\nwith phrases and sentences rather than with words.\n\nCare should be used in selecting\n\ntexts with proper and uniform line length, preferably not more than seventy millimeters,\n\nwhose letters are in deep black, clear type, 2 6 millimeters in height and with a leading\nof 4 5 millimeters for the pupils of the first year, and 2 millimeters with a leading of 4\nmillimeters for the second and third years.\n.\n\n.\n\nROUND TABLE OF SUPERINTENDENTS OF CITIES WITH\nA POPULATION UNDER 25,000\nEARMARKS OF AN EFFICIENT SCHOOL SYSTEM\nFRED M. HUNTER, SUPERINTENDENT OF SCHOOLS, LINCOLN, NEBR.\n\nAn institution or an organization is efficient when it accomplishes the purpose for\nwhich it exists, completely and constantly at not more than a reasonable expense of time\n\nand effort.\nIf those who are responsible for the support and for the administration of our public-\n\nschool system are to decide upon its efficiency they must first have clearly in mind what\na school system should do. In the light of the best thought concerning the forces operating\nto perpetuate our civilization we can come to a fairly uniform agreement that the school\nsystem is primarily an agent of the state to universalize and perpetuate the highest ideals\nof civilization thru democratic government.\n\nIn each community it is that community's\n\nchief social agent in turning over to posterity a citizenship capable of meeting the problems\n\nand assuming the responsibilities of a democracy.\n\nThe individual members of such a\n\ncitizenship must be characterized by a sturdy and robust physique; high ideals of personal\ncharacter and family life; a high sense of civic obligation, of the responsibility of the\n\nindividual to the state for the comipon weal, and of the possibilities of cooperative democracy; power and responsibility of self-support and individual contribution to the progress\nof society.\n\nThe chief business of the school is to universalize the development of a\n\ncitizenship of this type, to make it possible to all the children of all the people.\nIf I am right in saying that the school's business is the development of a socialized\n\nand a cooperative democracy as the foundation of modern civilization, by what evidence,\n\n"} {"page": 838, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n822\n\n(Kansas city\n\nthen, are we to know whether or not it is efficiently doing this vital work ?\n\nwords, what are \"the earmarks of an efficient school system\"?\n\nIn other\nLet me suggest four\n\nevidences which characterize the school that is a true laboratory of democracy in which\ncitizenship begins in habits and life-practices:\n1.\n\nAre the classroom processes socialized and cooperative and motivated from the\n\nactivities of life ?\n2. Does the school adapt itself to individual and group needs, especially at the ages\nand grades in which adolescent children are handled ?\n3. Does the school extend its service to all classes of people in the community beyond\n\nthe traditional school age whom it can serve in developing better ideals of cooperative\ncitizenship ?\n4.\n\nHas it systematic and well-establisht methods of measuring its own results ?\nThe right uses of classroom process should be as potent\n\nSocialization and motivation.\n\n—\n\nan agent in making instruction function in the growth and development of our boys and\ngirls as is the content of instruction itself.\nThe ideal of the socialized school demands\nthe socialized classroom. A standard of procedure which conforms to this ideal must\ninclude the socialization of the classroom processes and motivation of subject-matter and\nactivities from the life-interests of the pupils.\n\nTo conduct a truly socialized recitation a teacher must conceive of it as a result of a\nspirit and an attitude coming from within the class.\n\nIt must grow out of a desire on the\n\npart of the class community to express itself in response to the stimulus of the problem\nor the subject-matter.\n\nAny set form must break down, and only such restrictions on free\n\nexpression on the part of both the pupils and the teacher must prevail as to maintain\n\norderly and effective procedure.\n\nThe teacher must have as her purpose community\n\ncooperation and must use such means to secure it as will break down restrictions to\n\nfreedom of expression.\n\nShe must be resourceful enough to use especially adapted devices and expedients for\nShe must look beyond the form, catch\nthe spirit and purpose behind it, and interpret them in terms of her own grade and situation.\nResourcefulness on the part of the teacher and a full conception of the spirit of\nsocialization will bring results of the highest type. These results may be outlined as\ndiflferent grades and different classes of children.\n\nfollows:\n1.\n\nFreedom of expression, that is, expression upon the initiative of the pupil in\n\nresponse to the stimulus of the problem or subject-matter.\n2.\n\nIdentification of himself with the subject of the recitation with a resulting real\n\ninterest in it, other than the interest of \"pleasing the teacher\" or \"getting his lesson well.\"\n3. Ability to know the difference between a valuable point and an unimportant one.\n4. Ability to\n\ncome to a conclusion, to arrive at a definite point, to stick to the\n\nsubject.\n\nTo secure these results, the teacher must catch the underlying spirit of the recitation\nas a \"social situation.\"\n\nShe must plan her recitation period and carry it out with her\n\nrecitation standards constantly in mind, namely: pupil initiative; individual and group\n\nmotive with which the pupil identifies the task in hand; recognition of vital points and\na thoughtful and reasonable conclusion for both individual and\nclass, reasoned from the material offered on the topic.\nFor each class period she must\nhave some definite point which contributes to the whole purpose of the year and of the\nelimination of others;\n\ncourse of study as a whole.\n\nHer classroom steps must adhere to this point.\n\nThe work\n\nof the pupils must all point toward it both in what is presented by pupils assigned special\n\ntasks and by the class discussion.\n\nThat the idea of socialization and motivation of the recitation processes is not a\nfanciful dream, but the practice methods of everyday life applied to the schoolroom, is\n\nproved by the work of numberless resourceful and forward-looking teachers, of which the\nfollowing illustrations are given:\n\n"} {"page": 839, "printed_page": null, "text": "Superintendence]\n\nEARMARKS OF AN EFFICIENT SCHOOL SYSTEM\n\n823\n\nMiss F. was studying the problem of correlation between English and geography in\nGrade 7B. Her class in 7B English had been given an oral assignment. Each pupil\nchose some portion in Nebraska in which a real-estate investment might be considered\ndesirable.\nThe problem was to sell a farm in any one of these respective sections of the\nEach child in turn acted as salesman and chose some other member of the class\nstate.\nto whom to sell his land. Several real-estate men in embryo were discovered in the class.\nEach agent presented to the prospective purchaser in a definite, concise speech the merits\nof the land he was seeking to sell. After he had sold or failed to sell the land, the rest\nof the class criticized his tactics.\n\n—\n\nMiss G. has the following example in 6 A work: Subject \"City Booklet.\" This\nproblem has been workt out in two ways. The first time we allowed each to write on the\nsubject which interested him most, and to illustrate with clippings from booklets or with\npostcards, making his own booklet. The last time only one booklet was made. The\nlesson was early in September and was called \"A Guide to the State Fair Visitor.\"\nThe class mentioned the places of interest and the descriptions were written to interest\nthe stranger, car service and other items being mentioned. The whole class brought all\nthe illustrations possible; the descriptions and illustrations were sorted, classified, and\ncombined into the booklet as a class project.\nMiss H., teaching a junior-high-school class, found that the socialized recitation in\nIn order to impart more interest to the recitations\nand a clearer idea of what was wisht, the members of the class were askt to write a letter\nIn this letter they were to describe one of the\nto a friend out of the city of Lincoln.\nrecitations in their own school. They were to explain definitely the meaning of the term\n\"socialized\" as they understood it. The recitation was improved. The pupils of this\nteacher write all the letters oflficially sent from the principal's office of this building for\nany purpose whatever.\nthis class had not been very successful.\n\nMiss I. gives the following good example of motivation in English, for letter-writing\nThe boys were askt whether they had thought of anything they might\ndo to help anyone or anything. Almost immediately one boy suggested that they could\nthe\nsee to it that\ncrossings were kept clean; another, that the school yard be kept clean;\na third, that the boys try to get a cleaner street car on the Fair Grounds line. With\nregard to this third suggestion, the principal askt how the boys could bring such a thing\nto pass, and one boy suggested that the matter be brought before the manager of the\nin particular.\n\nLincoln Traction Company via letter. To that the principal responded that the different\nboys might write a letter and that the best one be sent.\nFlexibility and adaptation.\n\n—The slogan of the old regime in education was uniformity.\n\nIt workt itself out in the mechanical perfection of the lock-step system.\n\nNo sacrifice\n\nwas too great to insure a smooth-running piece of school machinery. Each individual\nmust forsooth complete to perfection each unit of organization before undertaking the\nwork of the next. The aim was uniform perfection at the apex. Measured in the requirements of social democracy the scheme failed. Any plan with such an ideal which brings\nto perfection only one-half of one per cent of the initial raw product is not democratic.\n\nThe slogan of the new spirit of education is adaptation to individual needs.\n\nThe\n\ncurricula of the schools must be adaptable, thought out in terms of service to various\n\ngroups; the units of organization must be flexible, adapting themselves to the needs of\ndiflferent\n\ncommunities, different types of children, and varying ends to be sought in\n\neducation.\n\nThe efficient system is the one which embodies this principle in its working\n\nLet me speak briefly of this theory as applied to high-school curricula.\nThe high school is no longer merely a preparatory school. It is the institution which\n\nprogram.\n\nIt must prepare for life primarily\nand for higher education afterward. Boys and girls are as varied in their social inheritance\nand in their mental equipment as in the equipment of their physical being. As nearly\nan individualized type of instruction as is possible in view of practical business administraThis means courses of study evolved to meet the\ntion is the ideal of modern education.\n\nshould offer practice in the real activities of citizenship.\n\nneeds of groups of children representing as nearly as possible variations in natural tendency, natural ability, economic conditions, and social inheritance.\n\nThe cosmopolitan\n\nhigh school is coming to represent the unit of school organization in which this can best be\ndone.\n\n"} {"page": 840, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n824\n\n[Kansas City\n\nBut an efl&cient school system must not be content to confine its adaptability and\nThe greater problem is the one found in the junior-\n\nflexibility to the high-school stage.\n\nThese are the years of early adolescence. It is the period of supreme\nHere civilization and democracy are in the making. The attitudes of mind\nand character, the habits of thought and action of the adolescent youth of this generation\nare the mature practices of the civilization of the next. School systems are more and\nmore individualizing instruction and adapting organization and methods to group needs.\nThey are thus beginning to conserve to the increasingly adaptable and socialized processes\nof the school the great army of children who have heretofore been eliminated in the early\nadolescent period. Because the school units for these years are schools for the masses,\nthey must be the most varied in the organization. Liberal options must be offered in\nhigh-school years.\n\nimportance.\n\nthe beginning of the seventh grade to the children who expect to continue their education\nin the high school and higher institutions.\n\nPromotion by subject rather than by grade,\nand departmental instruction must be outstanding characteristics of these units of school\norganization.\n\nThere must be even greater care in providing courses of the prevocational type.\nBoys should be given opportunity to test by a semester's work their vocational attitudes.\nTheir manual skill should be enhanst by opportunities in the wood and metal shop,\nelectric-wiring laboratory, in concrete work, and in the printshop. An initial insight\ninto the commercial world should be offered thru courses in simple bookkeeping, typewriting, and salesmanship.\n\nHome-making, dressmaking, marketing, and simple courses\n\nin caring for children must be offered as a field of opportunity for girls whose education\nwill probably not extend beyond these years.\n\nUnusually gifted children are frequently the most retarded of all classes of children\nin our public schools.\n\nThis is so because they do not work up to capacity.\n\nTo be truly\n\nadaptable the school must provide opportunities for this type of child as carefully and as\ncompletely as for the average or for those below the average.\n\nA course of study which\n\nwill enable these children to make especially rapid progress should be offered at the junior-\n\nhigh-school stage.\nI believe, however, that the most important work in adaptation is to be done thru\n\nThese should operate thru a\nsystem of vocational counseling under the leadership of especially prepared and especially\nespecially organized departments of vocational guidance.\n\nchosen supervisors for both boys and girls.\n\nThe scope of this work should cover both the\n\njunior-high-school and the high-school years.\n\nThese supervisors should act as heads of\n\nplacement bureaus for boys and girls who must leave school.\n\nThey should arrange\n\ncooperative and part-time courses where no special continuation school is maintained.\n\nThey should be the connecting link between the industrial and commercial world and the\nprevocational and junior-high-school organizations of the public^chools.\n\nBut to all intents and purposes a department of vocational guidance is only one\nbranch of a bureau of child welfare which should operate in every school system. It\ncannot permanently succeed without successful administration of departments which,\nwhile subsidiary in purpose, are fundamentally important to the final ends of the work\nof the schools, such as: department of hygiene, department of physical training, and\ndepartment of attendance.\nA department of hygiene should direct the following activities: examination of all\nchildren for remedial or physical defects; examination and inspection of children for signs\nof contagious and epidemic disease; the treatment of special types of disease such as\ntrachoma; home instruction and assistance thru visiting nurses in certain classes of\nhomes; instruction in hygiene in the schools as a whole; supervision of sanitation, including baths and swimming-pools, of the physical plant of the city; supervision of rooms and\nschools for subnormals and defectives; supervision and conduct of open-air rooms.\n\nA physical-training department should include such activities as: operation of a\nsystem of playgrounds, summer and winter; supervision and conduct of all gymnasiums\n\n"} {"page": 841, "printed_page": null, "text": "Superintendence!\n\nEARMARKS OF AN EFFICIENT SCHOOL SYSTEM\n\n825\n\nand physical-training work; ditection of athletics and competitive sports of all kinds\nwhich are used by the school system; direction of the system of home and school gardens\noperated in the spring and summer months.\nIn addition to the usual work in truancy and juvenile-court cases the attendance\ndepartment should conduct the following activities: the operation of a permanent census\nbureau; a monthly supervision of all the factories, wholesale houses, stores, and business\nestablishments which employ young people under eighteen years of age; a supervision of\nthe establishments and business houses likely to become loafing places and to sell tobacco\nto boys under eighteen years of age; a system for the granting of labor permits to all boys\n\nand girls under sixteen who work for business and professional institutions in and out of\nschool hours and school months; a periodical supervision of all the parochial and private\nschools in the city.\n\nExtension.\n\n—The third evidence of efficiency in a school system\n\nis exprest briefly in\n\nthe much-used phrase \"the wider use of the school plant.\"\n\nThe modern community invests a larger amount of money in the physical plant of\nthan in any other way. As a rule it receives poor returns upon its\ninvestment in the sense in which the business man counts returns. The average small\nits public schools\n\ntown community of Nebraska has from $15,000 to $100,000 invested in its school propYear in and year out it uses this property for its own purposes less than 50 per\ncent of the available time. In some communities the school buildings are in use for school\npurposes on an average of less than 1500 hours during the year. The average business\nhouse in these same communities is in use more than 3000 hours during the year. The\nbusiness house represents private enterprise and a comparatively small investment. The\nindividual business man insists upon large returns and the use of his property in bringing\nthose returns at all times when a profit can be made. Btit the community's business is\n\nerties.\n\nmore poorly done.\n\nThe people of any community should know what their own school investment is\nThe school authorities should maintain a department for handling the evening schools, joining with it a supervisor for social centers. In\n\nreturning to them in this sort of profit.\n\ncommunities with a large foreign population special courses in naturalization cooperating\nwith the local courts should be at work under this department. Where a local court\noflficer\n\nwho speaks the foreign language of the people to whom the schools should appeal\n\ncan be secured, a great impetus is added to the movement. Many times volunteer\nteachers and social workers can be induced to assist. In our own schools the activities\nof this department illustrate to some extent the point I am making.\nIn the evening high school regular high-school work is offered, especially emphasizing\nthe commercial and industrial features. Much of the new high-school plant is made use\nof in this way. A department for pupils who have been granted labor-permits under\nthe labor laws of the state is provided in three of the schools. These young people are\ngiven the common branches and are better prepared because of what is offered here to\ntake larger, more useful positions. Lincoln's foreign Americans are especially provided\nfor i»n classes in English and industrial work which are offered in three of the schools.\nMany of these foreign-bom Americans prepare for the examination for their second papers\nin citizenship in our evening schools. Unusual recognition has been given this activity\nin Lincoln by the Division of the National Naturalization Bureau under which Lincoln\nworks. The industrial work includes furniture-making, electrical wiring, cabinetmaking,\nand any other work of this type for which there is demand. The influence of these classes\nin some of our homes has been very markt.\nMany young men have learned how to make\nfurniture for their own homes, how to provide for simple electrical equipment, and how to\nhandle simple tools well about their own homes. Sewing and cooking for the young\nwomen have been developt along the same lines. One of the features of last year's work\nwas a bride's class consisting of young women who expected to take up the duties of\n\nhome life in the not-far-distant future.\n\nThe recreational activities are provided for in\n\n"} {"page": 842, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n826\n\ngymnasiums with trained instructors.\n\n[Kansas City\n\nThree of the schools provide shower baths, and\n\nin the high school there is a magnificent swimming-pool which last year was very largely\n\npatronized.\n\nGame roomsare conducted where there is a demand for them, especially where\n\nthe young men and boys desire a wholesome recreation under the proper type of environ-\n\nment.\nMeasurement.\n\n—Our modern era\n\nis\n\ndemanding so much of the public schools, and so\n\nvital to civilization is the work that is being carried on, that its success and even its very\n\nexistence cannot be jeopardized by a haphazard method of judging its results by tradition\n\nor personal opinion.\n\nThe people of a community and those responsible for the adminis-\n\ntration of the schools must join in deciding from a scientific basis what results to expect\n\nfrom our public schools. They must, then, establish means of administration which\nwill get these results, and a system of measurement as a part of the administrative scheme\nand an integral unit of the school system itself whereby both the public and the administrative and teaching force of the school system may know whether or not these results\nare being attained. If a school system so measures itself it will have efficient school\nmachinery and it will in time attain its ideals of service.