DICAL ROOM PAL LIBRARY “ir SS Ie - m9 FAI DIDI IAD, VOL. II, NO. 4 SEPTEMBER, 1924 Research Bulletin OF THE National Education Association Facts on the Public School for American Education Week November 17th to 23rd, 1924 What’s Right with the Public Schools ?__.._........--------. . 101 i PUBLISHED BY THE RESEARCH DIVISION OF THE NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. =) &) &) &) 6) 6) & Entered as second-class matter February 10, 1923, at the Post Office at een. D.C., under Act of August 24, 1912. A nce for mailing at rate of postage vided for in Section 1103, Act of October 3, 1917, aw’ February 10, Da. Ra) a) Be) | as 4 Sort A x &) &) 6 y 5 16) Ww Research Bulletin of the National Education Association Published five times each year in January, March, May, September, and November by the Research Division of the National Education Association of the United States. The payment of the $5.00 membership fee of the National Education Association entitles one to receive the Research Bulletin and certain other publications of the National Education Association for one year. One dollar of each $5.00 membership fee is for a year’s subscription to the Research Bulletin. Subscription to non-members is $1.00 per ear; single numbers may be purchased for 25 cents, and in quantities at a reduced rate. ose entitled to receive the Research Bulletin regularly are asked to report at once any change of address, giving old as well as new address. Entered as second-class matter February 10, 1923, at the Post Office at Washington, D. C., under Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized February 10, 1923. Director of Research, John K. Norton. Assistant Director of Research, Margaret M. Alltucker. Executive and Editorial Offices, 1201 Sixteenth Street Northwest, Washington, D. C. Fees and Publications of the National Education Association The National Education Association has three classes of membership: 1. The $2.00 N. E. A. Membership entitles one to all of the privileges of membership and to receive The Journal of the National Education Association for one year. 2. The $5.00 N. E. A. Membership entitles one to all the privileges of membership and to receive the following publications of the National Education Association for one year: (a) The Journal of the National Education Association; (b) The Annua! Volume of Addresses and Proceedings; (c) The Research Bulletin; (d) Occasional Bulletins, and Reports. 3. The $100.00 N. E. A. Life Membership entitles one to the privileges of membership and to receive the publications listed under the $5.00 N. E. A. Membership for life. Fees and Publications of Departments of the National Education Association Several Departments of the National Education Association have their own separate membership fees and issue Department publications. One of the N. E. A. membership fees listed above must be paid before one can become a member of any Department of the Association. The payment of one of the membership fees of the National Education Association (see above) does not include membership in any Department having a membership fee. The membership fees of the Departments which issue publications follow: 1. The Department of Segetintentonss oe Membership entities one to receive for one year: (a) The Year of the Department of Superintendence; (b) The Official Report of the Winter Meeting and Occasional Bulletins. 2. The Department of Elementary School Principals—$2.00 Membership entitles one to receive for one year: (a) The Yearbook of the Department of Elementary School! Prin- cipals; (b) The Quarterly Bulletin of the Department of Elementary Schoo! Principals. Membership fees of the Nationa! Education Association and its com and in- “ concerning all publications should be sent to 1201 Sixteenth St. N. W., Washington, [98] TABLE OF CONTENTS What’s Right With the Public Schools?... eae 101 The American Public Schools Are Built on Sound Democratic Principles. . . 101 Increasing Attendance Reflects Growing Confidence in the Schools. . . .. 08 Progress Has Been Made in Reducing Ignorance and Illiteracy. . 105 Few But Educated People Achieve Notable Success in Life. . . i The Objectives of the Public School Are Fundamentally Sound. 109 | How to Strengthen the Public Schools?.. .. ' a i 116 If the Public School Is to Be Strengthened A Better Teacher Must Be Provided 116 If the Public School Is to Be Strengthened, Equalization of Opportunity Must Be Made Possible by In creasing the Size of the Units from Which School Support Is Derived 118 If the Public School Is To Be Strengthened It Must Have a Modern Curriculum 120 The Prime Essentials To a Strengthened Public School 121 Can We Afford It?... 122 What Are the Facts?.. . pen 122 How Shall We Observe American Education Week?. 124 The Nation’s Part in American Education Week. . 124 The State’s Part in American Education Week. . 124 The Local Community’s Part in American Education Week. 125 The School’s Part in American Education Week 125 Selected References for American Education Week. 134 LIST OF CHARTS School Attendance Has Increased More Rapidly Than General Population (Chart I) . 103 Number of Students Enrolled in Public High Schools (Chart II). ike besa 104 Five States in 1920 Had More Pupils Enrolled in Public High Schools Than the Whole Nation Had in 1880 (Chart III).. dha a sole ei ish ©. ie «dca Ok RS woe nae richsnisbakt ae > | j —— * < | . | SSeS. er | | wn i quien 0 | | 7 | ian oa ' = ee Bulletin No. 2°"has been adapted to the needs of many school systems. The other bulletins are in use in the following cities and States: (1) Buffalo, . ¥.; (3) State of New York; (4) Salt Lake City, Utah; (5) Indianapolis, Ind.; (6) Newark, N.J.; (7) Salem, Oregon; (8) Los Angeles, Cal.; (9) Philadelphia, Pa.; and (10) LaCrosse, Wis. | 109 | What Are the Aims of the Public School?’ The public school recognizes as its first aim the development of character through fixing right habits of conduct. Such habits are funda- mental to moral integrity. Preachments of the moral virtues too often miss their mark. But when a child in real life over a period of years finds himself in a situation in which it is made pleasant to be honest, to cooperate effectively with his neighbors, to reverence things that are reverend, progress has been made toward developing his character. He who says that the school cannot develop character because it cannot teach particular religious creeds, does not understand the first essential in the development of a sound char- acter—the creation of an environment in which right conduct is made easier than wrong conduct. Honesty, industry, reverence—these are not the outcomes of any one religious creed or dogma. These and other virtues that go to make up good character are the outcomes of right conduct continued over a period of years until it becomes a habit. The contribution of the school in the build- ing: of character is appreciated by religious groups. In many cities, cooperative rela- tionships have been established between the churches and the public schools so that each child may receive the religious instruction of his church. Thus the character training of the school and the religious training of the church both contribute to the growth of the child’s moral life. School systems in revising their courses of study are shaping their whole school programs so that every subject taught and every school activity engaged in, makes its proper contri- bution toward the development of character. Chart VII on page 109 shows but a few of the manuals on character education that have been recently prepared in public school sys- tems. At the last meeting of the National Educa- tion Association, attended by thousands of teachers from all parts of the Nation, char- acter education was a major subject of study. If all the forces that influence character de- velopment in our children, such as the home and the motion picture theatre, were working as intelligently and as faithfully as the school to keep children constantly under the influ- ences that result in sound character, no one would need worry about the Nation’s moral ruggedness. The school aims to give all children a good command of the fundamental process—the three R’s. Slightly over half of the time of common school children is devoted to work in the three R’s—reading, writing, arithmetic, spelling and language. There is evidence that children of today have a better command of the three R’s than those of any previous gen eration. The Springfield Tests Show that the Three R’s Are Better Taught Today Than They Were Two Generations Ago In 1905 several sets of old examination papers, written in 1846, were discovered in the attic of a school building in Springfield, Massachusetts. These 1846 examinations have been given to children in present-day schools and the results compared. The results of such comparison may be sum- marized in the following quotations from The Springfield Tests.’ 1. Whatever may be said regarding the schools of half a century ago, these old test papers present indisputable evidence of their inferiority as com- pared with the schools of the present day. 2. Anybody who would examine the eighty or more sheets of specimen penmanship of the class of 1846 would be almost willing to accept the statement of the School Committee of Springfield in their report of 1853 that “there are but few in our schools who attain excellence in this beautiful accomplishment [penmanship] or even a moderate degree of skill.” The results [of present-day school children] seem decidedly superior to those attained under old-time methods. 3. The results of these two tests [spelling and arithmetic] seem to indicate that today, children are not only better spellers, but that they reason better in arithmetic, and are more accurate in ciphering than children of about the same age. half a century ago. How Efficient Were the Schools of a Genera- tion Ago? There is definite evidence that the schools of the middle of the last century were very 1 This section is based on a review of 82 courses of study published by public schools since 1920. ?Riley, John L. The Springfield Tests—A Study in the Three R's. Springfield, Mass., Holden Patent Book Cover Co., 1908, 1 pp. [110] inefficient. A survey of the Boston schools was made in 1845. These schools were prob- ably among the bé&t in the country at that time. The following statements are quoted from this 1845 Survey of Boston’s Schools.' l. It is very difficult to believe that, in the Boston schools, there should be so many children in the first classes [eighth grades] unable to answer such questions; that there should be so many who try to answer, and answer imperfectly, that there should be so many absurd answers, so many errors in spelling, in grammar, and in punc tuation. 