\nMeasurement should cover two fields: first, the school system as a whole; second,\ncertain vital and outstanding results which the school system should attain. As a measuring stick for the system as a whole I have held in my own work with the people of the\n\ncommunity and with the board of education that the following items should be considered:\nthe rates of progress of our young people within the school system; the holding power\nupon the young people and the drawing power upon the other members of the community;\nthe results achieved in classroom instruction measured in definite terms; the quality of\nthe effectiveness of supervision; the methods of choosing, training, and\n\ninstruction;\n\nretaining a high-class teaching corps;\n\nthe methods of development and quality of the\n\ncurriculum; the attitude of the board of education in its control of policies and its delegation of responsibility; methods of cost-accounting and financing.\nScientific administration can achieve the ultimate purpose of the public school in\n\nsocialization, adaptation,\n\nand extension only when administrators and supporters are\n\nable to have constantly before them in understandable and usable terms what is being,\nand what has already been, accomplisht. The key to the whole situation is the principle\nof measurement.\n\nROUND TABLE ON COMPULSORY EDUCATION, SCHOOL\nCENSUS, AND CHILD WELFARE\nWHAT PROVISIONS SHOULD A COMPULSORY-EDUCATION LAW INCLUDE\nFROM THE VIEWPOINT OF AIM AND THE VIEWPOINT\nOF ENFORCEMENT?\nGEORGE H. CHATFIELD, ASSISTANT DIRECTOR, BUREAU OF ATTENDANCE, NEW YORK, N.Y.\n\nLaws of States reflect, in the main, prevailing conceptions of the functions of government; their enforcement, the degree in which these conceptions are accepted. The more\ncomplex the conditions of life, the more broadly do these functions tend to be conceived;\nthe more nearly such conditions approach the primitive, the less willingly is the interference of government tolerated or permitted.\n\nProjects affecting human welfare yield\n\nto more material things as objects of legislative importance.\n\nNo statutes exhibit more definitely the eflFects of such varying influences than do the\ncompulsory-education laws of different states. Differences in conception are more than\nmatcht by greater differences in enforcement. The rural community will often be found\nwhich is unaware of the law to which its urban neighbor makes the instinctive response\nBut in no instance can it be said that the child is regarded as a resource of the\nof habit.\nstate, to be considered with the care and attention constantly given to material thmgs.\n\n"} {"page": 843, "printed_page": null, "text": "Superintendence]\n\nPROVISIONS OF A COMPULSORY-EDUCATION LAW\n\n827\n\nMany schools, and no doubt many school systems, work vigorously and enthusiastically for high standards of education.\n\nBut they do so rather because such attendance aids\n\nschool work than thru a belief in the necessity of education for every child.\n\nFor there\n\noften accompanies such striving for attendance a certain impatience with the child who\ngets out of step in the orderly progress of school studies, and a still greater impatience with\n\nthe child in whom distaste or inability to get along expresses itself in interruption of the\n\ndue order of things.\n\nThere exists often a certain willingness to see such a child disappear,\n\na not always unexprest wish that he may be got rid of.\n\nThe conception of the function of education, which this paper asks to advance, is\nnot, as possibly may be supposed, the idea that the individual exists for the state, but\n\nthe converse proposition\n\n—that the state\n\nis justified of its existence only\n\nwhen it contem-\n\nplates as the objects of that existence, not one or more less than the total number of its\n\npeople, but, indeed, every one of them.\n\nEssential to the continuation of the republic is the preservation of the right to oppor-\n\ntunity for each individual within the measure of his abilities.\nthat right there is but one known means, universal education\n\nFor the preservation of\n\n—universal, not\n\nin the sense\n\nof being free to all, but in the sense of being inescapable by any.\nI.\n\nA compulsory-education law should be controlled by a well-considered conception\n\nof the function of education in a republic, tho the law may attempt to realize this con-\n\nception only in part.\n\nIt should make for the preservation of the right to opportunity,\n\nand for the maintenance and raising-up of standards of living, thru the training of all our\n\nhuman resources to their greatest capacity in greater detail.\nII.\n\nIn relation to the resources of the state and its several communities, the com-\n\npulsory-education law from the viewpoint of aim and\n\n—\n\nA. With respect to quantity\n\nShould include every child within its borders, excepting only those who, under the\nexercise of authority conferred by the act, may be ofiScially determined as incapable of\n1.\n\nreceiving instruction.\n2.\n\n3.\n\nShould define the length of the school year by fixing a minimum number of sessions.\nShould fix the age periods for compulsory attendance upon instruction, including\n\nas much of the period of infancy or minority as may be practicable.\n4.\n\nShould require up to majority attendance upon instruction, outside of working\n\nhours, by illiterates and those unable to read and write English, who take up residence\nin the state and community after the age for required day attendance upon instruction\n\nhas been past.\nB. With respect to quality.\n\n—\n\nShould determine in broad outlines and classification the matter or material of\neducation, so that, while ample freedom exists for experimentation and local initiative,\n1.\n\nthe child is protected from the vagaries of extremists.\n2.\n\nShould require that the English language be used as the medium of instruction\n\nin required subjects.\n\nShould limit the right or privilege of teaching to persons of approved competence.\nShould recognize the right of parents to provide instruction outside the public\nschools, but subject to the right of the state thru the school authorities to pass upon the\namount and quality of such instruction.\nIII. From the viewpoint of enforcement, a compulsory-education law\n1. Should clothe the chief administrative educational authority of the state with\nboard, supervisory, and punitive powers, including the right to remove subordinate\n3.\n4.\n\nofficials and to withhold state moneys when the law is not fully administered.\n2. Should provide thru an adequate school census for the identification of every child,\nand its follow-up during the period of minority.\n3. Should grant authority to educational officers, subject to review by the courts, to\ndetermine as to the educability of a child, and to grant temporary or permanent exemp-\n\ntions from attendance.\n\n"} {"page": 844, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n828\n4.\n\n[Kansas City\n\nShould provide for definite production of evidence of age at the time a child enters\n\nschool.\n5.\n\nShould definitely place upon parents responsibility for the compliance of the\n\nchildren with the law, and as a corollary should require the community to provide material\nrelief when parents cannot furnish children with necessaries.\n6.\n\nShould provide for attendance officers clothed with ample authority, reserving\n\nto the chief education administrative authority the right to fix the number necessary for\n\nany community.\n7.\n\nShould provide, under adequate restrictions, for the issuance to children of permits\n\nto work, either permanently or casually, by the local education authorities.\n8.\n\nShould provide for the supervision and follow-up of employed children, and for\n\ntheir advice and assistance.\n9.\n\nShould provide for the special treatment of truants and troublesome or disorderly\n\nchildren by the school authorities\na)\n\nBy requiring careful mental and medical examinations to be made of all such\n\nchildren;\nh)\n\nBy authorizing the provision of special facilities for observation and instruction\n\nof such children, including their commitment, confinement, and maintenance, if neces-\n\nsary, with the consent of the parents, and permitting resort to the courts only when such\n\nconsent is refused.\n10.\n\nShould continue the supervision and control of the school authorities over all\n\nsuch children during the period of compulsory school ages, when it shall have been deter-\n\nmined by a court of competent jurisdiction that the parents are unable to control a child,\nor to provide a fit home for the child.\n\nLocal educational authority rather than the chief educational authority should\n\nassume the burden of enforcement; otherwise local sentiment and support may easily\nbe alienated. Progress may be slower at the beginning, but results will be more permanent\nin character. The chief authority can always be called in to remedy a bad local condition,\nwith all the effectiveness of the unusual.\nIn general, the law should be specific and plain rather than general. Parents and\nall others concerned are entitled to definite statements of requirements, resting on the\nfundamental law rather than upon the regulations of remote administrative officers.\nEnforcement depends finally upon the courts, which are more likely to defer to plain\nstatements of law than to administrative interpretation.\n\nDISCUSSION\nAlbert Shiels, Superintendent of Schools, Los Angeles, Cal,\n\n—This paper presents\n\ntwo theses: one, that education should be conceived as an inherent necessity of childhood,\nas are food and air; the other, that the state exists for the individual rather than the\nWith the second there will be\nreverse. With the first of these no one can well disagree.\nconsiderable dissent. Yet, however we view the reciprocal relations between the state\nand the citizen, whether we adopt either position or a modification of both, we should\nagree as to the duty of the state to provide educational opportunity for all.\nThe whole outline expresses the modern conception of a model law. Especially\nnoticeable are the following provisions:\n1.\n\nCompulsory continuation instruction for children after they begin wage-earning,\n\nnot at some definite age-limit, but until the youth has reacht certain minimum standards\nof skill and proficiency.\n2.\n\nCompulsory evening attendance for illiterates and all others who are unable to\n\nread and write English, without age exceptions such as are contained in the Massachusetts\nlaw, which applies only to those under twenty-one.\n3.\n\nMore rigid requirements for so-called private or tutorial instruction, which is too\n\noften used as a cloak for the evasion of law.\n\n"} {"page": 845, "printed_page": null, "text": "THE FEDERAL CHILD-LABOR LAW\n\nSuperintendence]\n\n4.\n\n829\n\nThe extension of the state functions, including provision for a real census, not\n\nthat mockery of law prevailing in some states, which, because of lack of funds, is not\nenforceable.\n5.\n\nThe establishment of public scholarship funds, which are now dependent on an\n\noccasional and inadequate philanthropy.\n\nThe fuller recognition of the importance of many excellent laws, the enforcement of\nwhich as yet suffers from woefully insufl&cient funds and ridiculously undermanned stafiFs.\nYet the most efl&cient laws will function poorly even under the best circumstances,\nbecause we have conceived our problem of school attendance too exclusively in terms of\npunishment and not of prevention. One of the most healthful signs is the tendency\ntoward changing the title of the Compulsory Education Department to include child\nwelfare, even tho the change in many cases has been one of nomenclature only.\nNo system of schools has been more elastic than the American schools. We have\nbeen quick to adapt ourselves to changes, but for the most part such changes have been\nchanges in the curriculum. Long ago we learned the futility of having a uniform course\nof study for every school building because all the school buildings happened to be in some\nparticular city. We must also learn that the changes in our schools must be more than\nmerely changes in courses of study. The organizations of schools must be modified to\nadapt them to differing conditions. We must have afternoon playgrounds where various\nkinds of schools must be provided for, because our problem is not one of instruction only,\nbut of food, of employment, of recreation, and of all sorts of specialized activities. In\ndistricts of the miserably poor our school organizations should be small enough to permit\nthem to become true neighborhood centers. Here adults, as well as pupils, will be known\nto teachers, and here too the problems of food, clothing, employment, and the care of\ninfants in day nurseries will become functions of the state.\n\nAgain,\n\nwe must multiply more than hitherto various modifications of the school\nToo often we accept\n\norganization so as to care for the physically and mentally handicapt.\n\ncertificates of mental incapacity thereby releasing children from school attendance.\n\nFor the awkward adolescent boy who defies the school authority and ordinary school\nroutine there should be small, isolated buildings, as in my own city, where a few boys\ntogether, under the direction of an enthusiastic, virile young\n\nman, will find a sort of\n\nexperience that involves some hard work, some instruction, and a great deal of athletics.\nEspecially are we concerned with pupils as they approach the age of sixteen. We lose\nthem when most they need guidance. The causes of crime are manifold and we cannot\nattribute them all to poverty, nor to school, nor to any one cause. But the seeds of crime\n\nE. J. Lickley, director of compulsory education and child welfare of\nLos Angeles, has been a careful student of delinquency. From him I learn that in San\nQuentin a model prison 75 per cent of the prisoners are under twenty-three years of\n\nare planted early.\n\n—\n\nage.\n\n—\n\nHe has repeatedly referred to the fact that because our schools succeeded with so\n\nmany, we naively assume that our methods are adapted to all.\n\nIf the present organiza-\n\ntion does not function for particular groups, then, unless we establish something that is\n\nadapted to such special types, we must expect to see them diverted to the great group\nof the helpless, the incompetent, and the criminal.\n\nTHE FEDERAL CHILD-LABOR LAW\nT. P.\n\nTWIGGS, SUPERVISOR OF COMPULSORY EDUCATION, DETROIT, MICH.\n\nIn discussing the subject of compulsory education, it\n\nmay be well to quote the\n\nfollowing congressional act to prevent interstate commerce in the products of child labor,\n\nand for other purposes:\n\nBe it enacted by the Senate and House of Representatives of the United States of\nAmerica in Congress assembled. That no producer, manufacturer, or dealer shall ship\nor deliver for shipment in interstate or foreign commerce, any article or commodity the\n\n"} {"page": 846, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n830\n\n[Kansas City\n\nproduct of any mine or quarry, situated in the United States, in which within thirty days\nprior to the time of the removal of such product therefrom children under the age of sixteen\nyears have been employed or permitted to work, or any article or commodity the product\nof any mill, cannery, workshop, factory, or manufacturing establishment, situated in the\nUnited States, in which within thirty days prior to the removal of such product therefrom\nchildren under the age of fourteen years have been employed or permitted to work, or\nchildren between the ages of fourteen years and sixteen years have been employed or\npermitted to work more than eight hours in any day or more than six days in any week,\nor after the hour of seven o'clock postmeridian, or before the hour of six o'clock antemeridian: provided, that a prosecution and conviction of a defendant for the shipment or\ndelivery for shipment of any article or commodity under the conditions herein prohibited\nshall be a bar to any further prosecution against the same defendant for shipments or\ndeliveries for shipment of any such article or commodity before the beginning of said prosecution.\n\nThe average American\n\nOur country is suffering from a sixth-grade civilization.\n\n—\n\ncitizen leaves school with a sixth-grade education\n\nthis has been so conceded for years.\n\nThis argument was advanst by Owen Lovejoy of the National Child-Labor Committee\nat Newark at the Convention of Compulsory-Education Officials in October, 19 16.\n\nHe\n\nfurther stated that there were three people interested in getting the child out of school:\n\nThe parent wants the child's wages; the child\nwants to be independent; the employer wants cheap labor. The same three want the\nchild to work and for the same reason. There are three persons also who are interested\nin taking the unruly, backward, stubborn, and truant boy out of the classroom. The child\ndoes not like the teacher because she scolds about the standard of the class. The principal\ndoes not like the grade of the school brought down by such a child. This is the very\nchild that needs attention.\nFor example, a boy brought into one of our ungraded classes\nas a truant was found by the school medical examiner to whom the boy was sent, to be\nsuffering with an ulcerated tooth, stomach trouble, earache, and tonsilitis; he could not\nsleep nights, and withal was a stammerer. Is it to be wondered at that he gave trouble\nthe parent, the child, and the employer.\n\nin the schoolroom ?\n\nRemedies were applied and he was soon relieved and able to carry\n\nthe studies in his class.\n\nAnother case is that of a boy committed to our state institution for the feeble-minded.\nIt was discovered by his ungraded teacher that he could read a little, and by close question-\n\ning it was found that he could reason to a limited degree.\n\nBy careful attention the boy\n\nwas brought out of his deplorable mental condition and carried along so that in two years\nhe has reacht the fifth grade and promises to be a bright, capable boy.\nMichigan is taking another step forward in the compulsory-education laws and\nendeavors to have them enforst to the limit, thereby supplementing the federal child-labor\n\nlaw in cases of children not provided for in this act.\n\nThe constitutionality of the federal child-labor law has been questioned. Can ConThe act does not prohibit the employment of\nchildren.\nCongress has no such power except in federal territory. But it does undertake\nto regulate child labor by prohibiting the transportation or sale of the product of child\ngress so regulate interstate commerce?\n\nlabor.\n\nNow, as to identifying goods having taint of child labor.\n\nThe dealer, if he suspects\n\nsuch taint, may fortify himself by demanding a guaranty from the producer that no child\nlabor has been used. The bill does not prohibit the sale of goods within the state. If such\n\ngoods are sold or removed from the producing plant within thirty days of the time when\nchildren are employed, the innocent purchaser, or middle man, takes chances of being\n\nprosecuted and is subject to all the penalties attacht to the original offender.\nof goods is put upon inquiry.\n\nby a guaranty.\n\nIf he has any doubt in the matter, he\n\nA buyer\n\nmay fortify himself\n\nThe law has no power to prohibit the employment of children in mines or\n\nfactories within the state.\n\nWhat is the difference between \"shall ship or deliver for shipment\" and \"removal of\nsuch products therefrom\"?\n\nThis is not a \"warehouse bill.\"\n\nThe law prohibits the\n\n"} {"page": 847, "printed_page": null, "text": "CHILD WELFARE AND CIVIC COOPERATION\n\nSuperintendence!\n\n831\n\nproducer of goods in a factory employing child labor from \"removal of such products\ntherefrom.\"\n\nIf the goods are removed from the place of production within thirty days,\n\nthey thereby become permanently barred from interstate commerce.\nThe following is taken from a report made by Senator Cummins:\nnor was one intended.\npetent.\"\n\n\"No joker in bill,\nPersons making such statement branded as insincere or incom-\n\nAgain, \"The child-labor law received in the Senate Committee and on the floor\n\nof the Senate the most exhaustive consideration, and those of us who were for it employed\n\nthe utmost care to exclude every possible objection to its validity consistent with effectiveness.\"\n\nFurther, \"Assuming that the Supreme Court decides, if the question ever reaches that\ntribunal, that Congress can regulate interstate commerce in this way, the act will be found\n\nso effective that it will end for all time the employment of children under conditions for-\n\nEmploying children for a month, then dismissing them for a\nmonth, can never be successfully used to evade the law.\nSenator Cummins closes his statement as follows: \"I have reviewed again the entire\nsubject and am thoroly persuaded that the act will effectuate the humane purposes\ntoward which the friends of child-labor legislation have for a long time been striving.\"\nPresident Wilson, when he signed the bill, said, \"I want to say that with real emotion\n\nbidden by the statute.\"\n\nI sign this bill because I know how long the struggle has been to secure legislation of this\nsort, and what it is going to mean to the health and to the vigor of this country, and also\n\nto the happiness of those whom it affects.\n\nIt is with genuine pride that I play\n\nmy part\n\nI congratulate the country and felicitate myself.\"\n\nin completing this legislation.\n\nConservation of our natural resources is one of the popular topics of the time and what\ngreater conservation can there be than the conservation of child life ?\n\nThe absolute and\n\ninherent heritage of every American child is to be a child and enjoy the privileges of child-\n\nhood.