2. There is another sad reflection suggested by these answers. They show, beyond all doubt, that a large proportion of the scholars of our first classes [eighth grades], boys and girls of fourteen or fifteen years of age, when called upon to write simple sentences, to express their thoughts on com mon subjects, without the aid of a dictionary or a master, cannot write, without such errors in gram- mar, in spelling, and in punctuation, as we should blush to see in a letter from a son or daughter of their age. And most of these children are about finishing their school career; they are going out into life The Common School Journal for October, 1845, commented on the results of this inves- tigation of the Boston schools as follows: We have no wish to blazon abroad the defects of these schools; but if this occasion should not be made use of, for admonition and warning, the calamity of their present condition would not only be gratuitously suffered, but it might be perpet- uated for years to come No one can look carefully into the details of this examination without discovering an accumula- tion and redundancy of evidence in support of the declaration made by both of the committees, that the children have been superficially taught Better Results in Less Time Why are modern schools able to secure bet- ter results in the three R’s than were achieved The statements given are quoted from: Then and Now in Education, 1845-1923 Caldwe ( Y onkers-on-Hudson, N. Y., World Book Co., 1923. P. 46 and following CHART VIII Speciat ubjects Fundamental Subjects All Elementary Subjects 10 20 30 l L i PER CENT OF TIME ALLOTTED ELEMENTARY SCHOOL SUBJECTS 35.34 7 100% - =— 2» © | ihe Se i SE school sysTems Based ona sludy of 49 representalive Per cent of Time Division of Research National Gducarion Association The data in this chart were taken from the /924 Yearbook of the Department of Superiniendence of the National Education Association, p. 142. 111} . a generation ago? They do this by using effective teaching methods unknown a gen- eration ago. Take spelling for example. Schools used to try to teach children 20,000 words or more. “Learn the dictionary” was the aim. The result was that the average child often failed to learn even the simple words. Now we go at it differently. We know, as a result of research, that the ordinary person seldom writes words that are not found in the 2,000 most common words in the English language. So children are carefully drilled on a shorter list of words—those they will really use. They are taught to use the dictionary in the excep- tional cases when they need to use words out- side this list. In reading, the old wasteful “alphabetical” method has given place to phonic and sentence methods. Educational research has demon- strated the fallacy of teaching children to read by a method never used by those who read well. No one reads by spelling out words, letter by letter. The good reader, in fact, actually sees only a part of each word. Good reading is a process of hitting the high spots. The new methods of reading recognize this and the child from the beginning learns to read words or phrases—not letters. As he achieves facility in doing this, he is drilled in silent reading, the kind that people use in life. His reading ability is not slowed up by hitching it up with a lot of interfering habits, such as the lip movements that go with long continued drill in oral reading. As a consequence, children’s reading speed is de- pendent on the speed of eye movements, rather than upon the speed of lip movements. Care- fully devised tests show that children taught by modern methods, and drilled in silent read- ing, not only read faster, but recall more of what they read, than children taught by old methods. Modern schools, using more effective teach- ing methods, give children a better grasp of the three R’s in a shorter period of teaching time. This leaves some time for other instruc- tion essential to successful life in modern civi- lization. The school would fall far short of its duty if in this age it merely gave future citizens a mastery of the three R’s. 1 Health American Thomas D. committee. —EE The school aims to give children the health habits and attitudes essential to healthful living. This objective is now clearly recog- nized in all well-organized school systems. The National Education Association and the American Medical Association have recentl) cooperated in the preparation of a report on Health Education that states the aims of pub- lic schools in health education as follows: The Aims of Health Education’ 1. To instruct children and youths so that th may conserve and improve their own health. 