\n\n—a foreigner—ignorant and stubborn, compels two young\n\nFor example, the father\n\ngirls to work, one for six dollars a week, the other for eight;\n\nwhile he and his son, twenty-\n\nfour years of age, absolutely refuse to help support the family.\n\nThe girls who are usually\n\nmore obedient are more often the victims of parental abuse.\nWhile the federal child-labor law does not accomplish everything, it is a long step\nin the right direction, and if each state goes on with the good work within its own boundaries, as is now quite generally being done, the time is not far distant when the children\n\nwill be properly protected in their endeavors to get from our schools training that will\n\nenable them, when finally thrown on their own resources, properly to care for themselves\n\nand not to be a burden as a dependent upon the state.\n\nCHILD WELFARE AS THE PRODUCT OF CIVIC COOPERATION\np.\n\nW. HORN, SUPERINTENDENT OF SCHOOLS, HOUSTON, TEX.\n\nWhen we speak of civic cooperation, we mean the cooperation of the forces of the\ncommunity. And this brings us face to face with the fundamental fact that, to begin\nwith, there is no such thing as the community.\n\nEvery man among us knows a large number of individuals. Some of these are rich,\nsome are poor; some are strong, some are weak; some are good, some are bad. The community, however, has, to begin with, none of these qualities.\n\nWe see many individuals\n\neveryday, but none of us ever sees a community.\nIf one speaks of the community from a political standpoint, in most states of the\nUnion he immediately eliminates practically half of all the individuals in it on the ground\nof sex.\nHe then eliminates a large portion of the remaining half on the ground of age.\nPerhaps he still reduces the remainder on the ground of poll-tax payment, or some similar\nqualification.\nCertainly no one refers to the entire number of individuals in a locality\nwhen he thinks of the community from a political standpoint.\n\n"} {"page": 848, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n832\n\n[Kansas city\n\nWhen one thinks of the community with reference to educational matters the same\nThe only difference consists in the fact that the limitation is made, not by\n\nthing is true.\n\nlegal enactment, so much as by personal interest.\n\ntional matters until every individual in the\n\nIf nothing were ever done in educa-\n\ncommunity is genuinely imprest with the\n\ndesirability of doing it, it is doubtful whether anything would ever be done at ^11.\n\nIn the average city of one hundred thousand inhabitants probably not more than two\nthousand people, at most, are actively interested in educational affairs.\n\nThis number\n\nwould include the members of the city school board, the teachers in the schools, and a\nsmall number of other people, who have some immediate connection with the schools or\nsome altruistic or intellectual interest in school affairs.\nThere will be another group, much larger than the former, which has what may be\ncalled a passive or moderate interest in the schools.\nLet us say that this group will include\nmany of the children in the schools and many of the parents who send their children to\nschool.\n\nThen there is still a third group of individuals who may be described as not taking\nany stand whatsoever on school matters.\n\nSo far as they are concerned, the schools do not\n\nexist.\n\nThere still remains in many cities a fourth class, which is made up of those individuals\nwho are actively opposed to schools in general, or to the schools of that city in particular.\nFortunately, the number in this class is almost always small. In some cities it may be\nnegligible.\n\nThe mere recognition of the existence of these four classes of people with reference\nto school matters will be sufficient to show that the educational community is by no means\nidentical with the political or industrial community, and certainly not with the population\n\nof the locality.\n\nThe very etymology of the word \"community\" takes us to the idea of having things\nin common.\nrespects.\n\nIndividuals may differ in a great many respects, but they are alike in some\n\nIt is only as they have things in common that they become a community.\n\nProbably the most important thing for a beginner in the work of schoolsuperintendence to learn is that the school community is not a fixt, definite entity.\n\nnot even a necessary existence.\n\nIt has\n\nIf it exists at all, it exists because somebody has created it.\n\nIt is the superintendent's most important job to build up and strengthen this community.\n\nProbably the second most important truth for the schoolman to grasp is that this\nschool community, the very existence of which may be dependent upon his work, furnishes\n\nthe power, and the only power, which can be utilized in the doing of real educational work\n\non any considerable scale.\n\nWhat the battery is to the electrician, the community is to the school executive.\nEach individual in a city may be likened to an electric cell. Each individual has within\nhimself a certain amount of power or influence, is capable of doing a given amount of work.\nNo individual in himself, and unrelated to others, is capable of doing all the work along\neducational lines needed by the people of the city. It is only as cells are joined together\ninto batteries that any electrical power worth while can be generated. It is only as individual men and women are joined together by the common bonds of school interest into\neducational communities that any educational work on a large scale can be done.\nIt might seem to the layman in electrical matters that it would make very little difference which of these methods of joining the cells were to be used. He might argue that so\nlong as all the cells were united in some manner it would be immaterial whether positive\npoles were joined to negative all around or whether all the positive poles were joined and\n\nthen all the negative poles.\n\nBut it makes a tremendous difference as to how the cells\nThe same thing is absolutely true concerning the\n\nof the battery are joined together.\n\nIf there are one thousand individuals in a school\ncommunity, the best possible organization is that which will develop for educational work\na power equal to the combined influence of all of these one thousand people. Cases are\n\norganization of a school and community.\n\n"} {"page": 849, "printed_page": null, "text": "Superintendence!\n\nCHILD WELFARE AND CIVIC COOPERATION\n\n833\n\non record, however, where such a community has been organized in such a manner that\nthe educational influence of the community is equal to that of some one man in it. Such\nis the case in what we call the one-man community or the one-man school system.\nIncidentally, it may be worth while to notice that if the various cells in a battery are\njoined in haphazard fashion, without noticing which pole is joined to which, there is\nabsolutely no means of forecasting what the resulting voltage will be. It may be much, or\nIt may result in absolutely no voltage at all, one cell actually nullifying\nit may be little.\nthe next cell.\n\nThe superintendent of schools who is genuinely interested in child-welfare work must\nlearn how to join up the educational forces of his community in groups or combinations.\n\nOne way in which he saves time by this process is that the groups already exist.\n\nFor\n\ninstance, there is already in your city one group of people known as the Methodist church,\n\nanother known as the Rotary Club, another known as the County Medical Association,\n\nanother known as the Labor Union, and so on almost indefinitely.\n\nYou do not have to organize them.\n\nThese groups exist.\n\nCollectively, they have more power than you could\n\npossibly obtain from the individuals composing them.\n\nEach one of these groups has\n\neither directly or indirectly its bearing upon the school system, and upon the entire ques-\n\ntion of child welfare.\n\nSomeone may ask concerning this statement, \"What bearing has the Methodist\nchurch, for instance, upon the schools, or upon child welfare ?\n\nWhat can the Methodist\n\nchurch do to help the schools or add to the strength of the child- welfare movement?\"\nWell, I can tell what one particular Methodist church actually did do of this kind.\nOnce upon a time in a city of my acquaintance the kindergarten idea was making a tremendous effort to find a place in the hearts and the pocketbooks of the taxpayers. It had\nbeen just moderately successful, and kindergartens had been establisht in just a few of the\nThere was one school in the outskirts of the city where the kindergarten was\nschools.\nsorely needed. There were no public funds available to support it. The Methodist\n\nchurch in one of the wealthier residence districts offered to provide the money to maintain\nthis kindergarten in the public school where it was so much needed.\n\nThey did this for a\n\nyear, and afterward the matter was taken over by the Board.\n\nAs to Rotary Clubs, I could tell of one particular club which has rendered vast help\nto the child-welfare work in the community by getting behind the Big-Brother Movement\n\nand thereby assisting a large number of boys who especially needed assistance.\nAs to the county or city medical association I can recall a case in which the work of\nmedical inspection in the city schools was started by the medical organization furnishing\nvoluntary workers, who served for one year. This was a demonstration. The public\nwas quick to see the good of the work, and thereafter medical inspection held just as secure\na place in the city school system as did the teaching of reading, writing, or arithmetic.\n\nThe first time a free clinic, or a free dispensary, was establisht in any of the city schools\nof Houston, it was maintained by the Houston Settlement Association, in rooms furnisht\n\nby the Board in one of the pubUc-school buildings.\n\nOur first visiting nurses workt from\n\nthese centers.\n\nThe man who thinks that work done in this way is of a makeshift nature is greatly\nFor instance, these organizations have frequently made it possible for important work to be done in child-welf are movement years before it could otherwise have been\ndone. In the next place, these organizations have made it possible for large numbers of\npeople who would otherwise not have been able to do so to make direct contributions to\nmistaken.\n\nthe education and welfare of the children.\n\nIt has given these people the direct interest\n\nin the child-welfare work and has saved a large amount of valuable energy from going to\n\nwaste.\nIt took some of us some years to learn the fact that the one-man power in the school\nsystem belongs chiefly to the one-horse town. We have, however, quite well learned by\nnow that the superintendent cannot possibly generate all the power neieded in. the school\n\n^\n\n"} {"page": 850, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n834\nsystem.\n\n[Kansas City\n\nWe are beginning to learn that the schools themselves, no matter how efficient,\n\ncannot possibly do all the child- welfare work in the community. They should welcome,\ninvite, and insist upon the help of all the other good organizations of the community.\n\nThere may be those among us who may fear that so many interests attempting to work\nTo them it may be stated that the\nidea of civic cooperation does not in any way imply lack of system. As a matter of fact,\nThe more cells you have for your battery, the greater the\nit implies a great deal more.\nIf the superintendent of schools is to be the wire joining\nskill required for joining them.\nthese various cells and combinations of cells that are to deliver the full force of the community's energies, it is needless to say that he must be a very live wire, indeed. There is\na tremendous difference between cooperation, on one hand, and what is sometimes known\ntogether, even in a good cause, may lead to confusion.\n\nas \"butting in,\" on the other.\n\nThe really big man is not particularly interested in preserving his personal prestige,\nHe does not even bother for fear his own\n\nso long as a. great work is really being done.\n\nparticular organization may not receive all the credit he thinks that it is entitled to.\n\nOnly\n\nthe small man fears that the work will be done by somebody else or by some organization\nIf a superintendent of schools feels that he is so weak that he cannot\n\nother than his own.\n\nhold his own when deaHng on an equal footing with other men and other interests, he had\nbest confine his activities to a job small enough to be commensurate to his ability.\n\nThe\n\nman afraid of his horses had better not undertake to drive a very spirited team.\nThe latest aspect of the matter is that all those organizations in a community that\nhave child welfare as their object are beginning to combine into a central organization or\nfederation. The exact plan of this organization differs in different cities. Here are a few\nof the typical plans that are being workt out:\n\nIn Cleveland, Ohio, the directing head of the welfare work is known as the Cleveland\nThis is, in effect, a federation of fifty-seven different organizations, each\n\nFoundation.\n\ndoing its own particular branch of the work, cooperating so far as is possible and affiliating\nin a financial iederation, whose purpose it is to raise the money for all these organizations\nin one campaign.\nof the overlapping.\n\nThis of course brings the organizations together and stops a great deal\nPractically every branch of social service is taken care of by some one\n\nof the organizations.\n\nThe Cleveland plan is recognized as being both practical and pro-\n\ngressive and has served as a model for many other cities.\n\nDayton, Ohio, has its Board of Public Welfare instead of a foundation. The practical\nworking here is quite similar to that in Cleveland.\nPittsburgh, Pa., has a somewhat different plan. It has a large number of different\norganizations which are affiliated, but not so closely as those in Cleveland. They have\ntaken what is considered a decided forward step in that the city is not only divided into\ndistricts as many other cities now are, but in each district they have a welfare station and\nuse this as the headquarters of the district from which the relief is given. In other words,\nPittsburgh emphasizes the district unit in its welfare work, rather than the city-wide unit.\nDallas, Tex., has a Board of Public Welfare, thru which the child-welfare work is\n\nbeing directed.\n\nThey have a finance federation of all the principal organizations.\n\nThis\n\ncommittee undertakes to find the money for all the sejparate organizations.\nHouston, Tex., has its welfare work organized on a plan considerably different from\nthat of most other cities. The many different organizations formerly doing social-service\nwork of an unsectarian nature in the city technically disbanded, and all of their work and\nproperty was turned over to the Social-Service Bureau.\n\nThis Bureau was a private\n\norganization, the directing board of which was formed from the active members of the\nboards of directors of those organizations that disbanded. In this way the disbanding was\ntechnical\n\nand nominal rather than actual.\n\nWelfare stations have been establisht in\n\nvarious districts, most of them being located in piublic-school buildings. From thees\nstations all relief is given, all settlement and community work is done. The activities\ninclude playgrounds, day nurseries, social-center work in the schools, visiting nurses, etc.\n\n"} {"page": 851, "printed_page": null, "text": "Supermtendencel\n\nFACTORS OF AN ADEQUATE SCHOOL CENSUS\n\n835\n\nAll these are under one superintendent and are aided and finanst by another organization\nknown as the Houston Foundation.\nBut, after all, it is not so much a question of the exact means to be used as it is of\naccomplishing the great work embraced by the child-welfare movement. The term \" child\nwelfare \" gives a modem name for a very ancient thing. Communities are beginning today\nto make an organized efifort to carry out the ideas of the Great Teacher with reference to\nchildren. The child \"in the midst\" gives perhaps the finest picture in all history of what\nthe child-welfare workers of today are trying to do. The child is today in the midst of a\ngreater group than ever before. The child whom the Great Teacher placed in the midst\nof them was in the midst of merely a little group of twelve simple and perhaps illiterate\n\nfishermen, with perhaps a little fringe of interested fathers and mothers in the background.\n\nThe child in the American community of today is in the midst of a great multitude.\nis\n\nHe\n\nin the midst of schools, and churches, and parents, and homes, and parks, and play-\n\ngrounds, and moving-picture shows, and organizations of almost infinite variety, and organizations of organizations.\n\nIt is up to us who are interested to see to it that in all this\n\nmultiplicity of kindly agencies the individual child himself is not lost sight of.\n\nIt is up to\n\nus to remember that nothing in the world can take the place of simple love and sympathy\n\nand personal contact with the life of a child.\n\nTHE FACTORS OF AN ADEQUATE SCHOOL CENSUS—HOW THEY MAY BE\nREALIZED\nPAUL B. HABANS, ASSISTANT SUPERINTENDENT OF SCHOOLS, NEW ORLEANS, LA.\nAccording to Mr, Ayres, there are four questions about the school popvdation of\n\nfundamental importance.\n\n\"They are (i) how many children ought to be in school; (2) how many of these are\n(3) how many are in private schools; and (4) how many are not in\n\nin pubUc schools;\n\nany school at all?\"\nThese should be at least the data sought in the taking of every school census as\nrequired by law in the various states.\n\nIn many states, however, the distribution of the\n\nstate funds for educational purposes is on the basis of the number of children of school\n\nage living in the various subdivisions of the state and is taken but once in a period varying\n\nfrom two to four or six years. The information required, then, is the number of persons\nfor each sex and race, and this is obtained in some instances even by ofl&cials in no way connected with the school organization.\n\nYet it is gratifying to note that within the last few years, wherever changes are being\nmade, the work of taking the census is being given over to boards of education, where it\nproperly belongs.\n\nFor purposes of discussion I shall treat this subject from two points of view:\n\n(i) the\n\naims of the school census, (2) how these aims may be realized.\nI. State boards of education have too long been content to secure from the census the\nbare facts\n\n—number of children of school age\n\nfor each sex and race, and their ability or\n\ninability to read and write as tested by the untrained canvasser, who is, in most instances,\n\nan unscientific gatherer of facts to be used in a scientific report. The state boards of\neducation have not until recently begun to make known to the legislative branch of the\nstate governments the kinds of information it is fundamental that the state educational\nauthorities should have to better carry out the plan of education. They could not without\nthis information impose properly upon the smaller units of the state the necessity of an\nequitable distribution of the moneys of these units, so as to apply to educational purposes\na fair proportion of the whole.\n\nThe aim, then, of the census should be to provide for legislative inspection and use\nall the facts for the state that any local board of education would find desirable to have for\n\n"} {"page": 852, "printed_page": null, "text": "NA TIONAL EDVCA TlON A3S6CtA TION\n\nS36\n\n[Kansas city\n\nown community. There should be available at all times information concerning not\nonly the number of persons of each age, sex, and race, but an accurate study of the educaits\n\ntional status of each individual of school age.\n\nThe tabulation of the census should reveal not only whether or not the child can read\nand write, but the quality of reading and writing he can do when measured according to\ncertain definite standards.\n\nIt should reveal the reasons why certain groups of children\n\nare not in school and what could be done to place them there.\n\nIt should reveal for those\n\nout of school and employed the character of employment and the environments in which\nthey are working and living.\nits\n\nEvery state should know accurately its deaf, blind, and crippled, and, by all means,\nAll institutional cases should be registered and groupt for special\n\nfeeble-minded.\n\nattention.\n\nWe therefore see that the underlying purpose of the census should be to supply\n\naccurate information concerning each individual's mental and physical condition, so that\n\nthey may be groupt for study to ascertain the possibilities for improvement along the\nfollowing lines: proper placing of schools;\n\nimprovement in school architecture to suit the\n\nneeds of various classes; establishment of special classes and schools to take care of not\n\nonly the physically and mentally defective, but to care for those normal children who have\nleft to\n\ngo to work and need the continuation school for further study; the more rigid\n\nenforcement of the compulsory-attendance laws; the establishment of departments of\nvocational guidance and bureaus of employment; revision of the courses of study and of\nplay; placing of libraries and of social centers and of evening schools.\n\nMany other items\n\nmight be added to this list, but if the above are realized, the taking of the census may be\nclast as a wise activity, in which the returns from the expenditure might be justified.