2. To establish in them the habits and principles of living which throughout their school life, and in later years, will assure that abundant vigor and vitality which provide the basis for the greatest possible happiness and service in personal, family and community life. 3. To influence parents and other adults, through the health education program for children, to bette: habits and attitudes, so that the school may become an effective agency for the promotion of the social aspects of health education in the family and com munity as well as in the school itself. 4. To improve the individual and community lif: of the future; to insure a better second generation, and a still better third generation; a healthier and fitter nation and race. There is evidence that real progress has been made in achieving these health objectives. The death rate shows a steady decline in the United States. The work of the school is fundamental to solid progress in preventive health work. New discoveries, unless incor- porated into the lives of the people through proper health habits and attitudes toward hygienic regulations, are of little practical effect. The foundation essential to progress in health work is laid in the public schools, it is here that children learn how to keep well. Chart IX indicates that the United States is learning how to prolong life. That school health programs are achieving their objective is indicated by the comparison of physical defects among city and country children. The children of cities which have more generally developed health programs, in which the school and home cooperate, have a smaller percentage of physical defects than children of rural sections. Chart X presents data on this point. A Program for Public Schcols 1924, senor of Joint Committee of National Education Association and Wood . Chairman. X ir based on data taken from the 1920 report of this [112] CHART IX THE FOUNDATION FOR HEALTHFUL LIVING IS LAID IN THE PUBLIC SCHOOL Yearly Death Rate Per 1000 People J 2 t 28.0 B 26.0 R e 8 peiteleabsatbets ist. t.} 3) 15.0 13.6 1x 4 A : r 10 Cw. 1815 to 1860 Aul8s0toI80D 1900 19 115 920 1922 “Nealth asa cule isa saleable commodity and, the price is eclucation.” pusion af Keseacct Nationaal fd ato Cssocation CHART X PHYSICAL DEFECTS ~CITY AND COUNTRY CHILDREN City and Country Children Compared Peocentage Cer Ages of all Cwvailable Statistics = nlarged €. ar Defects Boeathing Defects Pec Ceat [113 ] The public school recognizes the develop- ment of good citizenship as one of its primary tasks. Schools are being organized more and more in a manner designed to produce good citizens. It has too often been assumed in the past that a knowledge of governmental form and organization is sufficient for good citizen- ship. More than this is essential. The voter must not only know how the president is elected but must vote at the presidential elec- tion. Modern schools are organized so as to give children actual practice in the activities of a good citizen. While in the formative period of life the child is imbued with the right habits of action and attitudes toward his duties as a citizen. It is in the extension and per- fection of this type of school work that the best hope lies for the development of a better citizenry. The school aims to give training essential to effective home life. “The loss in influence of the home” justifies the inclusion in school curricula of activities designed to give children the attitudes that will make them better coop- erators in the life of the family. Activities that encourage children to accept responsibili- ties as members of a family are basic if later as parents they are to possess a proper sense of their home responsibilities. The acquisition of skills that are essential to a well regulated home can be imparted to children and become the basis of better coop- eration in the home now and in the future. Such knowledge as how to prepare food and how to care for young children is badly needed in millions of American homes. Notable success has accompanied the efforts of the public school in some of our cities to inculcate better attitudes and skills as a basis of better home life. Reduction in infant mor- tality is but one of many advances to which the school has made an important contribution. The school should continue to implant in chil- dren’s lives a vision of and a desire for better homes. The foundation for vocational efficiency is laid in the public school. No question is more generally asked by employers than, “How much schooling have you had?” It is recog- nized that the successful completion of a pub- lic school course guarantees the basic general training and many of the specific skills that are essential to quick aptitude in any line of work, The workers in States that have maintained strong school systems during the past genera- tion are now earning nearly twice as much as those in the States that have given less atten- tion to public education. Larger and larger numbers of youths are being enrolled in classes whose principal ob- jective is to train for specific vocations. Accord- ing to the 1924 Report of the Federal Board for Vocational Education, the enrolment in Smith-Hughes Classes has grown from 164,- 186 in 1918 to 536,528 in 1924. - CHART XI ENROLMENT IN SMITH-HUGHES VOCATIONAL CLASSES 0000 100,000 150,000 200,000 250.000 500,000 350,000 400,000 450,000 50Q000 66 i. i i. 4. 