\n2. The question of how these factors may be realized or how these aims may be carried\nout successfully is one of very great importance and one on which there are numerous\nopinions, many of which would justify the most careful consideration. It is the opinion\nof the writer, however, that the taking of the periodic census does not justify, in many\nrespects, the effort put into it and is' at best only an enumeration of the persons of those\nThe taking of a census should be a continuous process and should be closely identiages.\nfied with the departments charged with the enforcement of compulsory attendance and of\nsanitary regulations in the community, and should also have a very close relationship with\na department charged with duties along lines of child welfare.\nThe department of census, then, should be a permanent office in which there should\nbe an up-to-date card record of every child in the community, whether in or out of school,\nemployed or unemployed.\nThat many persons of school age are reported as not attending school does not mean\nthat they have never attended or that they will not. Some have not yet begun, and some\nhave finisht the bare requirements of the compulsory-attendance law.\nThe organization of such a department would not be considerably more expensive\nthan the periodic census and would certainly afford greater opportunity for advancement\n\nand improvement educationally within the local communities.\n\nThe organization should\n\nconsist of educators of experience, social investigators, and at least one expert in the study\nof education statistics.\n\nThe canvasser should possess more than the bare ability to read and write.\n\nHe should\n\nbe a person with at least a high-school education or the equivalent in training.\nPersonal experience has shown the writer that it is a fallacy to require such an investigator to secure answers to more than a very few questions, such as age, sex, color, name,\naddress, school attended, employed, unemployed.\n\nI would urge, then, that the force -of\n\nenumerators be small, and selected with a high degree of care with regard to ability, and\ncertainly not without some regard for honesty of purpose. There should be with such a\ngroup of persons a certain number of persons whose duty it would be to check the work of\nthe individual canvassers to a degree that would be determined on by the responsible\n\nhead\n\n—a trained school\n\nofficial.\n\nIn the office should be employed one trained in the com-\n\n"} {"page": 853, "printed_page": null, "text": "Supermtendencel\n\nABILITY TO THINK AND TO REMEMBER\n\n837\n\npilation of reports, and it would be his duty, not only to tabulate the information by wards\n\nor districts, but to run down the sources of error.\nIt is customary in some states to require of each school the enumeration of the persons\nby either the principal or someone designated by him, for the district served by that school.\n\nI can see no very good reason why such a canvass should not be productive of very good\nresults, for it is presumed that the principal of the school, if in service long,\n\nacquainted with the persons living in his district.\n\nshould be\n\nSome other communities require the\n\npolice department to take the census, but I have never felt that this body of men is capable\n\nof securing all the information that we should secure in the taking of the census.\n\nIn conclusion, I would say, then, if we cannot have the permanent census bureau, let\nus urge in the taking of the periodic census the selection of the highest type of persons to do\nthe work, and, as stated before, let us secure the kind of information which will be serviceable to the modern school system in solving some of the many problems the school of today\nis\n\ncalled upon to solve.\n\nROUND TABLE OF DIRECTORS OF EDUCATIONAL RESEARCH\nCORRELATION BETWEEN ABILITY TO THINK AND ABILITY TO\nREMEMBER, WITH SPECIAL REFERENCE TO UNITED\nSTATES HISTORY\nB. R,\n\nBUCKINGHAM, STATE BOARD OF EDUCATION, MADISON, WIS.\n\nDuring the school year 1914-15 I submitted test questions to a large number of\nschools in different cities of the country, in geography, history, and English grammar,\n\nAt that time little had been done in the way of\nThe plan was to devise\nquestions which could be easily rated as either right or wrong, and to score the answers\nas one would score the spelling of a word. Each answer was regarded as correct or not\ncorrect, and no part credits were given.\nThe series of questions consisted of 180 in\ngeography, 72 in history, and 120 in grammar. On account of the simplicity of the\nanswers which could be given to questions of information, the appeal was almost entirely\nto the memory.\nas well as in arithmetic and spelling.\n\nevaluating test material in geography, history, and grammar.\n\nQuestions in history ranged in difficulty from one which less than i per cent of the,\nchildren in the seventh and eighth grades were able to answer, to one which more than 99\n\nThe hardest question was: \"To what two offices did\nThe easiest question was: \"Who was\nthe first president of the United States?\" Ths percentages of correct answers were\nper cent of them could answer.\n\nPresident Lincoln appoint Salmon P. Chase?\"\n\nconverted into units of variability, a normal distribution of ability in history for each of\nthe highest grades of the elementary school being assumed.\n\nThe unit chosen was the\n\n\"probable error,\" and the questions were located on a linear scale at the points determined\nby this unit. It was thought that thus a scale for measuring ability in history could be\nconstructed.\n\nAmong the pedagogical assumptions two are especially important. The first is that\nthe more difficult a question is, the more ability does a child show in answering it.\nshall not discuss this assumption in detail.\n\nI\n\nIt lies, however, at the base of most of our\n\nthinking in regard to children's ability as shown in tests.\nquestions in history, which I have mentioned above,\n\nTo take the two extreme\n\nwe may say, with considerable\n\nassurance, that the child who tells us that Lincoln appointed Chase as Secretary of the\n\nTreasury and also as Chief Justice of the Supreme Court gives evidence of a greater\nknowledge of United States history than does the child who tells us that Washington was\nthe first president of the United States. Of course a pupil might, by accident, know the\nanswer to the hard question, but it is extremely unlikely. Likewise a pupil might, by\n\n"} {"page": 854, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n838\n\n(Kansas City\n\naccident, forget that Washington was the first president.\n\nBut no child was rated upon\nEach test consisted of twelve questions, and the likelihood, therefore, of accidental or sporadic reactions influencing the general result was\ngreatly reduced. It was still farther reduced when, instead of being used to rate an\nindividual, a test was used to rate groups of individuals.\nA second pedagogical assumption was that a scale derived from memory questions\nmight serve to measure the thing we are calling ability in history. It is clear that questhe answer to a single question.\n\ntions which appeal to memory for historical facts cover only a part of the ability which\n\nwe desire children to have.\nThe assumption that memory questions may be used with\n\nsubstantial accuracy\n\nto estimate the ability of school children in history does not seem so imlikely to be true\nIt may, on a priori grounds and in the absence of evidence to the\ncontrary, be reasonably assumed that persons who are well-informed in this or any other\n\nas it at first appears.\n\nfield of knowledge are also capable of reasoning well in the same field.\n\nIt is the purpose of this paper to render a report concerning some evidence on this\n\nThe evidence is not as complete as I could wish, but I think it is significant.\nIn December, 1915, 1 gave an information series and a thought series of history ques-\n\npoint.\n\ntions to 1 59 children in the eighth grade of a school in New York. In rating the answers to\ninformation questions, each was counted as either right or wrong, and no part credits\n\nwere allowed. A perfect score would therefore be 12. In rating the thought questions,\neach one was allowed a maximum of four credits for an entirely satisfactory answer. A\n\ngood answer was rated three, and a fair one two; one credit was allowed for an answer which\nhad some merit; and a definite plan was workt out for the rating. For instance, in\nquestion 2, in which children were askt to select the five most important of a given series of\nevents, a consensus of one hundred competent judges as to the five most important events\nwas obtained, and the closeness of the conformity of each child's answer to this consensus\ndetermined the amount of credit awarded. The results showed that, contrary to the\nopinion of a number of persons who have discust with me the relationship between thought\nand memory in children, there is no opposition between them. Children who rankt\nhigh for one series of questions tended also to rank high for the other, while those who\nreceived a low rating in one series likewise were likely to be rated low in the other.\n\nThis\n\nThe Pearson correlation coefficient proved to\n\ntendency, however, was not very strong.\n\nbe 0.38, with a probable error of 0.045.\n\nAs a check on this computation, I have also computed the coefficient by the method\nof unlike signed pairs.\n\nBy this method, the correlation coefficient is 0.45, the probable\n\nThe relationship, therefore, on this basis is higher than is indicated\nby the Pearson method. The probable error is also slightly less. The best measure,\n\nerror being 0.04.\n\napparently, which these data permit us to infer regarding the relationship between\n\nthinking and remembering is that the coefficient is about o 4, with a probable error equal\n.\n\nto about one-tenth of its size.\n\nThe correlation coefficient has been currently taken as the best measure of interdependence which it was possible to report. There are, however, decided limitations to\nit.\n\nIt tells nothing about the amount of variation in one trait which accompanies a given\n\nvariation in the other.\n\nFor instance, a series of measures, 1,2,3, 4, etc., may be associated\n\nrespectively with their squares or their square roots, or with 1.5,2.5,3.5,4.5, etc., or any\n\none of an indefinite number of series.\n\nIn all these casesth e correlation would be regarded\n\nas perfect and would be represented by i 00.\n.\n\nThe regression coefficient for information ability on thought ability is 0.16. This\nmeans that on the basis of these tests a pupil who surpasses another by one unit in thinking\nability will likewise on the average surpass him o 16 of a unit in memory. This, however,\n.\n\nis not our problem.\n\nIt is the converse of it.\n\nWe are supposing that it is the rating in\n\nmemory work that is given; and the problem is to infer thought ability from memory\nThe regression coefficient of thought ability on informa-\n\nability, rather than the reverse.\n\n"} {"page": 855, "printed_page": null, "text": "Superintendence]\n\nORGANIZED EFFORT IN EDUCATIONAL RESEARCH\n\n839\n\nThis means that, on the average, a pupil who surpasses another by\none unit in information ability will likewise surpass him o. 89 of a unit in thought ability.\nThe regression equation formed by using the regression coeflScient is y = 0.89a:, where y is\ntion ability is o. 89.\n\nthe deviation from the average of a person's score in the thought series and x is the deviation from the average of his score in the information series.\n\nIn other words, if we know\n\nthe amount by which a person's score in the information series exceeds or falls short of\nthe average, we may express the amount by which his score would be likely to exceed\nor fall short of the average in the thought series.\n\nThe question at once arises, How probable is such an estimate ?\n\nSince the correla-\n\ntion is 0.4, the standard error made in using this equation would be 3 credits, or, con-\n\nverting this into the probable error,\n\nwe may say that the chances are even that our\n\nestimate from the use of this equation will not diflPer by more than\nactual score which a child would make.\n\n2 credits\n\nfrom the\n\nSince the range of credits in the thought series is\n\nfrom o to 20, this error of estimate appears to be reasonably satisfactory.\nThe steps we have taken may therefore be summarized as follows: 159 eighth-grade\nchildren have been tested in a series of information questions and likewise in a series of\nthought questions, and the relationship between their abilities in these two series of\nquestions is exprest by a correlation coeflScient of o. 4.\n\nThe regression coeflScient, however,\n\nindicating the amount of change in thought ability which these data permit us to infer for\n\na unit change in memory ability is 0.89.\n\nWith this material the Pearson correlation coefficient for the ninth grade in the\nMadison schools was found to be 0.43, with a probable error of 0.06. For the eighth\ngrade the Pearson coefficient was 0.41, with a probable error of o 033. It will readily be\n.\n\nseen that, so far as the correlation coefficients are concerned, the relationship between\nability to think and to remember as evinst by scores in these tests is slightly higher than\n\nthat which was shown in the first test.\n\nWhile it is perfectly practicable, by methods which I shall not enter into, to form a\njudgment for the rating of thought questions in history, the process involves\nconsiderable care and no small labor. Wherever it is practicable to do so, however,\nchildren should be tested directly on thought questions, that is, on questions of inference\nand questions requiring reasoning and a judgment of values.\nreliable\n\nORGANIZED EFFORT IN EDUCATIONAL RESEARCH IN CITY SCHOOL\nSYSTEMS\nJOSEPH p. O'HERN, assistant SUPERINTENDENT OF SCHOOLS, ROCHESTER, N.Y.\n\nFour years ago it was my pleasure to attend the Supermtendents' meeting in Philadelphia and to hear that epoch-marking address of Professor Hanus, an address that set\nforth the principles that should be followed by school officials in the organization and\n\nadministration of school affairs.\n1.\n\nThese principles briefly summarized are as follows:\n\nA clear conception, on the part of all concerned with its work, of the purposes for\n\nwhich the school system exists.\n2.\n\nA clear conception of the difference between the fimctions of the board of educa-\n\ntion and those of its staff, and actual differentiation between them in practice.\n3.\n4.\n\nComplete accovmtability of the board to the people.\n\nA general manager and executive appointed by the board—the city superintendent\n\nof schools.\n5.\n\nA competent staff of employes for the educational activities and for the business\n\naffairs of the school\n6.\n\nboard of education.\n\nI\n\nsystem.\n\nComplete accountability of the general manager and, thru him, of the staff to the\n\n"} {"page": 856, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n840\n\n[Kansas city\n\n7. Cooperation under leadership thruout the school system itself and of the school\nsystem and the community.\n8. Habitual and well-organized self-examination within the school system, including\nadequate objective appraisal by the staff of results achieved and well-conducted experiments to confirm or refute educational opinion within and without the school system.\nThe president of our board was sitting beside me at that meeting. Our board members have the habit of attending the superintendents' meetings every year an excellent\nhabit, we believe. Three of the five are attending this meeting. At the close of Professor\nHanus' address the president's comment was, \"A splendid set of principles; and we have\nall of them already in actual operation,\"\nIn fact, these principles were discust by our\npresident in the report of 1913, that the people of the city might know the principles which\nguided the board in the administration of school affairs. These principles, stated so\nsuccinctly by Professor Hanus, we believe are actually underlying principles that make\n\n—\n\npossible educational accounting or research work.\n\nA beginning in research work had been made a year before the Superintendents'\nmeeting in Philadelphia by calling to the service of the Rochester board William A. Averill,\nof the Bureau of Municipal Research of New York, now with the State Department of\n\nEducation at Albany.\n\nThe first task of Mr. Averill was the installation of a new funcThe second was the\n\ntional budget system to replace the old lump-sum-budget system.\n\norganization of a new department called the Efliciency Bureau, for the purpose of keeping\nall\n\neducational records and reports, and carrying on such research work as the superin-\n\ntendent or board of education might direct or the needs of the schools might require.\n\nThis department was designed, not merely to give information to the board, superintendent, and supervisors regarding the work of the schools, but to be of service to the schools\n\nthemselves by giving to each school an analysis of conditions obtaining in that school\nalong the lines of attendance, age, progress, promotion, elimination, and the like, together\n\nwith the average of all schools.\n\nThis would enable the principal to see his school in con-\n\ntrast with the average of all schools\n\nand would encourage him to study causes and to\n\napply suitable remedial measures.\n\nWithout the hearty cooperation of the principals and teachers it was evident that\nPrincipals and teachers are naturally conservative, and\nit is perhaps well that they are in this transition age of so much that is radical.\nHowever,\nit was felt that both principals and teachers would respond if permitted a voice and made\nto feel that the new bureau would be of value to their respective schools. A committee\nof five principals was accordingly chosen to consult with the director of the EflBciency\nBureau on all matters pertainihg to the activities of the Bureau. These principals are\nalways consulted when any new record forms or blanks are to be drawn up, when tests\nare to be given, and, in fact, when any action is under consideration. As the result of\nvery little could be hoped for.\n\nall this there is the heartiest cooperation.\n\nThere are three criteria which a record should satisfy in order to justify the keeping\n(i) Does it protect the teacher herself ?\n(2) Does it advance the interests\nof the children in the grade or the school ?\n(3) Does it aid in bringing about directly or\n\nof such a record\n\n:\n\nindirectly better school conditions in the community ?\n\nAs an example of this, we ask the teachers to keep in their class-record books a record\nOur tabulation of\nremedial measures for the past semester showed that the principals were consulted in the\ncases of 3601 pupils; 900 special examinations were made by doctor or clinic; 5778 notes\nwere sent to parents; 10,712 samples of school work were sent to parents; 853 visits were\nmade to parents by teachers; 3130 visits were made to the schools by parents; and there\nwere 18,780 instances where other special help was given by the teachers. These records\nprotect the teacher by giving her a defense; they advance the interests of the children;\nand they aid in bringing about better school conditio\nof remedial measures applied in cases where promotion is doubtful.\n\n"} {"page": 857, "printed_page": null, "text": "Superintendence!\n\nORGANIZED EFFORT IN EDUCATIONAL RESEARCH\n\n841\n\nHabitual and well-organized examination within and without the system called for a\n\nwhich would cover the fundamental features of such examination. All\nwould agree that attendance, age, progress, promotion, elimination, and scholarship\nconstitute the fundamental features that ought to be examined from within by means\nof records; and the various subjects of the curriculum, the features that should be examined from without by means of standard tests. It was felt that there must be some\ncorrelation between attendance and progress and between age and elimination, etc., and\nthat in order adequately to apply remedial measures the facts must be ascertained.\nThe first task of the new bureau was to draw up a suitable set of forms that would\nbring to the bureau the necessary facts. We knew what our registered attendance was\nbecause the state required it, but that was about all we did know. What was our percentage of attendance, and where was it poor and why ? Were our children making slow,\nnormal, or rapid progress, and to what extent ? What was our percentage of promotion,\nand what were the causes of non-promotion ? Were our children under-age, normal-age,\nor over-age, and what were the reasons ? What were the causes of elimination, and were\nthese causes preventable, as going to work, which often means dislike for school, or nonpreventable, as in the case of serious illness, moving, etc. ?\nThe study of promotion and the causes of non-promotion proved no less fruitful, and\nshowed that the percentage of promotion in schools ranged from 80 per cent to 95 per cent\naccording to locality, conditions such as special classes for the backward, subnormal,\nand foreign and the quality of teaching. A study of causes of non-promotion under the\nheadings of irregular attendance, physical condition, mental condition, wrong attitude,\nenvironment, and administration, has resulted, not only in the application of remedial\nmeasures early in the semester to prevent non-promotion if possible, but also in adminisdefinite plan\n\n—\n\n—\n\ntrative measures.\n\nElimination is one of the most difficult problems faced by a city-school system.\nis\n\ngenerally the result of other conditions which form problems in themselves.\n\nIf\n\nIt\n\nwe\n\ncould solve the problems of slow progress and over-age, or, even before these, irregular\nattendance, late entrance, misfits, physical defects, etc., we would have no elimination\n\nproblem, except perhaps that forst upon us by economic pressure in the home.\nFollowing the system of securing information, we applied standard tests.\nexperience with the standard tests was in spelling.\n\nOur first\n\nWe began in a modest way by apply-\n\nOur results were so satisfactory that we gave the Ayres test\nThe results of this test justified the time-limit we had set for spelling\nAs far as we know, several grades in Salt Lake City made a higher\n\ning the Buckingham test.\n\nthe following year.\nin the curriculum.\n\nrecord, but otherwise our record\n\nwas higher than the other cities, which are giving 2\nAre we still spending time in spelling that\n\nper cent more time to spelling than we are.\n\nmight well be devoted to some other subject ?\nThe arithmetic- tests showed the same results as in other cities, i.e., that there is\ngreat variability in both speed and accuracy among pupils. We found that our record\nwas above the standard in subtraction, multiplication, and division, but below in addition.\n\nThe Kansas silent-reading-tests were used in the middle of January in all our grade\nThe median obtained in the seventh grade was identical with the standard\n\nschools.\n\nmedian score; the third, fourth, and fifth grades were slightly above the standard; but\nthe sixth and eighth grades were slightly below. This examination was given to approximately 14,000 pupils. It is significant that there should be so little difference between\nthe median score obtained by us and the median score of the thousands of pupils who have\ntaken the tests.\n\nThe use of standard tests involves a knowledge of statistical methods rarely in the\npossession of school principals.\n\nAs the result of this work in the university course, the\n\nprincipals will be able intelligently to give any one of the standard tests and to figure\n\n"} {"page": 858, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n842\n\nthe general tendency, variability, etc., for themselves.\n\n(Kansas city\n\nA principal who is thoroly imbued\n\nwith these principles of scientific procedure will see his school from another angle, will see\n\nmore clearly, will verify results in a more scientific way, and will therefore be less dependent upon mere opinion.\nProfessor Kilpatrick, of Columbia, tells the story of a superintendent who had decided\nthat a certain teacher was doing poor work and should therefore be dismist. A neighboring superintendent who was acquainted with the standard tests suggested that a\nstandard test be made to see whether or not the pupils were actually up to grade. A\nstandard test was applied, and, very much to the surprise of the superintendent in quesThis case shows the corrective value of\ntion, the pupils were found to be up to grade.\nobjective appraisal or standard tests.\n\nWhen the real facts were ascertained, opinion gave\n\nway to judgment, and the teacher consequently kept her position.\nEducational measurements are not a panacea for educational ills.\n\nThey are a means\n\nof measuring variations in pupils and tendencies in the instruction of teachers.\n\nWithout\n\nquestion these measurements tend to act as a corrective force in the judgment of both\nteachers and principals.\n\nFUNDAMENTAL PROBLEMS IN CONDUCTING A STATE BUREAU OF\nEDUCATIONAL RESEARCH\nCHARLES rORDYCE, DEAN, TEACHERS COLLEGE, UNIVERSITY OF NEBRASKA, LINCOLN, NEBR.\n\nThe initial difl&culty in conducting a state bureau of research is that of overcoming\nthe prejudice against standardized scales as found in many quarters.\n\nThe use of standardized scales came into vogue in response to a call for more definite\nresults in the field of education.\n\nMillions of dollars are annually expended in support\n\nof our schools, and until recently we have had no adequate means of determining the\n\nreturns for this vast expenditure of money.\n\nThe new movement for measuring results\n\nhas been introduced into most of the larger school systems of this country and has been the\n\nmeans of changing the aims and methods of educational practice in many of these schools.\nBut this scheme for scientifically determining educational products is still new and but\nimperfectly understood by teachers and supervisors; it is not strange, therefore, in this\nday of fads that many superintendents should view with suspicion the whole movement.\nImprovement in educational practice has always been slow; most superintendents and\nteachers are tied to tradition; they are opposed to any change that interferes with their\naccustomed routine. They object to any movement that calls for a readjustment of\ntheir ordinary practice.\n\nof\n\nmethods\n\nfor\n\nWe expect, therefore, to find teachers opposed to the introduction\n\nmeasuring educational\n\nresults.\n\nThose indifferent or opposed to the\n\nmovement are, however, being gradually won over thru a demonstration of the beneficial\nAlmost without an exception these surveys have had a tonic\nMany schools employing them\nhave completely reorganized and modernized their systems, which show increast progressiveness and efficiency to the most prejudist observer.\nAs a result of these noticeable effects, many teachers and supervisory officers, formerly\nindifferent or opposed to standardized scales, have become enthusiastic supporters of them.\nThe second problem to be met in the state- wide use of measurements is that of leading\nresults of school-surveys.\n\ninfluence on the communities where they have been held.\n\nthose concerned in the tests to make such application of them as will disclose the facts that\nthe tests are intended to reveal. There is a technique in the use of the tests difficult to\nacquire.\n\nUntil this technique is mastered and the tests are given under similar condi-\n\ntions, the results are well-nigh meaningless.\n\nThe primary function of the standardized scale is to show the comparative achievement of pupils of a given school system, or of students in various systems. If the tests\nare applied differently among different classes, it is evident that the results will fail to\n\n"} {"page": 859, "printed_page": null, "text": "Superintendence!\n\nCONDUCTING A STATE BUREAU OF RESEARCH\n\n843\n\nmeet this first need. That there is wide diversity in the application of the scales is well\nknown to everyone engaged in their use thruout a state. This is, in the first place, the\noutcome of a lack of clear and definite directions on the part of authors as to how their\n\nWe have found it necessary in Nebraska to send out,\nwith the various tests, printed directions showing somewhat in detail how to apply them.\n\nscales are intended to be used.\n\nEven this does not always secure the desired end, for many teachers, eager to have their\npupils make a good showing, evade the directions, for fear they may not get the most\n\nfavorable result.\n\nFew understand statistical methods sufl5ciently to find the class medians and deviations which are so essential to getting the real import of the measurements.\n\nIn our state\n\nwe have found it necessary to go out to the schools and personally conduct the tests if we\nwant dependable results. In this effort the director has been assisted by three men from\nour normal schools, and by three or four graduate students. But this is inadequate, for\nthe expense of the trips and the want of time limit us to a narrow field of activity. We are\nhoping to solve the problem by training prospective teachers to engage in school-surveys.\n\nTo this end there has been a class this year in three of our state normal schools', and\nanother in our state university, pursuing a course in educational measurements. The\ncourse in the state university extends thru the whole year and aims to acquaint the candi-\n\ndate with the various standardized tests, their derivation, and their use, and to give such\n\nwork in statistical methods as will lead to the interpretation and evaluation of results.\nHaving acquainted the student with the technique of the tests, they are given training\nin conducting practical work in neighboring schools.\nIn our summer sessions at the\nuniversity, a course in educational measurement has been offered during each of the last\nthree summers. This course has been pursued by fifty or sixty superintendents each\nsummer. Nearly all these school ofl&cials are interested in applying these tests in their\nown school system. It is our hope that in time we shall have a body of trained teachers\nin our public schools who are not only S3nmpathetic with the movement, but capable of\nactually participating in it with such results as will connect up with classroom practice.\nThe third difficulty met in conducting the state bureau of research is that of helping\nteachers and supervisors to appreciate the real significance of educational measurements.\nMany superintendents give the test, become for a while disturbed over the disappointing\nresults then quiet down to the even tenor of their former way, paying no further heed\nto the results. If the tests are not to be used as a means of diagnosing merit and defects\nfor the purpose of improving teaching, supervision, and school administration, they are\nnot worth the time and expense they call forth. The most fundamental fact revealed by\nthe scales is the wide range of variability among pupils. Not only do we find wide\nvariability in the average achievements between pupils of similar grade, but more astonishing differences among individual students of the same class or grade. We have found the\nupper tenth of almost every grade in practically every subject able to do twice as much\nwork in a given time as the median of the class; and the median of the class able to do\nabout twice as much as the lower tenth of the class. In some schools surveyed, we have\nfound pupils in the fourth grade who, measured by the standardized scales, showed\nevery degree of achievement from that which markt the norm of the second grade to that\nof the eighth.\nSuch revelations ought to lead to a reclassification and give a fair opportunity to adapt teaching material to student ability. Nor does the dilemma end here.\nWe have found third-, fourth-, and fifth-graders whose average scores all correspond to\nthe same norm. This discovery should shake our faith in the belief that because a pupil\nis, thru our faulty methods of grading by marks that are mere matters of individual\nopinion, placed in the fifth or sixth grade, he is distinctly superior to the pupils of the\n\ngrade below, or inferior to those of the grade above.\n\nProbably no fact revealed by the tests is of greater significance than that relating\nDr. Stone, in his studies of arithmetical abilities among twenty-six school systems, discovered that some schools were\nto the time-allotment for the various school subjects.\n\nI\n\n"} {"page": 860, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n844\n\n(Kansas City\n\ndevoting three times as muth time to the study of arithmetic as others, but he found\npractically no positive correlation between the time expended and the results achieved.\n\nIndeed, he reported that the five schools putting least time on preparation stood among\nthe better in achievement, and those devoting most time to the study stood in the cate-\n\ngory of the lower part of the group in attainment.\n\nIn the survey of the Oakland\n\nschools it was found that some pupils gave seven times as much time to the study of\nspelling as did others, and here, again, tests showed that the pupils giving least time to\n\nspelling were among the best in achievement.\n\nNumerous investigations have corroboThese apparently strange results are not difficult to understand\nwhen we pause to consider that these and many of the subjects of the elementary schools\nrequire the type of study demanded for habit-formation which yields most profit in short,\nrated these findings.\n\nintensive, interesting practice periods.\n\nIf the practice is continued to the point of fatigue,\n\nit not only fails to yield returns, but thru\n\nboredom destroys the attainments already reacht.\n\nIt is to be hoped that the fruits of educational measurements will arouse both teachers\n\nand patrons to devote such time and study to the new movement as will bring about a\nsolution of the problems now confronting the State Bureau of Educational Research.\n\nTHE FUNCTION OF A BUREAU OF SCHOOL SERVICE IN A\nSTATE UNIVERSITY\nF. J.\n\nKELLY, BUREAU OF SCHOOL SERVICE, UNIVERSITY OF KANSAS, LAWRENCE, KANS.\n\nThe present-day demand that all institutions justify themselves on the broad basis\nof service is now being felt urgently in state universities. This service is being called for\nin many fields, and the experts in medicine, law, engineering, economics, education, and\n\nmany other lines are being called into counsel when solutions are sought for the practical\nproblems of the state.\n\nThis tendency is rapidly growing, and it is serving a real purpose\n\nin helping to overcome the feeling within the state that the university is a more or less\nuseless part of the state educational system.\n\nSince we in the state universities rely upon\n\nthe state legislatures for funds, it is necessary that this prejudice be overcome, but it is\nnecessary at the same time that in overcoming the sentiment against the university\nas a useless institution, it shall not drop to the plane of existing merely to serve the present\n\ndemands felt within the state. While it analyzes the drinking water from the various\nmunicipal water plants, it must at the same time educate the people into the ways of\nWhile it proposes the solution for a certain flood\nproblem in a given section of the state, it must concern itself with educating the people so\nthat flood conditions will grow less and less serious rather than more and more serious.\nAnd so with every type of service which the university renders, there are the two phases\nto be taken into account: first, that the immediate pressing problem be solved; and\nperfecting their waterworks systems.\n\nsecond, by far the more important, that the state must be educated so as to limit as far\nas possible the recurrence of those problems.\n\nIn establishing a Bureau of School Service in the University of Kansas this thought\nhas been uppermost in the minds of those responsible for its inception.\n\nThere are prob-\n\nlems confronting school systems in the solution of which specialists in the various educational lines can be of definite service, and this expert service we wish to put at the disposal\nof the public-school people of the state.\n\nBut in putting this service at their disposal, it is\n\nalways to be borne in mind that the large gain is in having the persons for whom the service\nis required able to do for themselves on succeeding occasions the work which the bureau\nhelps them to do on a given occasion.\n\nIn line with this policy the Bureau of School Service sought as its first service to assist\nsuperintendents who requested it, in gathering data for their annual reports.\n\nIt assumed\n\nthat superintendents were constantly undertaking to analyze their school systems and\nthat one of the chief handicaps to this effectual study was that, after the superintendents\n\nhad found the facts with relation to their own school systems, they had no basis for com-\n\n"} {"page": 861, "printed_page": null, "text": "Superintendence]\n\nFUNCTION OF A BUREAU OF SCHOOL SERVICE\n\n845\n\nparing themselves with the neighboring school systems in the various particulars studied.\nIt therefore appeared as a helpful service that common problems should be attackt by\n\ncommon methods, and that the findings in one city should be comparable with the findings\nin another city.\n\nThis could be done only if the data were collected in the two cities by\n\nThe Bureau therefore called into counsel a group of superintendents and principals and with them devised a set of forms which would be appropriate\n\nexactly the same methods.\n\nfor gathering data upon four general problems:\n\n(i) the problem of retardation, accelera-\n\ntion, elimination, and progress of children in the public schools by grades and by ages;\n(2) the academic and professional training, teaching experience, salary, and cost of living\n\nof teachers in the elementary schools and high schools separately;\n\n(3)\n\nthe tax-levies for\n\nthe several funds and the expenditures under the several headings on the basis of the\n\nnumber of children in average daily attendance; (4) the marks used by high-school\nteachers with special reference to the number and percentage of pupils who dropt the\ncourse, or who failed in the course, and the causes of these eliminations and failures\nassigned by the teacher. The study also included the distribution of the teachers' marks.\nIn all these studies the main purpose was to enlist the superintendent and principals\nand teachers in gathering data and making the necessary tabulations with the belief that\nonly as the superintendents and teaching groups become vitally interested in the problems to be studied will the chief function of such an investigation be achieved, namely,\nthe education of the teaching body.\n\nNote that we do not regard the revelation of facts concerning the school system as\nthe chief end to be sought, but rather the education of the teachers in that school system\nso as to insure that the revelation of facts will function in improved conditions.\n\nIn\n\norder that this end should be accomplisht, it was necessary that the Bureau of School\nService guarantee on its part to make tabulations comparing city with city in each of the\nessential items and return these comparative data to each of the cities so that the teachers\n\nand superintendent could know in which respects their city was below other cities and in\nwhich respects it was above other cities, because, after all, it does not mean much to say\nthat there is a given percentage of retardation unless it is known at the same time what the\npercentage of retardation is in other cities.\n\nNeither does it mean much for the teachers\n\nin one city to ask their school board for more salary unless they may at the same time\n\npresent evidence as to the salary paid for similar service in neighboring cities.\n\nThe\n\nBureau therefore made tabulations of all the data sent in by the cities engaging in this\nstudy, and sent a copy of the results back to these cities. The Bureau is also offering a\ncopy of these data to other cities of the state whose superintendents did not take part\nin the original investigation, in order that on the basis of these results a given city may\nstudy its own situation and find out for itself its own standing.\nIt has been understood from the beginning that no city is expected to provide data\nfor the Bureau's sake, but, instead, gathers data for its own sake and only in so far as it\ncan see that the data when gathered will be of service to it. In this respect the Bureau is\nunlike many similar organizations in that its function is not to any large extent research.\nIn addition to this ideal of conducting the Bureau primarily for the sake of education\nrather than for the sake of research, the Bureau works upon one other principle which\nseems quite as fundamental, namely, that the service shall be of a continuous nature.\nThose superintendents who studied the foregoing four aspects of their school system last\nyear must be provided with assistance in studying similarly certain other aspects of their\nschool systems this year. If the Bureau is to function mainly as an educational institution,\n\nmust provide leadership continuously for those who are seeking help in solving their\nIt therefore characterizes the work which the city superintendents\nand teachers are doing under its direction, as a continuous school-survey.\n[At this point copies of the tabulations and graphical representations of data collected\nthus far by the Bureau were past out to the members present, and an informal discussion\n\nit\n\neducational problems.\n\nconcerning the significant facts revealed occupied the remainder of the time.\n\nEditor.]\n\n"} {"page": 862, "printed_page": null, "text": ""} {"page": 863, "printed_page": null, "text": "BecrolOQ?\nFrom December 31, 1916, to December 31, 1917\nBY J. STANLEY BROWN, CHAIRMAN, JOLIET, ILL.\n\nEDWARD MONROE BEEMAN\nAmong\n\nwho have been called from their work\nduring the past year is Edward Monroe Beeman, superintendent of the Neenah, Wis.,\nthe superintendents of schools\n\npublic schools.\n\nPneumonia claimed hun.\n\nThe city of Neenah owed him a debt which\nHis service was\n\nwill be hard to pay, because he had served the city for fourteen years.\n\nbased on a long preparation culminating in graduation from the University of Wisconsin.\n\nWith this as a basis and with service to the community a keen realization he has left an\nimpression which will long remain.\n\nBEN BLEWETT\nHumanity's cause, directed thru the children of the nation, found a tireless advocate,\nFebruary 25, 1856, in Russellville, Ky., when there was ushered into the world to do\nthe specific work for which he was so naturally fitted the man Ben Blewett. The Cote\nBrilliante School of St. Louis found him in 1876 among its teachers, a youth of only twenty\nyears, but with a purpose matured many times this brief span of time.\nPromotion came\ncontinuously from one position to another, based entirely upon the judgment of such men\nas W. T. Harris and Louis Soldan, until in 1897 he was made assistant superintendent of\npublic instruction of the city of St. Louis, and at the death of Doctor Soldan he succeeded\nto the superintendency of the public schools of St. Louis.