4 i i. i i i Pupils Eanolled [114] Vocational education will grow rather than decrease in importance as America’s natural resources diminish. have to be based upon the skill of the Nation’s workers, rather than upon the exploitation of Economic prosperity will This fundamental fact justifies the increased importance given to natural resources. vocational training in the upper levels of the public schools. The schools aim to train children for the effective use of leisure time. The growing amount of leisure time that modern industrial life makes available can either be a blessing or a curse to the Nation. If it is used to satisfy simple and wholesome tastes that make for moral and physical progress, increased leisure If used as a time for indulgence in the enervating pastimes that undermine a Nation’s moral and physical well- being, and unfit it for effective work, leisure time is a liability. It is not a question of leisure time or no leisure time. All tendencies at present point to an increase rather than a decrease in the amount of spare time that each man will be able to command. The question is one of determining how the time is to be used. During youth the tastes of most men are determined. ‘The work of the school in estab- lishing the proper habits and ideals for the use of leisure time will largely determine whether this time is to be an asset or a lia- bility to the Nation. There is evidence that the work of the school plays an important part in establishing these habits and ideals. There is a far wider circulation of reading material in the States that have maintained strong school systems during the past genera- tion than in those that have maintained poorer is an asset to a Nation. schools. This is partially the result of the increased emphasis that the better schools have placed upon the development of leisure time reading habits. only to give the child the ability to read, but in addition attempts to establish the habit of reading. The modern school strives not Large numbers of children are carrying over into adult life pleasure in wholesome An appreciation of good music is held by a larger percentage of our The school is the most effective agency for continuing and strengthening these tendencies in our life until physical recreation. population than ever before. they prevail over the cheap, commercialized forms of recreation so freely offered on every hand. The public school aims to increase the gen- Mental efficiency may be increased through training in habits of study and encouragement in inde- pendent thinking. Children differ widely in innate mental capacity, but all children may, through training, be taught to use their native mental equipment with greater efhiciency. The teaching of how to think is more important than the teaching of what to think. In the Army intelligence tests, the average scores made by native-white troops from States eral mental efficiency of all children. with well-developed educational systems were distinctly higher than those made by similar troops from States that are backward educa- tionally. During the war the unexpected adaptability of men who had enjoyed high school and college training was recognized in all branches of the service. “These facts point to the school as an important factor in the. development of that most valuable form of National wealth—high mental efficiency. zallo, Our Faith in Education, p. 33. September, 1924, p. 31. ROVING AND improving one’s personal abilities cannot, however, be left until one is twenty-one. What has happened in the plastic years which have run before is determinative. deal” in adult life is not worth much unless there is a “fair chance’’ during childhood.—Henry Suz- A “square EACH EVERY child the obligation to serve and equip him through training to serve with joy and success, and the foundations are laid for ethical character. enlarging interests during the earlier years, and the lesiure that comes after honest toil will give inspiring opportunity for the things that build up life.—Joy Elmer Morgan, Child Welfare Magazine, Develop wholesome, abiding, and [115] How to Strengthen the Public Schools? The American school is founded on demo- cratic principles, its objectives are fundamen- tally sound, and the great work that it has performed for the Nation cannot be denied. Yet, there still exist weak spots in our edu- cational system. In some places, children are offered practically no educational opportunity. In others, miserably inadequate schools are maintained that the Nation would be better off without. The results of such conditions are revealed below. EDUCATIONAL LIABILITIES The Direct Result of Failure to Provide Adequate School Facilities in Thousands of Communities. 4,931,905 confessed illiterates with ‘‘ no schooling whatever.” 084,733 native-born illiterates. 1, ert) 42,572 native-white illiterates. i, 340, 625 men, a little more than one in every five rejected in the draft as physically unfit for military service. 1,437, 783 children between the of 7 and 13 not attend- ing ‘‘any kind of educational institution.’ 25,000,000 annual economic loss due to illiteracy. $3,000,045,000 annual economic loss from preventable dis- ease and death. 2 These facts taken from Federal Census, Bureau of Edu- cation reports and Waste in Industry—Report of Committee appointed by Herbert Hoover. The facts given, as well as others that might be presented, are conclusive evidence that edu- cation needs strengthening in many places. What are some of the first essentials t6 a more effective American public school ? If the Public School Is to Be Strength- ened, a Better Teacher Must Be Provided. It is no disparagement of thousands of capable and devoted teachers now in the serv- ice to assert that the typical American class- room is taught by a teacher less well equipped for his task than are teachers of other ad- vanced nations. When the handicaps under which teachers have worked are considered, it is remarkable that the school has done so well. Devotion and self-sacrifice in the past has to a large extent been substituted for training and ex- perience. This substitution will be increas- ingly difficult as the complexity of our life continues to increase. Training and experi- ence as well as devotion will be essential to successful teaching. Teachers themselves have already clearly recognized this fact. They are flocking to summer sessions by hundreds of thousands, and are securing, often at a sacrifice of their phys- ical and financial welfare, the training that they lack. Teachers already in the profession may be willing to do this. It will be increas- ingly difficult to obtain an adequate supply of new recruits willing to obtain their training at such a cost. There is a greater need than ever before for facing the facts as they exist and for taking the steps that will provide fully prepared teachers for all classrooms. What are some of the facts that deserve consideration ? The typical American teacher is untrained. Considerably more than half of our teachers have less training than the equivalent of high school graduation and two years of profes- sional training in normal school. It is doubt- ful that even half are bona fide high school graduates, while the training of thousands is limited to that given in the common school, plus a period of a few weeks coaching, fol- lowed by a “teacher’s examination.” ‘This examination is a farce in many places. It is “passed” by a sufficient number to fill the teaching vacancies, irrespective of the grades made. Even when the full normal school training is achieved, it is not comparable to that given in other professions. The typical normal school spends approximately $250 per year per student. Institutions of higher training for other professions expend $400 or more each year for each student.’ It is not to be won- dered at, therefore, that normal schools gen- erally have less well-prepared instructors and poorer equipment than have the standard col- leges of liberal arts and professional schools. The typical American teacher is inexperi- enced. In many cases he is teaching his “first school.” It is about an even chance that he had but two or three years experience. 1 These figures based on an unpublished study of F. R. Hamilton, at Teachers College, Columbia University, New York City [116] —_——_ = . It is generally agreed among experienced school people that teachers, even with sound professional training, preceding actual teach- ing, seldom reach a high degree of proficiency in the classroom until they have had three or four years of experience—and that at least six or seven years of teaching experience are essen- tial to the highest skill in the classroom. The background of the typical American teacher is not all that it should be. Recent surveys of the teaching personnel of several States have revealed these facts :* 1. In some States a high percentage of normal school students come from homes which, although in America, are entirely for- eign in language, customs, and ideals. 2. The percentage of students in teacher training institutions coming from homes in which the father’s occupation is highly skilled, that is approximates the professional levels, is lower than for the students of other colleges. 3. The percentages of students in teachers colleges coming from homes supported by semi-skilled and unskilled labor is higher than it is in other colleges. 4. The number of children is larger, but the total annual income is smaller in the families from which teachers are recruited than in the families of other college students. Taken as a whole, the facts indicate that the students in teacher training institutions are a less highly selected group than those found in liberal arts colleges. If we disregard exceptional cases, of which there are many to be sure, we may say that: 1. Teachers are less well trained for their work than members of other professions. 