\n\nHis devotion to his work amounted to an obsession. The Society of Pedagogy, of\nwhich he was the corresponding secretary; the directorship of the National Education\nAssociation for the state of Missouri;\nAssociation;\n\nthe presidency of the Missouri State Teachers'\n\nthe presidency of the Missouri Board of Directors for the Blind School;\n\nmembership in the Civic League, the Business Men's League, the Academy of Science, the\nUniversity Club, the City Club, the Traffic Men's Club, and the Mercantile Club all\ntestify that this alumnus of Washington University was supremely worthy of the Bachelor's degree which was conferred upon him in 1876, the Master's degree conferred in 1897,\nand. the Doctor of Laws' degree conferred in 1914.\nBen Blewett illustrates in his life and work the supreme fact that a man who is\npossest with the sacredness and supreme importance of his work; who remains in the same\ncommunity; who gathers up from year to year the accomplishments; who uses these for a\n\n—\n\n—is after all the man who contributes\nHe it is who has the opportunity to project a\n\nbasis for further accomplishments the following year\n\nthe big things in the field of education.\n\nplan which may and will extend over two or three or five years and remain in the city to see\nthat the plan is carried out and to test its validity. He it is who has the opportimity and\nuses it to initiate an experiment after consultmg his cabinet and reaching a conclusion\nfrom which he is unwilling to retreat. It was by such freedom and vision that the schools\noft!\nthe city of St. Louis were judged to have few, if any, superiors as a system in the United\n\n^H States\n\n^K\n\nof America.\n\nBen Blewett was devoted to his work. He thought more of his work than he did of\nhis bank\nI\naccount. He thought more of the people who workt with him than he did of the\n847\n\n"} {"page": 864, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n848\n\n(Necrology\n\nthat might come to him about those people. He knew the qualities of a\ngentleman; he lived the life of a Christian gentleman; he never forsook a friend. He\nlittle criticism\n\nwas unmovable in the thing which he considered to be right, manly, pedagogical, and\nlooking to the public welfare.\n\nHis promise could never be secured for the support of any\n\naction which he did not thoroly understand and thoroly approve, but when once secured he\n\nwas immutable.\n\nAmong the last acts of his life, indicating that the core of his thought continued to be\nof the teachers and the school, was a large gift of money for the benefit of the teachers of\nSt. Louis.\n\nThis act of his, his own life among the children and the people of St. Louis,\n\ncoupled with the distinct accomplishments in the field of work to which his whole life was\ndevoted, have made for him an inmiortal place in the hearts of the people of his own city\n\nand have made for the public-school men of the nation an example of educational attainment and professional devotion which they may well emulate.\n\nHENRY B. BROWN\nSeventy years ago in the small town of Mount Vernon, Ohio, there came into being\none of the great personalities among human kind.\n\nHis fondness for men, his sympathies\n\nwith struggling life, his willingness to disregard formal rules and regulations when opportunity was offered to help an anxious, struggUng young man or young woman to enter upon\n\nthe path of education, probably characterized best the life and accompUshment of Henry B.\n\nBrown, of Valparaiso University. He knew struggle from personal experience.\nHe had completed a course at the National Normal University at Lebanon, Ohio, in\n187 1 and was teacher of mathematics in another normal school establisht at Republic, Ohio,\nbut in 1873 on his own initiative he establisht what became for him an institution representing his life's work at Valparaiso, Ind. No one who had a purpose and was willing to\nwork was ever turned aside from the opportunity offered by Doctor Brown's institution.\nMany thousands of young men and young women in walks of life representing every\nprofession and every business have secured their impetus and stimulus to do work thru\nthe open gateway offered at Valparaiso. The state of Indiana has for years shown exceptional confidence in Doctor Brown and in the work of his school.\nThe man or the woman\nwith little or no money at hand, but with a purpose and a will to work, was received when\nthe more formal institutions, supported either at private or public expense, refused them\nadmission. Doctor Brown's institution was probably the open sesame to a larger number\nof young men and young women whose lives afterward justified the opportimity given\nthem than any other institution in the Mississippi Valley, if not indeed in the whole\nUnited States.\nSuch a man passes on, but he does not die. His verbal speech becomes silent, but his\n,\n\npersonality remains a source of inspiration to succeeding generations.\n\nENOCH HENRY CURRIER\nSunday, August 19, 191 7, Enoch Henry Currier's life was severed from the work\nwhich he had continuously performed for forty-five years in the New York Institution for\nthe Instruction of the Deaf and Dumb. For almost twenty-five years he had been the\nprincipal of this institution, and altho sixty-eight years of age at the time of his death,\nhe was able to bring to his continually increasing value as the head of this institution some\nof the most progressive and far-reaching contributions in his special field of work. His\nwork, like that of others which will remain, grew ih importance from the fact that he\n\nbuilded each succeeding year on the structure of the preceding and initiated new things\nfor the benefit of his defective students.\n\nThese improvements grew out of his own\n\nexperience, his large reading, and his experimentation.\n\n"} {"page": 865, "printed_page": null, "text": "NECROLOGY\n\nDepartment]\n\n849\n\nThe introduction of military features, including uniforms, drill, marches, and maneuvers, coupled with the inspiration coming from the band, made of this institution a kind\n\nof model for others of its character.\n\nThe receiving of pupils as young as five years and\nthe consequent introduction of kindergarten and primary methods distinguisht this\ninstitution somewhat from others of its kind.\n\nHe was especially enthusiastic over oral teaching, and was an authority on speech and\nlip reading, auricular instruction, and voice culture.\n\nHis contributions to his field of work,\n\namong which were Speech Teaching to the Deaf, Oral Development, New Aids to Hearing,\nThe Manual Alphabet in the Public Schools, besides the exhaustive discussions in his annual\nreports, added materially and greatly to the literature in this field of education.\n\nHe was a member of the New England Society, the American Geographic Society,\nThe Manhattan, Heights, and Masonic clubs; a member of the American Association for\nTeachers of the Deaf, the American Association to Promote the Speech of the Deaf,\n\nChurch Mission to the Deaf Mutes, the Empire State Association of the Deaf, the Deaf\nHe will be remembered by those who knew him best and by all\nwho knew his work as an accomplisht man in his particular field and a generous friend.\nMutes' Union League.\n\nTHOMAS A. FEWTRALL\nAt the ripe old age of almost seventy-six, and after fifty-one years of his life spent in\nwork in the states of North Carolina, Tennessee, and Arkansas, Thomas A.\n\nschool\n\nFewtrall, of Marianna, Ark., has finisht his school work.\n\nHis services as principal of an academy in Madison County, Tenn., as superintendent\nof the State School for the Blind at Little Rock, city superintendent at Marianna, coanty\n\nsuperintendent, county examiner, enabled him to touch the lives of large numbers of\n\nyoung people at the impressionable age. The fact that almost his entire teaching career\nwas spent in one community adds very greatly to the influence of his life and character.\nMuch may be said to encourage those who are yet serving to build on the foundations\nalready laid rather than to attempt the making of new foundations in new places.\n\nHOLLIS BURKE FRISSELL\nPrincipal of Hampton Institute, 1893-1917\n\nCourage and service\n\n—these terms\n\nfittingly describe the spirit of Hollis Burke Frissell,\n\nbeloved principal of Hampton Institute for nearly twenty-five years, who died on August 5\nat Whitefield, in his sixty-seventh year.\n\"His death,\" says President Wilson, \"is a very great loss to the cause of education in\nthis country.\"\n\nSimilar expressions of national loss have\n\ncome from leaders in many\n\ndifferent walks of life.\n\nCHRONOLOGY\n1851, born at Amenia,\n\nAndover, Mass.;\n\nNew York, July 14;\n\n1874, Yale, A.B.;\n\n1879,\n\nordained in the Presbyterian ministry;\n\n1869, graduated, Phillips Academyj\nUnion Theological Seminary, B.D.; 1880,\n\n1880-93, chaplain,\n\nHampton Institute;\n\n1883,\n\nmarried Julia Frame Dodd, of Bloomfield, N.J., daughter of Judge Amzi Dodd; 1886-93,\nvice-principal, Hampton Institute; 1893-1917, principal of Hampton; 1893, Howard\nUniversity, D.D.;\n\nLL.D.;\n\n1900, Harvard, S.T.D.;\n\n1914, president,\n\nAssociation, Inc.;\n\n1901, Yale, LL.D.;\n\nNew York Colonization Society;\n\n19 17, died at Whitefield, N.H., August 5.\n\n1909 Richmond College,\n\n1916, president,\n\nMandingo\n\n"} {"page": 866, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n850\n\n[Necrology\n\nHENRY HOUCK\nAfter forty years of continuous service in the Department of Public Instruction in the\nstate of Pennsylvania, during most of which time he held the ofl&ce of deputy state super-\n\nintendent, Hon. Henry Houck past from among us on the morning of March 13, 191 7.\n\nPalmyra welcomed his coming on March 16, 1836; no one on earth welcomed his going.\nAll who knew him lamented it.\n\nForty years of continuous service in the public schools\ngave such a magnificent personality as his a grasp on the hearts of the teachers,\nthe souls of the people, which it is impossible to release or efiface. Those who knew him\nbest speak highest of his personal qualities. He was a great, patriotic, responsive soul.\nHuman sympathy, child love, public service in the broad, intensive sense, possest him in a\n\nway which applied to few men.\n\nWere it not for the indisputable fact that these eternal\n\npossessions manifested in a soul like his are to continue in the lives of men here and now,\n\nthe cup of sorrow would be filled to overflowing.\n\nBut as we realize the truth taught by\n\nthe greatest of teachers, \"that a man's life consisteth not in the abundance of the things\n\nwhich he possesseth; that a man's life is more than meat and his body than raiment; that\nthe things that are seen are temporal, but the things which are not seen are eternal,\" we\n\nmust likewise realize that the truth within a great soul like that of Henry Houck is as\nimperishable as the truth of God, and hence his going leaves with us the biggest and best\nthings for which he lived, for which he wrought, and by which his soul shall continue to\ninfluence our lives.\n\nCHARLES HUGHES JOHNSON\nAmong the younger men whose untimely and accidental death removed them from\nthe field of very active service was Charles Hughes Johnson, director of the School\nof Education of the University of Illinois.\n\nBorn at Chapel Hill, N. C, in 1877, a graduate\n\nof the University of North Carolina, a student of James, Royce, Miinsterburg, Palmer,\n\nand others, he received his degree of Doctor of Philosophy from Harvard in 1905; was a\nteacher in the State Normal School at East Stroudsburg, Pa.; acting professor of philosophy at Dartmouth; professor of education at the University of Michigan; dean of the\nSchool of Education of the University of Kansas; professor of secondary education at the\nUniversity of Illinois; and, at the time of his accidental death, director of the School of\n\nEducation of the University of Illinois.\n\nDoctor Johnson's life was filled to the brim.\n\nHis contributions to the School Review,\n\nthe Journal of Philosophy, the Journal of Psychology, the Educational Review, and other\neducational periodicals left him time to make in 191 5 a volume entitled The Modern High\nSchool, a noteworthy achievement.\n\nLater he establisht the publication of Educational\n\nAdministration and Supervision, a monument to his memory.\n\nOne of the most important\n\npieces of work was almost ready for completion and publication at the time of his death\n\nThe Administration Group. Doubtless the publication of this work will be made soon and\na big stimulus and inspiration to the whole field of secondary education in\n\nwill give\n\nAmerica.\nIt is clearly evident that anyone who askt the question. What has he produced?\nwould easily receive a satisfactory answer, but his influence will be felt mainly because\nhe was a teacher. What his students secured from him during his brief teaching carfeer\nis after all the biggest and best accomplishment of his life.\n\nLEWIS H. JONES\nTwenty-two years ago a young man, who had attracted national attention because\ndevelopment and\nworth of the school system of Indianapolis, was called to the superintendency of a much\n\nof the fame which had proceeded thruout the country touching the\n\n"} {"page": 867, "printed_page": null, "text": "NECROLOGY\n\nDepartment!\n\n85\n\nHere Lewis H. Jones wrought and grew and put into\nFor eight\nyears he served in this capacity, and the schools of Cleveland received the impress of his\nlarger field in Cleveland, Ohio.\n\noperation what was called\n\n\"The Federal Plan of School Administration.\"\n\npersonality.\n\nIn 1902 he was called to the presidency of the Michigan State Normal College, at\nYpsilanti, Mich., where he served until his retirement from active service.\n\nHis uniform\n\ncourtesy, his ability to meet and grapple with embarrassing and diflficult situations, his\n\nkeenness in his interpretation of human nature, gave him a power over the people with\n\nwhom he came in close contact, and won for him the honored positions which he held in\nthe National Society for the Study of Education, the National Educational Association,\nand the Michigan State Teachers' Association.\n\n"} {"page": 868, "printed_page": null, "text": ""} {"page": 869, "printed_page": null, "text": "GENERAL INDEX\n[Names of authors of formal papers are set in small capitals]\nAbility to Think and Ability to Remember,\nCorrelation between, with Special Reference to United States History (B. R.\n\nArt, The Relation of, to Vocational Education and Manual Training (Benjamin W.\n\nBuckingham), 837\nAcKERMAN, J. H. The Normal School as\nan Agency for Teaching Patriotism, 57\n\nArts, The Commercial (A. H. Sproul), 399\nArts, The Dramatic, in Kindergarten:\nGame, Song, and Story as the Basis of a\n\n—\n\nJohnson), 464\n\nAct of Incorporation, i\nAdaptation of the Building to the School\nOrganization, The Necessity of the\n(S. A. Challman), 373\nAddress, President's (A. J. Gantvoort,\n\nMusic Department), 475\n\nDemocratic Education\nBaker), 421\n\n(Edna\n\nArts, The Practical (Frank E. Barr), 392\nAthletics, Intercollegiate, and the War\n\n(William T. Foster), 532\nAthletics,\n\nPhysical\n\nTraining\n\nAddresses of Welcome (L. R. Alderman),\n29; (I. I. Cammack), 670; (William T.\nFoster), 30; (Uel W. Lamkin), 669\nAddresses of Welcome, Response to (O. T.\nCorson), 672\nAdministration \"Safe for Democracy\"\n(Mrs. O. Shepard Barnum), 362\nAdministrative Responsibility and the\nCurrent Doctrines of Academic Freedom and Academic Tenure (Edward C.\nElliott), 290\nAfter-Training of Normal-School Graduates, A Systematic Plan for the (Charles\nC. McCracken), 404\nAgricultural Education, Rural and. Department of, Secretary's Minutes, 599\nFood\nAgricultural\nPreparedness\nand\nConservation:\nA Study in Thrift\n\n(Charles H. Hunt), 449\nBagley, William C. Are\n\n(Arthur H. Chamberlain), 151\nAlderman, L. R. Address of Welcome,\n29; The Public School and the Nation\nin 191 7, 230; The Two-Group Plan,\n\nor Junior High School, 266\n\n—\n\n801\n\nAley, Robert J.\ntion,\n\n32;\n\n— Cooperation\n\nDiscussion:\n\nCommon Char-\n\nacteristics in Efficient Courses of Study,\n215; Obligations and Opportunities of\n\nthe Schools during the War, 162\nAll- Year School,\n\nThe\n\n(J.\n\nWilmer Ken-\n\nnedy), 795\n\nAmerican Ideals, The Responsibility of the\nHigh School for (Aurelia Henry\nReinhardt), 281\nAndrus, Ethel Percy Education thru\n\n—\n\nSocialization, 275;\n\nSchool Spirit, 528^\n\n—\n\nAndrus, Gertrude Discussion: Significance of Recent Educational Movements,\n251\n\n—\n\nArnold, E. H. Secretary's Mmutes,\nDepartment of Physical Education, 521\nArt Courses for War-Time Service, PracEmergency (Arthur\ntical Fine Arts\nWesley Dow), 460\nArt Teaching in the Nation's Service\n\n—\n\n(Arthur Wesley Dow), 91\n\n—\n\n\"School\n\nVirtues\"\n\nthe\n\nversus\n\nOlder\n\nObsolescent?\n\n717;\nCharacteristics\nof Efficient Courses of Study, 216; The\nControl of Educational Progress thru\nProfessional Preparation, 201\nBailey, Laura C. Library Opportunities\nin the Junior High School, 576\nBailey, Lola E. Discussion: Problem\nMethod of Instruction, 568\n\nDiscussion:\n\nCommon\n\n—\n—\nBaker, Edna Dean —The Dramatic Arts\nin Kindergarten: Game, Song, and Story\nas the Basis of a Democratic Education,\n\n421\n\nBarette, Emma E.\n\n—Discussion: Problem\n\nMethod of Instruction, 570\nBarker, A, C. The Intermediate School\n\n—\n\nBarnum, Mrs. Mary G.\n\n—The Normal\n\nSchools and the Demand for Education\nin the Household Arts, 395\n\nBarnum, Mrs. O, Shepard\nin Educa-\n\nDean\n\n—Administra-\n\nDemocracy,\" 362; The\nObligations and Opportunities of the\nSchools during the War, 162; The Past,\nPresent, and Future of the Patrons'\nDepartment, 639\nBarr, Frank E. The Practical Arts, 392\nBartlett, Lester W. Vocational Guidtion \"Safe for\n\n—\n\n—\n\nance a Distinct Function of the Public\nSchool, 432\nBaylor, Adelaide Steele Rural Education as an Element in the Strength of\nthe Nation, 226; Secretary's Minutes,\nKansas City Meeting, 172; Secretary's\nMinutes, National Council of Education,\nEducational\nPortland Meeting, 129;\nPoise, 769\nBeeman, Edward Monroe (Necrology), 847\nBelgian Special Mission to the United\nStates (Baron Moncheur), 80\nBetterment of Homes in Urban Communities thru Extension Work in Home\nEconomics, The (Mary F. Rausch), 468\n\n—\n\n853\n\n"} {"page": 870, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n854\n\nBEVERrooE, Albert J.\n\n—\n\nThe School and\nthe Nation, 678\nBexell, J, A. How Can the Higher\nSchools of Commerce Best Serve the\n\n—\n\nHigh Schools? 339; Waste of Food from\nthe Producer to the Household, 134\nBiology in the Intermediate School (Mabel\nB. Peirson), 538\nBlair, Francis G. Discussion: Common\nCharacteristics in Efficient Courses of\nObservable Tendencies\nStudy, 219;\ntoward National Education, 757\n\n—\n\nBlake, Katherine Devereux\nthe\n\nHome,\n\n—\n\nThrift in\nOpportunities of the\n\n149;\n\nWar, i6i\nBlewett, Ben (Necrology), 847\nBoards\n\ntions between (John J. Donovan), 369\nBolton, Frederick E. Maintenance of\n\n—\n\nStandards in All Schools as a Necessary\nElement of Preparedness, 82\nBooks as Tools (Zora Shields), 813\nBradford, Mary C. C. The Public\nSchool and the Nation in 191 7, 233;\nSome Phases of the Rural-School Problem, 650\nBradford, Mrs. Mary D. The Democratic Trend in School Administration,\n234\nBrandenburg, W. A. Discussion: Food\n\n—\n\n—\n\n—\n\nPrices, 168\n\nBrown, Henry B. (Necrology), 848\nBruce, Frank M. Secretary's Minutes,\nDepartment of School Administration,\n\n—\n\n345\n\nBruce, William C.\n\n—Some Essentials\n\nin\n\nPlanning of School Buildings for\nCommunity Use, 366;\nEducational\nJournalism, 658\nBuckingham, B. R. Correlation between\nthe\n\n—\n\nAbility to Think and Ability to Remember, with Special Reference to United\nStates History, 837; Critical Present-Day\nIssues in Administration of State Higher\n\nEducation, 305\nBureau, a, of School Service in a State\nUniversity, The Function of (F. J.\nKelly), 844\nBusiness Education, Department of, Secretary's Minutes, 315\n\n—\n\nByers, Joseph P. Special Classes and\nPreparedness, 584\nBy-laws, 5\n\nCalendar of Meetings, 13\nCammack, 1. 1. Address of Welcome, 670;\nThe Legitimate Range of Activity of the\nin\nJunior. College\na Public-School\nSystem, 724\n\n—\n\n—The University and the\nCampbell, W. H. —The Rural People a\n\nCampbell, P. L.\n\nNation's Ideals, 119\n\nStrong Factor\nProblems, 600\n\nin\n\nRural\n\nStudy, 219\n\nChallman,\n\nS.\n\na.\n\n—The Necessity of the\n\nAdaptation of the Building to the School\nOrganization, 373\nChamberlain, Arthur H. Agricultural\nPreparedness and Food Conservation: A\nStudy in Thrift, 151; Discussion: Common Characteristics of Efficient Courses\nof Study, 217\nCharacter-Education-Methods\nCompetition (Milton Fairchild), 763\nCharacter, The Physical Bases of (C. E.\nRugh), 530\nChatfield, George H. What Provisions\nShould a Compulsory-Education Law\nInclude from the Viewpoint of Aim and\nthe Viewpoint of Enforcement ? 826\nChemistry, Physics and (Charles KirkPATRICK), 545\nChild Hygiene, Department of, Secretary's\nMinutes, 491\nChild-Labor Law, The Federal (T. P.\nTwiggs), 829\n\n—\n\n—\n\nTheir\n\nEducation,\n\nSuperintendents, and the Architects, The Relaof\n\n—\n\nDiscussion:\nCommon\nCharacteristics of Efficient Courses of\n\nChadsey, C. E.\n\nEducational\n\nChild-Welfare Agencies, Multiple Use of\n(William Wirt), 734\nChild Welfare as the Product of Civic\nCooperation (P. W. Horn), 831\nChild- Welfare Work, Some Phases of\n(Martha Randall), 510\nChildren ? for or against. Shall This Country Economize, Its (Julia C. Lathrop) ,76\nChurchill, J. A. State Supervision of\nSchool Libraries, 572\nCitizenship, Address to Applicants for\n(John F. Kavanaugh), 96\nCitizenship, The Public School the Laboratory for (Anna Laura Force), 73\nClassroom Teachers, Department of, Secretary's Minutes, 615\nClaxton, p. p. Discussion Standards in\nTeacher-Training, 416\nTraining\nClay,\nWharton Military\n\n—\n\n—\n\n:\n\n—\n\nCamps, 774\nCoFFMAN, Lotus\n\n—\n\nD. The Control of\nEducational Progress thru School Super-\n\nvision, 187\n\nColeman, Norman F.