2. On the average, they serve too short a period to reach full teaching efficiency, making “Teaching a procession, rather than a profes- sion.” 3. The racial and family background of many teachers is such that they are not pre- pared to transmit the best American political and cultural ideals to the children under their care. Think of the Child! It is the children who are concerned in this whole matter. If children are to be well taught, first class teachers are essential. If the Nation’s teachers in their background do not represent the best in American life, the Nation’s children and the Nation itself suf- fers. Any steps toward improving the make-up of the teaching profession should be based upon these considerations. America needs a strengthened public school, and the first essen- tial in a strong public school is a capable teacher. Hence, the question of strengthening the teaching profession deserves special con- sideration. How to Strengthen the Teaching Profession We must squarely face the fact that if America is to have a better teaching profession it must pay for it. The law of supply and demand works here as elsewhere. In the long run, one gets what he pays for, whether he is buying shoes or teaching services. America can have as good teachers as it is willing to demand and to pay for. If America’s classrooms are to be filled with capable and well trained people whose cultural background represents the best in American life, the economic return offered by the teach- ing profession must be such as to justify under- going a period of professional training. It is useless to expect young people, coming from cultured families and possessing vision and capacity, to undergo a period of expensive training in order to enter a service whose re- wards are too meagre to allow them the mater- ial things essential to a life of culture. Teaching offers a splendid opportunity for satisfying service, but this appeal alone always has been and always will be insufficient to attract a sufficient number of the Nation’s best young people. The missionary appeal of the teaching profession may bulk large in the mind of the short-sighted taxpayer, anxious to secure a high class service at a low grade wage, but to the clear-visioned high school graduate, it is likely to loom less prominently. Today young people have too many opportunities to perform services of value to the community, at a fair return, to expect them to be willing to enter teaching at a pittance. The salaries paid teachers is the greatest single force determining the character of the teaching profession.: When teachers’ salaries are so low that they appeal only to young 1 Surveys of Normal Schools have recently been made in Massachusetts, Pennsylvania, Michigan and Louisiana. {117 } people whose standard of living is pitched on a mediocre plane, we cannot expect the teach- ing profession to recruit its fair share of the Nation’s most capable and most cultured young people. As soon as teaching offers young people of capacity and culture an op- portunity to continue a reasonable standard of living, there will be no shortage of first rate people eager to make teaching a life work. The teaching profession, in addition to having a sound economic status, must offer a career that may be pursued as a life work. Too often school boards look upon public school service as a crib at which every inex- perienced young person who desires is entitled to feed a few years and then go his way. Ridiculous rules against employing married women are passed by school boards. The “home town”’ girl is given preference over the outsider. Local politicians find it profitable to attack superintendents who fail to select all teachers from the offerings of “Main Street.” Too often everything is considered in filling teaching positions but the one thing that counts: Where may be found the teacher capable of rendering children the greatest service. As soon as teaching is recognized as a form of skilled service in which proficiency is the primary requirement for employment, many more capable young people will be willing to prepare themselves for it. So long as the wel- fare of the children is treated as of minor importance, and all sorts of extraneous con- siderations are allowed to determine teaching appointments, rather than ability to instruct children, the number of high grade teacher recruits will remain too small to mect the demands of the schools. The citizen who successfully advocates lowering teachers’ salaries, who opposes the enactment of sound teacher retirement and tenure laws, who acquiesces in the appoint- ment and continuance in the classroom of teachers on any basis other than their ability to instruct children well, who opposes the ade- quate support of teacher training institutions, makes it impossible to take the first step to- ward strengthening the public school. Capable young people can take care of themselves. We need not fear that they will crowd into the teaching profession unless it offers a reasonable economic return, and an opportunity for capac- ity to reveal itself. The Nation’s children have less opportunity for choice. Their in- struction continues whether classrooms are filled by efficient or inefficient teachers. These are the facts that need to be kept clearly in mind by those who believe in strengthening the American public school. If the Public School Is to Be Strengthened, Equalization of Opportunity Must Be Made Possible by Increasing the Size of the Units from Which School Support Is Derived. The wealth of the Nation is more than ade- quate for the provision of a good educational opportunity for all children. However, wealth is very unevenly distributed. Some school dis- tricts may have thousands of dollars of taxable wealth behind each child of school age, others have but a few hundred