\n\n—Social Hygiene\n\nin\n\nRelation to National Defense, 88\nCommercial Arts, The (A. H. Sproul), 399\nCommercial Training, Modifications in,\nSuggested by Present World- Conditions\n(E. F. Dahm), 326\n\nCommittee on Health Problems in Education, Report of (Thomas D. Wood), 210\nCommittee on Resolutions, Report of the,\n26\n\nCompulsory-Education Law, What Provisions Should a. Include from the\nViewpoint of Aim and the Viewpoint\nof Enforcement? (George H. Chatfield), 826\nCondon, Randal J. Resolutions on ReI)ort of Committee on Military Education, 666\n\n—\n\n"} {"page": 871, "printed_page": null, "text": "INDEX\nConservation of National Ideals in War\nTime (William T. Foster), 380\nConservation of the Student, The (George\nC. Jensen), 254\nConserving the Children of Working Age\n(Ella Adams Moore), 645\nConstruction Work Its Value in the Subnormal School (Anna M. Kordsiemon),\n589\nControl of Pre-School Welfare and Education, The Kindergarten as an Agency for\nthe (Mary A. Grupe) 427\n\n—\n\n—\n\nCooper, Frank Irving Report of the\nCommittee of Standardization of Schoolhouse Planning and Construction, 346\nCooperation in Education (Robert J.\nAley), 32\nCorson, O. T. Response to Addresses of\nWelcome, 672\nCor win, R. W. Discussion: Health Prob-\n\n—\n—\n\nlems, 212\nCouncil of Education, National, A Constructive Policy for the (William B.\nOwen), 173\nCourses of Study, Efficient, Report on\n\nCommon Characteristics of (A. Duncan\nYocum), 213\nCourt Decisions versus Social Progress\n(Ella Flagg Young), 350\nCrabbe, J. G.— How Far Should the\nStandardization Be Followed by the Normal Schools ? 385\nCrabtree, J. W. Educational Institutions, 296; The Responsibility of the\nNormal School for Training Teachers\nfor All Lines of School Work, 403\nCritical Present-Day Issues in Administration of State Higher Education (B. R.\nBuckingham), 305\nCrumpton, C. Ward Secretary's Minutes, Department of Child Hygiene,\n491\nCurrier, Enoch Henry (Necrology), 849\nDahm, E. F. Modifications in Commercial\nTraining Suggested by Present WorldConditions, 326\nDaniel, Henry R. Food Storage and\nPreservation, 140\nDeamer, Arthur General or Elementary\nScience in Junior High Schools, 542\nDemands Made by the Public on the\nTeacher and the School (Anna Willson), 619\nDemands of Industrial Education, The\nNormal School and the (Homer H.\nPrinciples\n\nof\n\n—\n\n—\n\n—\n\n—\n\n—\n\nSeerley), 389\nDemocratic Education,\n\nThe\n\nDramatic\n\nArts in Kindergarten: Game, Song, and\nStory as the Basis of a (Edna Dean\nBaker), 421\n\nDemocratic Significance of Recent Educa-\n\nMovements in\n(Horace Ellis), 249\n\ntional\n\nthe\n\nCommunity\n\nDemocratic Trend, in School Administration, The (Mrs. Mary D. Bradford),\n234\n\n8S5\n\nDempsey, C. H.—Adaptation of Courses\nin Domestic Economy and Industrial\nArts to Meet Existing Demands, 143\nDepartment:\n\nof Business Education, 315;\nof Child Hygiene, 491; of Classroom\nTeachers, 615; of Educational Publications, 653;\nof Elementary Education,\nof Higher Education, 285;\n221;\nof\nKindergarten Education, 417; of Library,\n557; of Music, 473; of National Council\nof Education, 129; of Normal Schools,\n383; of Physical Education, 521; of Rural\nand Agricultural Education, 599; of\nSchool Administration, 345; of School\nPatrons, 623 of Science Instruction, 535\nof Secondary Education, 253 of Special\nEducation, 583;\nof Superintendence,\n661; of Vocational Education and Practical Arts, 431\nDepartment of School Patrons, the, The\nWork of (Mrs. Charles F. Harding),\n;\n\n;\n\n636\nDietz, Louise Supervision as Liberating\nthe Teacher, 243\n\n—\n\nDiscussion:\n\nCommon\n\nCharacteristics\n\nof\n\nEfficient Courses of Study (Robert J.\nAley), 215; (William C. Bagley), 216;\n\n(FRANas C. Blair), 219; (E. C. Chad(Arthur H. Chamberlain),\n\nsey), 219;\n\n217; (J. O. Engleman), 215; (Paul\nKreuzpointner), 214; (T. A. Mott),\n(A. E.\n218; (David Snedden), 214;\nWiNSHLp), 215\nDiscussion: Democratic Trend in School\n\nAdministration, The (C. R. Frazier),\n239\nDiscussion: Educational Journalism (W. C.\n\nBruce), 658\nDiscussion: Food Prices (W. A. Brandenburg), 168\nDiscussion: Health Problems (R. W. CoRWIN), 212\nDiscussion: Problem Method of Instruction (Lola E. Bailey), 568; (Emma E.\n\nBarette), 570; (Dallas D. Johnson),\n566\nDiscussion: Significance of Recent Educational Movements (Gertrude Andrus),\n\n251\nDiscussion\n\n:\n\nStandards in Teacher-Training\n\n(P. P. Claxton), 416\n\nDiscussion:\n\nSupervision as Liberating the\n\nTeacher (Louise Dietz), 243\n\nWhat Provisions Should a\nCompulsory-Education Law Include\nof Aim and the\nthe\nViewpoint\nfrom\nViewpoint of Enforcement? (Albert\nShiels), 828\nDoctrines of Academic Freedom and\nAcademic Tenure, the Current, AdminisDiscussion:\n\ntrative Responsibility\n\nand (Edward C.\n\nElliott), 290\n\nDomestic Economy and Industrial Arts,\nAdaptation of Courses in, to Meet\nExisting Demands (C. H. Dempsey),\n143\n\n"} {"page": 872, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n856\n\nDoNOGHUE, Mary V.\n\n— Secretary's Min-\n\nutes, Department of Classroom Teachers,\n\n6iS\n\nDonovan, John J.\n\n—\n\nThe Relations between\nBoards of Education, Their Superintendents, and the Architects, 369\n\n— Supervision as\nLiberating the Teacher, 239\nDow, Arthur Wesley—Art Teaching in\nthe Nation's Service, 91 Practical Fine\nArts— Emergency Art Courses for WarDoRSEY, Mrs. Susan M.\n\n;\n\nTime Service, 460\nDramatic\n\nArts\n\nin\n\nKindergarten,\n\nThe:\n\nGame, Song, and Story as the Basis of\na Democratic Education (Edna Dean\nBaker), 421\nDressel, Herman Silent Reading, 816\nDuBACH, U. G. Pan-American Relations,\n\n—\n\n317\nDuplicate\ntional\n\n—\n\nThe, as an Educa(Joseph S. Taylor),\n\nSchool,\n\nAsset\n\n810\nEducation, American, and the Inner Life\n\n(Ella Flagg Young), 99\nEducation and the World- War (William\nJasper Kerr), hi\nEducation, Cooperation in (Robert J.\nAley), 32\nEducation in the State, the Advancement\n\nHow the State Department of Public\nInstruction and the County Superintendents May Best Cooperate for\n(Frank B. Pearson), 807\nEducation, National, and World-Polity\n(Edward O. Sisson), 122\nof.\n\nEducation, National Council of, A Constructive Policy for the (William B.\nOwen), 173\nEducation of the Deaf, The Oral Method\nof (E. S. Tillinghast), 585\nEducation, Religious, as a Means of\nNational Preparedness (Charles E.\nRugh), 107\nEducation, Rural, as an Element in the\nStrength of the Nation (Adelaide\nSteele Baylor), 226\nEducation thru\nSocialization\n(Ethel\nPercy Andrus), 275\n\nEducation?\n\nVocational,\n\nWhy\n\n(Mary\n\nSCHENCK WoOLMAN), 222\nEducational Efficiency, Oral Hygiene: Its\nRelation to Economic and (Henry\nCline Fixott), 516\nEducational Institutions (J. W. Crabtree), 296\nEducational Movements, Recent, The\nDemocratic Significance of, in the Community (Horace Ellis), 249\nEducational Poise\n(Adelaide Steele\nBaylor), 769\nEducational Progress, The Control of, thru\nEducational Experimentation (Junius L.\nMeriam), 194\nEducational Progress, The Control of, thru\nProfessional Preparation (William C.\nBagley), 201\n\nEducational Progress, The Control of, thru\nSchool Administration (William E.\nWirt), 179\nEducational Progress, The Control of, thru\nSchool Supervision (Lotus D. Coffman),\n187\n\nEducational Progress, The Direction of,\nthru Professional Organization (Carroll\nG. Pearse), 208\nEducational Research, a State Bureau of.\nFundamental Problems in Conducting\n(Charles Fordyce), 842\nEducational Research in City School\nSystems, Organized Effort in (Joseph P.\nO'Hern), 839\nEdwards, E. R. The Training of Science\nTeachers, 548\nElementary Education, Department of,\nSecretary's Minutes, 221\nElementary School Committee of the\nLibrary Department, Report of, 191617, 558\nElementary School during the War, The\n\n—\n\n(Mrs. Margaret S. McNaught), 166\nElementary School, The Kindergarten as\nan Organic Part of Every (Anna Laura\nForce), 418\nElliott, Edward C. Administrative Responsibility and the Current Doctrines\nof Academic Freedom and Academic\n\n—\n\nTenure, 290\nEllis, Horace A State Program for\nSchool Health, 506; The Democratic\nof\nSignificance\nRecent Educational\nMovements in the Community, 249\n\n—\n\nEnfranchised Woman Teacher: The, Her\n(Mrs.\nOpportunity\nMargaret S.\nMcNaught), 244\nEngleman, J. O. Discussion: Common\nCharacteristics of Efl&cient Courses of\nStudy, 215\nEnglish, Spoken and Written, A Stronger\nFoundation for, and a Better Command\nof:\nA. In the Elementary School\n(Milton C. Potter), 690; B. In the\nHigh Schools (Jesse H. Newlon), 694;\nC. In the Normal Schools (James F.\nHosic), 699; D. In the Colleges (E. M.\nHopkins), 703\nEssentials in the Planning of School Buildings, Some, for Community Use (William C. Bruce), 366\nEvening High School, The, Its Needs\nand Possibilities (William Q. Osburn),\n\n—\n\n262\nExperimentation, Educational, The ConEducational Progress thru\nof\ntrol\n(Junius L. Meriam), 194\nExpert Training Methods Their Necessity\nand Application in Your Typewriting\nDepartment (Harold H. Smith), 335\nHuman Efficiency, Some\nFactors in\n(Alice Ravenhill), 502\nFahey, Sara H.— How the Public School\nCan Foster the American Ideal of\nPatriotism, 48\n\n—\n\n"} {"page": 873, "printed_page": null, "text": "INDEX\n\n—A\n\nFairchild, Edward Thompson\nMemorial to (George L. Towne), 186\n\nFairchild,Milton— Character-EducationMethods Competition, 763\nFewtrall, Thomas A. (Necrology), 849\n\n—Music Appreciation in\n\nFinn, M. Teresa\nthe\n\nHigh\n\nSchool,\n\n486;\n\nSecretary's\n\nMinutes, Music Department, 473\nFixoTT, Henry Cline Oral Hygiene: Its\nRelation to Economic and Educational\nEfficiency, 516\nFood Conservation, Agricultural Prepared-\n\n—\n\nness and, A Study in Thrift (Arthur H.\nChamberlain), 151\n\nFood-Conservation Program, The Imperative Necessity of a (Charles R. Van\nHise), 37\n\nFood Prices, Discussion (W. A. Brandenburg), 168\nFood Production,\n\nHow the School May\n\nHelp Increase (R. H. Wilson), 131\n\nFood Storage and Preservation (Henry R.\nDaniel), 140\nFood, Waste of, from the Producer to the\nHousehold (J. A. Bexell), 134\nForce, Anna Laura The Kindergarten\nas an Organic Part of Every Elementary\nThe Public School the\nSchool, 418;\nLaboratory for Citizenship, 73\nFordyce, Charles Fundamental Problems in Conducting a State Bureau of\nEducational Research, 842;\nTesting\nthe Efficiency in Reading, 818\nFoster, William T. Address of Welcome,\n30; Conservation of National Ideals in\nWar Time, 380; Intercollegiate Athletics\nand the War, 532; The Claims of Scholarship upon the Normal School, 402\nFour-Quarter Plan, The, of University\nOperation During the War and After\n(John A. Widtsoe), 299\nFrazier, C. R. Discussion: The Democratic Trend in School Administration,\n\n—\n\n—\n\n—\n\n—\n\n239;\n\nThe Junior\n\nCollege,\n\n271;\n\nWhat\n\nShould Be the Outcome of Physical\nTraining in the Public Schools? 522\nFreedom and Tenure, Academic, Doctrines\nof. Administrative Responsibility and\nthe Current (Edward C. Elliott), 290\nFrissell, Hollis Burke (Necrology), 849\nGantvoort, a. J. JPresident's Address,\nMusic Department, 475\n\n—\n\nProblem in the High School, The\n(Elizabeth Rowell), 258\nGirls and Women for Trade and Industry,\nGirl\n\nTraining of\nman), 436\n\n(Mary Schenck Wool-\n\nGoddard, H. N.\n\n—\n\nResults Achieved in\nAgriculture and Methods\n\nSecondary\nPursued in Actual Practice, 603\n\n—\n\nSecretary's Minutes (Portland Meeting), Department of\nSpecial Education, 583\nGovernor, Relation of the, to the Oregon\nPublic Educational System (Governor\n\nGoodhue, Nellie A.\n\nJames Withycombe), 286\n\n857\n\nGrade Teacher, Music Preparation of the,\nas\n\nProvided\n\nTeachers'\n\nin\n\nColleges\n\n(Laura J. Soper), 476\nGrittinger, Emma C.\n\n—The Work of the\n\nSchool Nurse, 513\n\nGrowth in Service (Charles McKenny),\n410\nGrupe, Mary A. The Kindergarten as\nan Agency for the Control of Pre-School\nWelfare and Education, 427\nGuidance, Vocational, and Educational\nPreparedness (Anna Y. Reed), 615\nHabans, Paul B.—The Factors of an\nAdequate School Census How They\nMay Be Realized, 835\nHarding, Mrs. Charles F. Report of\nthe Vocational Bureau in Chicago: A\nSummary, 625 The Work of the Department of School Patrons, 636\n\n—\n\n—\n—\n\n;\n\nHealth among Children, Standards of Individual (John Dill Robertson), 713\nHealth Problems, Discussion (R. W.\n\nCorwin), 212\nHealth Problems in Education, Report of\nCommittee on (Thomas D, Wood), 210\nHealth Supervision, The Tacoma System\nof (Edwin A. Layton), 494\nHedger, Caroline Cost of the Inadequate Night School, 104\nHigh-School Girls, The Teaching of Salesmanship to (Cassie L. Paine), 321\nHigh-School Girls, Vocations for (Mary\nSchenck Woolman), 316\nHigh-School Libraries, Report of Committee on, for Year Ending June 30,\n1917, 559\n\n—\n\nHigh School, Orienting the (Edward O.\nSisson), 282\n\nHigher Education, Department of, Secretary's Minutes, 285\nHigher Educational Institutions, War\nMeasures of (Charles R. Van Hise), 293\nHigher Schools of Commerce, How Can\nthe. Best Serve the High Schools ? (J. A.\nBexell), 339\nHoBSON, Sarah M. Report of the Committee on School Health, 626\nHodge, Lydia Herrick Why a Visiting\nTeacher? 223\nHome Economics in the School Curriculum,\nExtension of the Field of (Alice Ravenhill), 438\nHome Economics, The Betterment of\nHomes in Urban Communities thru\nExtension Work in (Mary F. Rausch),\n468\nHopkins, E. M, A Stronger Foundation\nfor, and a Better Command of. Spoken\nand Written English: D. In the Colleges,\n\"\n\n—\n\n—\n\n—\n\n703\n\nHorn, P. W.— Child Welfare as the Product of Civic Cooperation, 831\nHosic, James F. A Stronger Foundation\nfor, and a Better Command of, Spoken\nand Written English: C. In the Normal\nSchools, 699\n\n—\n\n"} {"page": 874, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n858\n\nHouck, Henry (Necrology), 850\nHousehold Arts, The Normal Schools and\nthe Demand for Education in the (Mrs.\nMary G. Barnum), 395\n\nHuman EflSciency, Some Factors in (Alice\nRavenhill), 502\n\n—Physical Training\n—Earmarks of an\n\nHunt, Charles H.\n\nversus Athletics, 499\n\nHunter, Fred M.\n\nEffi-\n\ncient School System, 821\nHygiene: Oral, Its Relation to Economic\nand Educational Efficiency (Henry\n\nCline Fixott), 516\n\n_\n\nHygiene, Social, in Relation to National\nDefense (Norman F. Coleman), 88\nIdeals, American, The Responsibility of the\nHigh School for (Aurelia Henry Reinhardt), 281\nIdeals, the Nation's, The University and\n(P. L. Campbell), 119\nIndustrial Arts, Domestic Economy and.\nAdaptation of Courses in, to Meet\nExisting\n\nDemands\n\n(C.\n\nH. Dempsey),\n\n143\nIndustrial Education,\n\nDemands of. The\nNormal School and the (Homer H.\nSeerley), 389\n\nIndustrializing the Manual Arts\n\n(George\n\nHenry Jensen), 454\nIndustry and Public-School Education,\nRelations and Lines of Demarcation\n\nbetween the Fields of (Albert Shiels),\n729\nInner Life, American Education and the\n(Ella Flagg Young), 99\nIntermediate High-School Course, The\nLegitimate Vocational Content of the\n(Charles Kirkpatrick), 535\nIntermediate School, Biology in the\n(Mabel B. Peirson), 538\nIntermediate School or Junior High School,\nThe (A. C. Barker), 266\nIttner, William B. Standardization of\nSchool Buildings, 375\nJensen, George C. The Conservation\nof the Student, 254\n\n—\n—\n\nJensen, George\n\nHenry\n\n—Industrializing\n\nthe Manual Arts, 454\nJewish Women, Council of, Report of Committee on Education (Mrs. Charles\nLong), 631\nJohnson, Benjamin W. The Relation of\nArt to Vocational Education and Manual\nTraining, 464\nJohnson, Charles Hughes (Necrology), 850\nJohnson, Dallas D. Discussion: Problem Method of Instruction, 566; The\nSpecial Child and the Visiting Teacher,\n\n—\n\n—\n\n593\nJones, Lewis H. (Necrology), 850\nJournal of Proceedings, 21\n\n—\n\nJuDD, Charles H. Standardized Units\nof Achievement of Pupils and Measurable Standards ef School Administration,\n721\nJunior College, The (C. R. Frazier), 271\n\nJunior CoUege, the, The Legitimate Range\nof Activity of, in a Public-School System\n(I. I. Cammack), 724\nJunior High School, Library Opportunities\nin the (Laura C. Bailey), 576\nJunior High School, The Intermediate\nSchool or (A. C. Barker), 266\nKansas City Meeting, February, 191 7, 404;\nSecretary's Minutes, 172\nKavanaugh, John F. Address to Applicants for Citizenship, 96\nKeeler, Fred L. Standards of School\nArchitecture and Schoolhouse Construction, 708\nKelly, F. J. The Function of a Bureau\nof School Service in a State University,\n\n—\n\n—\n\n—\n\n844\n\n—The\nYear\nKerr, William Jasper—Education and\nKennedy,\n\nWilmer\n\nJ.\n\nAll-\n\nSchool, 795\n\nthe World- War, iii\nKindergarten, The, as an Organic Part of\nEvery Elementary School (Anna Laura\nForce), 418.\nKindergarten Education, Department of,\nSecretary's Minutes, 417\nKindergarten Training, A, for Every Child\n(Bessie Locke), 804\nCharles Physics\nand\nKirkpatrick,\nChemistry, 545; The Legitimate Vocational Content of the Intermediate\nHigh-School Course, 535\nKordsiemon, Anna M. Construction\nWork Its Value in the Subnormal\nSchool, 589\n\n—\n\n—\n\n—\n\nPaul\n\nKreuzpointner,\n\nCommon\n\n— Discussion:\n\nCharacteristics\n\nof\n\nEflScient\n\nCourses of Study, 214\nLamkin, Uel W. Address of Welcome,\n669\nLane, Charles H. Secretary's Minutes,\nDepartment of Rural and Agricultural\nEducation, 599\nLathrop, Julia C. Shall This Country\nEconomize for or against Its Children?\n\n—\n—\n\n—\n\n76\n\n—\n\nLawrence, Mrs. G. Holmes Secretary's\nMinutes, Department of Business Education, 315\n\nLayton, Edwin A.\n\n—The Tacoma System\n\nof Health Supervision, 494\n\nLiberating\n\nthe\n\nTeacher,\n\nSupervision\n\nas\n\n(Mrs. Susan M. Dorsey), 239\nLibrary Department, Secretary's Minutes,\n557\nLibrary Opportunities in the Junior High\nSchool (Laura C. Bailey), 576\nLibrary Service and Administration, Problem Method of Instruction and Its Probable Correlations in (Herbert G. Lull),\n\n562\n\n—\n\nLocke, Bessie A Kindergarten Trammg\nfor Every Child, 804\nLong, Mrs. Charles Report of Committee on Education, Council of Jewish\n\n—\n\nWomen, 631\n\n"} {"page": 875, "printed_page": null, "text": "INDEX\n\n—\n\nLull, Herbert G. Problem Method of\nInstruction and Its Probable Correlations in Library Service and Administration, 562\n\n—\n\nA Systematic\nPlan for the After-Training of NormalSchool Graduates, 404\n\nMcCracken, Charles C.\n\n— Growth in Service,\nMcNaught, Mrs. Margaret — Rural\nMcKjenny, Charles\n410\n\nS.\n\nSchools and the War, 651; The Elementary School during the War, 166;\nThe Enfranchised Woman Teacher: Her\nOpportunity, 244\nMcVea, Emilie W. Report of the Southern Association of College Women,\n\n—\n\n630\n\nManual Arts, Industrializing the (George\n\nHenry Jensen), 454\nManual Training, The Relation of Art to\nVocational Education and (Benjamin W.\nJohnson), 464\n\nMartin, Gertrude S.\n\n—\n\nReport of Association of Collegiate Alumnae, 627\nMeisner, Clara Secretary's Minutes,\nDepartment of Kindergarten Education,\n\n—\n\n417\n\nMental and Manual Elements in the Different Grades of the Elementary Schools\nand Their Relative Values in Developing\nEducational Symmetry, Variations in the\nRatio of Time to Be Given to the (James\nH. Van Sickle), 767\nMeriam, Junius L. The Control of Educational Progress thru Educational Ex-\n\n—\n\nperimentation, 194\nMilitary Education, Resolutions on Report\n\n(Randal J. Condon),\n\nof Committee on\n\n666\nMilitary\n\nTraining\nCamps (Wharton\nClay), 774\nMilitary Training in the Public Schools,\n\nReport of the Committee on (Henry\nSnyder), 778\nModifications in Commercial Training Suggested by Present World-Conditions\n(E. F. Dahm), 326\nMoNCHEUR, Baron Belgian Special Mission to the United States, 80\nMoore, Ella Adams Conserving the\n\n—\n\n—\n\nChildren of Working Age, 645\nMott, T. a, Discussion Common Characteristics of Eflacient Courses of Study,\n218\nMusic Appreciation in the Elementary and\nGrammar Grades (Kathryn E. Stone),\n\n—\n\n:\n\n480\n\nMusic Appreciation\n\nin\n\nthe\n\nHigh School\n\n(M. Teresa Finn), 486\nMusic, a Required Subject in the High\nSchool, and Patriotic Music in All the\nGrades (Herman E. Owen), 483\nMusic Department, President's Address\n(A. J, Gantvoort), 475\nMusic Department, Secretary's Minutes,\n\n473\n\n859\n\nMusic Preparation of the Grade Teacher as\nProvided in Teachers' Colleges (Laura J.\nSoper), 476\n\nNash, G. W.—The Responsibility of the\nNormal School for Training Teachers for\nAll Lines of School Work, 388\nNation in 191 7, The Public School and the\n(L. R. Alderman), 230; (Mary C. C.\nBradford), 233\nNational Council of Education, A Constructive Policy for the (William B.\nOwen), 173\nNational Council of Education, Secretary's\nMinutes (Portland Meeting), 129\nNational Defense, Social Hygiene in Relation to (Norman F. Coleman), 88\nNational Education, Observable Tendencies toward (Francis G. Blair), 757\nNational Ideals in War Time, Conservation of (William T. Foster), 380\nNecrology, 847\nNewlon, Jesse H. A Stronger Foundation for, and a Better Command of,\nSpoken and Written English: B. In the\nHigh School, 694\nNight School, Cost of the Inadequate\n(Caroline Hedger), 104\nNormal School as an Agency for Teaching\nPatriotism, The (J. H. Ackerman), 57\n\n—\n\nNormal\n\nSchools, Department of. Secretary's Mmutes (Portland Meeting),\n\n383\nOfficers for 191 7-18, 15\n\nO'Hern, Joseph P.\n\n—\n\nOrganized Efifort in\nEducational Research in City School\nSystems, 839\nOregon Public Educational System, Relation of the Governor to the Qames\nWithycombe), 286\nOrganization, Professional, The Direction\nof Educational Progress thru (Carroll\nG. Pearse), 208\nOrienting the High School (Edward O.\nSisson), 282\nOsBURN, William Q. The Evening High\nSchool, Its Needs and Possibilities, 262\nOwen, Herman E. Music, a Required\nSubject in the High School, and Patriotic\nMusic in All the Grades, 483\nOwen, William B. A Constructive Policy\nfor the National Council of Education,\n\n—\n—\n\n—\n\n173\n\n—\n\nPaine, Cassie L. The Teaching of Salesmanship to High-School Girls, 321\nPan-American Relations (U. G. Dubach),\n317\nParker, Mary E. Report of Education\nDepartment, General Federation of\nWomen's Clubs, 633\nPatriotic and United, Must Be (James\nWithycombe), 98\nPatriotism in the Schools (John F. Sims),\n\n—\n\n169\nPatriotism, the American Ideal of, How\nthe Public School Can Foster (Sara H.\n\nFahey), 48\n\n"} {"page": 876, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n86o\n\nThe Normal School as an\nAgency for Teaching (J. H. Ackerman),\n\nPatriotism,\n\n57\nPatrons' Department, the. The Past,\nPresent, and Future of (Mrs. O. Shep-\n\nARD Barnum), 639\nPaxson, Ruth M. Secretary, pro tem.,\nLibrary Department, Minutes, 557\nPearse, Carroll G. A Principle in\nSchool Administration, 359; How Far\n\n—\n\n—\n\nShould the Principle of Standardization\n\nBe Followed by Normal Schools? 384;\nThe Direction of Educational Progress\nthru Professional Organization, 208; The\nOpportunities and the Obligations of the\nSchools during the War, 171\nPearson, Frank B. How the State Department of Public Instruction and the\nCounty Superintendents May Best\nCooperate for the Advancement of Education in the State, 807\nPeirson, Mabel B. Biology in the Intermediate School, 538\nPhysical Bases of Character, The (C. E.\n\n—\n\n—\n\nRugh), 530\nPhysical Education, Department of, Secretary's Minutes (Portland Meeting),\n\nPhysical Education, Preparedness thru\n(A. C. Strange), 525\nPhysical Training in the Public Schools?\nWhat Should Be the Outcome of (C. R.\nFrazier), 522\nPhysical\nTraining\nversus\nAthletics\n\n(Charles H. Hunt), 499\nPhysics and Chemistry (Charles Kirkpatrick), 545\nPiper, Edgar B. The Press and Preparedness, 42\nPiTTMAN, Marvin S. Sanitation of the\nRural School house in Oregon, 492\nPortland Meeting: National Council of\nEducation, Secretary's Minutes, 129;\nDepartment of Normal Schools, 383\nPotter, Milton C. A Stronger Foundation for, and a Better Command of,\nSpoken and Written English: A. In the\n\n—\n\n—\n\n—\n\nElementary Schools, 690\nPower, Effie L. Chairman, Committee\nElementary School of the Library De-\n\n—\n\npartment, 558\n\nDepartment of Vocational\nEducation and, Secretary's Minutes, 431\nPractical Arts, The (Frank E. Barr), 392\nPractical\nFine\nArts Emergency\nArt\nCourses for War-Time Service (Arthur\nWesley Dow), 460\nPractical Arts,\n\n—\n\nPreparation, Professional, The Control of\nEducational Progress thru (William C.\nBagley), 201\nPreparation, Professional, The High-School\nTeacher's (William H. Smiley), 775\nPreparedness (R. A. White), 771\nPreparedness, Agricultural, and Food Conservation A Study in Thrift (Arthur H.\nChamberlain), 151\n:\n\n—A Veneer or a Fundamental\n\nPreparedness\n\n—Which\n\nOur Schools Give Our\nChildren? (Mrs. Alexander Thompson), 68\nPreparedness, Maintenance of Standards\nin All Schools as a Necessary Element of\n(Frederick E. Bolton), 82\nPreparedness, National, Religious Education as a Means of (Charles E. Rugh),\n107\nPreparedness, Special Classes and (Joseph\nP. Byers), 584\nPreparedness, The Press and (Edgar B.\nPiper), 42\nPreparedness thru Physical Education\n(A. C. Strange), 525\nPreparedness, Vocational Guidance and\nEducational (Anna Y. Reed), 615\nPreparedness: Women and, Their Part in\nNational Life, Especially in Time of War\n(Josephine Corliss Preston), 63\nPre-School Welfare and Education, The\nKindergarten as an Agency for the Control of (Mary A. Grupe), 427\nPresent-Day Issues, Critical, in Administration of State Higher Education (B. R.\nBuckingham), 305\nPresent World-Conditions, Modifications\nin Commercial Training Suggested by\n(E. F. Dahm), 326\nPreservation, Food Storage and (Henry R.\nDaniel), 140\nPresident's Address (Robert J. Aley),\n32\nPress and Preparedness, The (Edgar B.\nPiper), 42\nPreston, Josephine Corliss Women\nand Preparedness:\nTheir Part in\nNational Life, Especially in Time of\nWar, 63\nPrinciple of Standardization, How Far\nShould the, Be Followed by Normal\nSchools? (Carroll G. Pearse), 384\nPrinciples of Standardization, How Far\nShould the, Be Followed by the Normal\nSchools? (J. G. Crabbe), 385\nWill\n\n—\n\nProblem Method\n\nof\n\nInstruction\n\nand\n\nIts\n\nProbable Correlations in Library Service\nand Administration (Herbert G. Lull),\n562\nProblems in School Administration, Some\nUnsolved (E. Shorrock), 355\nProgram, A State, for School Health\n(Horace Ellis), 506\nProgress, Educational, The Control of, thru\nEducational Experimentation (Junius L.\nMeriam), 194\nProgress, Educational, The Control of, thru\nProfessional Preparation (William C.\n^\n\nBagley), 201\nProgress, Educational, The Control of, thru\nSchool Administration (William E.\nWirt), 179\nProgress, Educational, The Control of, thru\nSchool Supervision (Lotus D. Coffman),\n\n187\n\n"} {"page": 877, "printed_page": null, "text": "tNDM\nProgress, Educational, The Direction of,\nthru Professional Organization (Carroll\n\nG. Pearse), 208\n\nDemands Made by the, on the\nTeacher and the School (Anna Willson), 619\nPublic School, The, and the Nation in\n1917 (L. R. Alderman), 230; (Mary\nC. C. Bradford), 233\nPublic School, the Laboratory for Citizenship, The (Anna Laura Force), 73\nPublic School, Vocational Guidance a\nDistinct Function of the (Lester W.\nBartlett), 432\nRandall, Martha Some Phases of ChildWelfare Work, 510\nRausch, Mary F. The Betterment of\nHomes in Urban Communities thru\nExtension Work in Home Economics,\n468\nRavenhill, Alice Extension of the Field\nof Home Economics in the School Cur-\n\nPublic,\n\n—\n—\n\n—\n\nriculum, 438; Some Factors in Human\nEfficiency, 502\n\nReading, Silent (Herman Dressel), 816\nthe\nin\nTesting\nEfl&ciency\nReading,\n(Charles Fordyce), 818\nReed, Anna Y. Vocational Guidance\nand Educational Preparedness, 615;\nVocational Guidance Problems of Organization and Administration, 443\n\n—\n\n—\n\n—\n\nReinhardt, Aurelia Henry The Responsibility of the High School for American Ideals, 281\nRelations between Boards of Education,\nTheir Superintendents, and the Architects (John J. Donovan), 369\nReport of Association of Collegiate\nAlumnae (Gertrude S. Martin), 627\nReport of Committee on Economy of\nTime in Elementary Education (H. B.\nWilson), 668\nReport of Committee on Education,\n(Mrs.\nCouncil\nof\nJewish Women\nCharles Long), 631\nReport of Committee on Health Problems\nin Education (Thomas D. Wood), 210\nReport of Committee on High-School\nLibraries for Year Ending June 30, 191 7,\n559\nReport of Committee on MiUtary Training\nin the Public Schools (Henry Snyder),\n778\nReport of Committee on Relation between\nBoards of Education and Superintendents, 739\n\nReport of Committee on Resoluions,\n\n26,\n\n663\n\nReport of Committee on School Health\n(Sarah M, Hobson), 626\nReport of Committee on Standardization\nof Schoolhouse Planning and Construction (Frank Irving Cooper), 346\nReport of Committee on Unification and\nAmericanization\n\nof\n\nAll\n\nOur\n\n(William M. Roberts), 667\n\nPeople\n\n86i\n\nof\nCommittee on Vocational\nSupervision (Ella Adams Moore), 624\nReport of Education Department, General\nFederation of Women's Clubs (Mary E.\nParker), 633\nReport of Southern Association of College\n\nReport\n\nWomen (Emilie W. McVea), 630\nReport of Vocational Bureau in Chicago:\nA Summary (Mrs. Charles F. Harding), 625\n\nReport\n\non\n\nCommon\n\nCharacteristics\n\nEfficient Courses of Study (A.\n\nof\n\nDuncan\n\nYocum), 213\nResolutions, Committee on. Report of the,\n26, 663\nResolutions on Report of Committee on\n\nMiUtary Education (Randal\n\nJ.\n\nCon-\n\ndon), 666\nof the High School for\nIdeals, The (Aurelia Henry\n\nResponsibility\n\nAmerican\nReinhardt), 281\n\nNormal School for\nTraining Teachers for All Lines of Work,\nThe (G. W. Nash), 388\n\nResponsibility of the\n\nRoberts, William M.— Report of Committee on Unification and Americanization of All Our People, 667\n\nRobertson,\nIndividual\n\nJohn\n\nDill\n\nHealth\n\n713\n\n— Standards of\n\namong\n\nChildren,\n\n—\n\nDepartment of Higher\nEducation, Secretary's Minutes, 285\n\nRouse, John E.\n\n—\n\nRowELL, Elizabeth The Girl Problem\nin the High School, 258\nRuGH, Charles E. Religious Education as\na Means of National Preparedness, 107;\nThe Physical Bases of Character, 530\nRural and Agricultural Education, Department of. Secretary's Minutes, 599\n\n—\n\nRural Education as an Element in the\nStrength of the Nation (Adelaide\nSteele Baylor), 226\nRural Educational Problems, The Rural\nPeople a Strong Factor in (W. H. Campbell), 600\nRural Schoolhouse, Sanitation of the, in\nOregon (Marvin S. Pittman), 492\nRural-School Problem, the. Some Phases of\n(Mary C. C. Bradford), 650\nRural Schools and the War (Mrs. Margaret S. McN aught), 651\nRural Schools, Some Remarkable Achievements in (A. E. WiNSHip), 791\n\"Safe For Democracy,\" Administration\n(Mrs. 0. Shepard Barnum), 362\nSalesmanship, How to Teach, in the High\nSchool (F. H. Young), 332\nSalesmanship, The Teaching of, to HighSchool Girls (Cassie L. Paine), 321\nSanitation of the Rural Schoolhouse in\nOregon (Marvin S. Pittman), 492\nScholarship, The Claims of, upon the\nNormal School (William T. Foster),\n402\nSchool\n\nAdministration.\n\nA\n\n(Carroll G. Pearse), 359\n\nPrinciple\n\nin\n\n"} {"page": 878, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n862\nSchool\n\nAdministration,\n\nDepartment\n\nof,\n\nSecretary's Minutes, 345\n\nSchool Administration, Some Unsolved\nProblems in (E, Shorrock), 355\nSchool Administration, The Control of\nEducational Progress thru (William E.\nWirt), 179\nSchool Administration, The Democratic\n\nTrend in (Mrs. Mary D. Bradford),\n234\nSchool and the Nation, The (Albert J.\nBeveridge), 678\nSchool Architecture and Schoolhouse ConStandards of\n(Fred L.\nstruction,\nKeeler), 708\nSchool Buildings, Some Essentials in the\nPlanning of, for Community Use (William C. Bruce), 366\nSchool Buildings, Standardization of (William B. Ittner), 375\nSchool Census, An Adequate, The Factors\nof How They May Be Realized (Paul\nB. Habans), 835\nSchool Health, A State Program for\n(Horace Ellis), 506\nSchool Health, Report of the Committee\non (Sarah M. Hobson), 626\nSchool Libraries, State Supervision of (J. A.\nChurchill), 572\nSchool May Help Increase Food Production, How the (R. H. Wilson), 131\nSchool Nurse, The Work of the (Emma C.\nGrittinger), 513\nSchool Spirit (Ethel Percy Andrus), 528\nSchool Supervision, The Control of Educational Progress thru (Lotus D. Coffman), 187\nSchool System, an Efficient, Earmarks of\n(Fred M. Hunter), 821\n\n—\n\n\"School Virtues,\" Are the Older, Obsolescent? (W. C. Bagley), 717\nSchoolhouse Planning and Construction,\nReport of the Committee of Standardization of (Frank Irving Cooper), 346\nScience in Junior High Schools, General or\n\nElementary (Arthur Deamer), 542\nScience Instruction, Department of, 535\n\nTraining in. War Is a Highly Organized\nScience (J. A. B. Sinclair), 551\nSecondary Agriculture, Results Achieved\nin, and Methods Pursued in Actual\nPractice (H. N. Goddard), 603\nSecondary Education, Department of.\nSecretary's Minutes, 253\nof\nMinutes, Department:\nSecretary's\nof\nChild\nBusiness Education, 315;\nHygiene, 491 j of Classroom Teachers,\n615; of Elementary Education, 221; of\nHigher Education, 285; of Kindergarten\nEducation 417; of Library Department,\nof\n\nMusic Department, 473;\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n—\n\n—\n\n—\n—\n\n—\n\nScience Teachers, The Training of (E. R.\nEdwards), 548\nScientific Thinking and Application, The\nSoldier and Industrial Worker Both Need\n\n557;\n\nland Meeting), 129; of Normal Schools\n(Portland Meeting), 383; of Physical\nEducation, 521; of Rural and Agricultural Education, 599; of School Administration, 345; of Secondary Education,\n253; of Special Education (Portland\nMeeting), 583; of Vocational Education\nand Practical Arts, 431\nSeerley, Homer H. The Normal School\nand the Demands of Industrial Education, 389;\nThe Obligations and the\nOpportunities of the Schools during the\nWar, 164\nShepherd, Frank H. Secretary, pro tem.,\nDepartment of Vocational Education\nand Practical Arts, 431; The Training\nof Teachers for Vocational Schools, 449\nShields, Zora Books as Tools, 813\nShiels,\nAlbert\nDiscussion:\nWhat\nProvisions\nShould\nCompulsorya\nEducation Law Include from the\nViewpoint of Aim and the Viewpoint\nof Enforcement? 828;\nRelations and\nLines of Demarcation between the\nFields of Industry and Public-School\nEducation, 729\nShorrock, E. Some Unsolved Problems\nin School Administration, 355\nSignificance, Democratic, of Recent Educational Movements in the Community,\nThe (Horace Ellis), 249\nSims, John F, Patriotism in the Schools,\n(Portland\nSecretary's Minutes\n169;\nMeeting),\nDepartment\nof\nNormal\nSchools, 383\nSinclair, J. A. B. War Is a Highly\nOrganized Science the Soldier and\nIndustrial Worker Both Need Training in Scientific Thinking and Application, 551\nSissoN, Edward O. National Education\nand World-Polity, 122; Orienting the\nHigh School, 282\nSmiley, William H. The High-School\nTeacher's Professional Preparation, 775\nSmith, Harold H. Expert Training\nMethods Their Necessity and Application in Your T3^ewriting Department,\n\nof\n\nNational Council of Education (Port-\n\n335\n\nSnedden, Dr. David\n\n—Discussion: Com-\n\nmon Characteristics of Efficient Courses\nof Study, 214\n\n—\n\nSnyder, Henry Report of the Committee\non Military Training in the Public\nSchools, 778\nSocial Progress,\n\nCourt Decisions versus\n(Ella Flagg Young), 350\nEducation thru (Ethel\nSocialization,\nPercy Andrus), 275\nSoPER, Laura J. Music Preparation of\nthe Grade Teacher as Provided in\n\n—\n\nTeachers' Colleges, 477\nChild, The, and the Visiting\nTeacher (Dallas D. Johnson), 593\nSpecial Classes and Preparedness (Joseph\nP. Byers), 584\n\nSpecial\n\n"} {"page": 879, "printed_page": null, "text": "INDEX\nSpecial Education, Department of, Secretary's Minutes (Portland Meeting), 583\nSproul, a. H.— The Commercial Arts,\n\n399\n\nStandardization, How Far Should the\nPrinciple of, Be Followed by Normal\nSchools ? (J. G. Crabbe), 385; (Carroll\n\nG. Pearse), 384\nStandardization of School Buildings (William B. Ittner), 375\nStandardization of Schoolhouse Planning\nand Construction, Report of the Committee of (Frank Irving Cooper), 346\nStandardized Units of Achievement of\nPupils and Measurable Standards of\nSchool Administration (Charles H.\nJudd), 721\nState Higher Education, Critical PresentDay Issues in Administration of (B. R.\nBuckingham), 305\nState Supervision of School Libraries (J. A.\nChurchill), 572\nStone, Kathryn E. Music Appreciation\nin the Elementary and Grammar Grades,\n\n—\n\n480\nStrange, A. C.\n\n—Preparedness thru Physi-\n\ncal Education, 525\nThrift, a Patriotic NecesStraus, S.\n\nW.—\n\nsity,\n\n14s\nStrength of the Nation, Rural Education\nas an Element in the (Adelaide Steele\nBaylor), 226\nStudent, The Conservation of the (George\nC. Jensen), 254\nSubnormal School, Construction Work Its\nValue in the (Anna M. Kordsiemon),\n\n—\n\n589\nSuperintendence,\ntary's\n\nMinutes\n\nDepartment\n\nof,\n\nSecre-\n\n(Margaret T. Ma-\n\nguire), 661\nSuperintendents, and the Architects, The\nRelations between Boards of Education,\n\nTheir (John J. Donovan), z^^g*\nSupervision as Liberating the Teacher\n(Mrs. Susan M. Dorsey), 239\nTacoma System of Health Supervision,\nThe (Edwin A. Layton), 494\n\n—\n\nTalbqt, Anna H. Department of Vocational Education and Practical Arts,\nSecretary's Minutes, 431\n\n—\n\nTall, Lida Lee Department of Elementary Education, Secretary's Minutes, 221\n\n—\n\nTaylor, Jeanette Department of Secondary Education, Secretary's Minutes,\n253\n\n—\n\nTaylor, Joseph S. The Duplicate School\nas an Educational Asset, 810\nTeaching of Salesmanship to High-School\n^\n\nGirls, The\n\n(Cassie L. Paine), 321\nTextbooks, Free or Rented (R. H. Wilson), 653\nThompson, Mrs. Alexander Preparedness A Veneer or a Fundamental\nWhich Will Our Schools Give Our\nChildren? 68\n\n—\n\n—\n\n863\n\nThompson, Nancy—Library Department,\nSecretary's Minutes, 557\na Patriotic Necessity\n\nThrift,\n\n(S.\n\nW.\n\nStraus), 145\nThrift in\n\nthe\n\nHome (Katherine Dev-\n\nereux Blake), 149\nTillinghast, E. S.—The Oral Method of\nEducation of the Deaf, 585\n\nTowNE, George L.— A Memorial\nEdward Thompson Fairchild, 186\n\nto\n\nTraining Methods, Expert, Their Necessity and Application in Your Typewriting Department (Harold H. Smith),\n335\nTraining of Girls and Women for Trade\nand Industry (Mary Schenck Woolman), 436\nTraining of Teachers for Vocational\nSchools, The (Frank H. Shepherd),\n449\nTraining Teachers, The Responsibility of\nthe Normal School for, for All Lines of\nSchool Work (J, W. Crabtree), 403\nTraining Teachers, The Responsibility of\nthe Normal School for, for All Lines of\nSchool Work (G. W. Nash), 388\nTwiggs, T. P.—The Federal Child-Labor\nLaw, 829\nTwo-Group Plan, The (L, R. Alderman),\n801\nTypewriting Department, Expert Training\nMethods Their Necessity and Application in Your (Harold H. Smith), 335\nUniversity and the Nation's Ideals, The\n\n—\n\n(P. L. Campbell), 119\nUniversity Operation, The Four-Quarter\nPlan of. During the War and After\n(John A. Widtsoe), 299\nVan Hise, Charles R. The Imperative\nNecessity of a Food-Conservation Pro-\n\n—\n\ngram, 37; War Measures of Higher\nEducational Institutions, 293\n\nVan Sickle, James H.\n\n—Variations in the\n\nRatio of Time to Be Given to the Mental\nand Manual Elements in the Different\nGrades of the Elementary Schools and\nTheir Relative Values in Developing\nEducational Symmetry, 767\nVisiting Teacher? a. Why (Lydia HerRiCK Hodge), 223\nVisiting Teacher, The Special Child and\nthe (Dallas D. Johnson), 593\nVocational Bureau, Report of the, in\nChicago: A Summary (Mrs. Charles F.\nHarding), 625\nVocational Content of the Intermediate\nHigh-School Course, The Legitimate\n(Charles Kirkpatrick), 535\nVocational Education and Manual Training, The Relation of Art to (Benjamin\nW. Johnson), 464\nVocational Education and Practical Arts,\n\nDepartment\n431\nVocational\n\nof,\n\nSecretary's\n\nMmutes,\n\nWhy\n\n(Mary\n\nEducation?\n\nSchenck Woolman), 222\n\n"} {"page": 880, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n864\n\nVocational Guidance a Distinct Function\nof the Public School (Lester W. Bartlett), 432\nVocational Guidance and Educational Preparedness (Anna Y. Reed), 615\nVocational Guidance Problems of Organization and Administration (Anna Y.\nReed), 443\nVocational Schools, The Training of\nTeachers for (Frank H. Shepherd) 449\nVocational Supervision, Report of Committee on (Ella Adams Moore), 624\nVocations for High-School Girls (Mary\nSCHENCK WoOLMAN), 316\n\n—\n\n,\n\nWar, Intercollegiate Athletics and\n(William T. Foster), 532\n\nthe\n\nWar Is a Highly Organized Science—The\nand Industrial Worker Both\nNeed Training in Scientific Thinking and\nSoldier\n\nApplication (J. A. B. Sinclair), 551\nWar Measures of Higher Educational Institutions (Charles R. Van Hise), 293\nWar, Obligations and Opportunities of the\nSchools during the (Robert J. Aley),\n162; (Mrs. O. Shepard Barnum), 162;\n(Homer H. Seerley), 164\nWar, Opportunities of the (Kate Devereux Blake), 161\nWar, The Opportunities and the Obligations of the Schools during the (C. G,\nPearse), 171\nWar, The Elementary School during the\naught), 166\n(Mrs. Margaret S.\nWar, the, Rural Schools and (Mrs.\naught), 651\nMargaret S.\nWhite, R. A. Preparedness, 771\nWidtsoe, John A. The Four-Quarter\nPlan of University Operation During the\nWar and After, 299\nWiLLSON, Anna Demands Made by the\nPublic on the Teacher and the School,\n619\nWilson, H. B. Report of the Committee\n\nMcN\n\n—\n\nMcN\n\n—\n\n—\n\n—\n\non Economy\nEducation, 668\n\nof\n\nTime\n\nin\n\nElementary\n\nWilson, R. H.^Free or Rented Textbooks,\n653; How the School May Help Increase\nFood Production, 131\nWiNSHiP, A. E. Discussion: Common\n\n—\n\nCharacteristics of Efficient Courses of\nStudy, 215; Some Remarkable Achievements in Rural Schools, 791\nWirt, William E.—Multiple Use of ChildWelfare Agencies, 734; The Control of\n\nEducational Progress thru School Administration, 179\n\n—\n\nWiTHYCOMBE, James Must Be Patriotic\nand United, 98; Relation of the Governor to the Oregon Public Educational\nSystem, 286\n\nWoman Teacher: The Enfranchised, Her\nOpportunity (Mrs.\nN aught), 244\n\nMargaret S. Mc-\n\nWomen and Preparedness:\n\nTheir Part in\nNational Life, Especially in Time of War\n(Josephine Corliss Preston), 63\nWomen's Clubs, General Federation of,\nReport of Education Department (Mary\nE. Parker), 633\n\nWood, Thomas D.\non\n\n—\n\nReport of Committee\nProblems in Education,\n\nHealth\n\n210\n\nWooLMAN, Mary Schenck\nGirls\n\nand\n\n—Training of\n\nWomen for Trade and In-\n\ndustry, 436;\nGirls, 316;\n\nVocations for High-School\n\nWhy Vocational Education ?\n\n222\nWorld-Polity, National Education and\n(Edward O. Sisson), 122\nWorld-War, Education and the (William\n\nJasper Kerr), hi\n\nYocuM, A. Duncan\n\n— Report on Common\n\nCharacteristics of Efficient Courses of\n\nStudy, 213\n\nYoung, Ella Flagg\n\n—\n\nAmerican Education\nand the Inner Life, 99; Court Decisions\nversus Social Progress, 350\n\n—\n\nYoung, F. H. How to Teach Salesmanship in the High School, 332\n\n"} {"page": 881, "printed_page": null, "text": ""} {"page": 882, "printed_page": null, "text": ""} {"page": 883, "printed_page": null, "text": "L\n13\nN3A13\n1917\n\nNational Education Association\nof the United States\nAddresses and proceedings. .\n\nPLEASE DO NOT REMOVE\n\nCARDS OR SLIPS FROM THIS POCKET\nUNIVERSITY OF TORONTO LIBRARY\n\n"} {"page": 884, "printed_page": null, "text": ""}