dollars. As a conse- quence, the educational opportunity of a child too often is determined by the taxable wealth of the school district in which he lives, rather than by his talents or willingness to work. Children in some sections have first rate schools, those in others have poor schools or none at all. This will continue so long as small bits of territory, such as the local school district, are the units in levying school taxes. Districts so poor that a small school tax is a severe sacri- fice, will continue to provide poor schools. Other districts, with great wealth, will main- tain first class schools with a tax rate so low that it is hardly noticed. Such conditions make impossible the equality of opportunity for which America stands. Equality of opportunity can be obtained by removing a large share of the burden of school support from the small district, and placing it upon larger taxation units, such as the county, the State, and the Nation. This will make it possible to level out the tremendous inequali- ties in wealth which characterize small units of territory. County, State, and National sup- port for education will make it possible to make all wealth bear its just share of the burden of giving all American children the opportunity to attend a first class school. No more important task can be undertaken by a democracy than the education of its children. The proper education of thousands of children —equality of educational opportunity—will be impossible until the principle is put into practice that every dollar of wealth, no matter where it exists, should bear its just share of educating the Nation’s children, no matter where they live. [118] CHART XII WEAITH4»»EDUCAT TONAL OPPORTUNITY 1919 Auecage Jacome Fer Child Fac Rite (EA WWW ) 260) 500 oe 4000 1260 1500 {750 2000 250 2500 WHO BO Dollacs SE 990 Expendituces Jor Fducation Pec Child — Percentage of dohiteNative-Bora Population Itlitecate Five Richest f7) States Foe Poorest wren States 4 45 & 55 8 ‘ ; 6 2 & 5 S65 = j | | ‘Ci ns Ses ae eel Pec Cont ri of stuns spe ee a money is collected aad If the Public School Is to Be Strength- ened, It Must Have a Modern Curric- ulum. Children are sent to school to receive a training that will fit them for the life of today and tomorrow—not that which existed a gen- eration or a century ago. Only by a constant revision of school curricula can such training be given. This fact has not always guided the formation of curricula. ‘Tradition for tradition’s sake, efforts of some well inten- tioned enthusiast, ill-considered _ legislative enactments passed at the behest of propa- gandists—such forces have played too large a part in determining curricula in some com- munities. Careful Investigation and Sound Thinking Should Be the Bases of Curriculum Re- vision. Hundreds of cities are now revising their curricula on new bases.’ Scientific studies are resulting in a clearer realization of the basic needs of life and in a better understand- ing of the capacities of children. The courses of study that are being built upon an increasing mass of exact information are no longer the work of a singe individual such as the superintendent or college professor. The classroom teacher who, above everyone else, must understand the objectives and con- tent of curricula if they are really to influence the lives of children, is playing a larger and larger part in the drafting of courses of study. The public school curriculum now evolving is more distinctly focused on the problems of today than ever before. Careful educational research, the thought and vision of the curric- ulum specialist, and the practicality of the classroom teacher, have combined to bring this about. The Public School Curriculum Faces Forward History reveals few school systems that have not faced to the rear. The American public school faces forward. Respecting the past, in- corporating that of the past that is worthy, it none the less thinks of the glories to be, not of those that have been. It is this fact that ' See Facts on the Public School Curriculum, Research Bulletin of the National Education Association, Vol. I, No. 5 OCIAL PRACTICALITY has entered the procedure of the schoo! to an extent that warrants the greatest confidence in this aspect of current educational reconstruction. One has only to call to mind a few illustrations to realize the current urge toward effective work. Silent reading has pushed oral reading into the subordinate place it should occupy, and children read with an increased rapidity that covers more ground. Penmanship is now carried well beyond the point of legibility without pushing toward a perfection of form which wastes time and effort in acquir- ing small and unnecessary increments of improvement. The words that children are taught to spell are those that ordinary people actually use, the lists of the previous generation being cut down to a third or a fourth of what they once were, permitting increase of drill on necessary words or the sheer saving of school time. Similar sorts of reform have been achieved in language study, geography, history, and the other school subjects.—Henry Suzzallo, Our Faith in Education, p. 85. E RECOGNIZE the fact that curriculum revision must be a continuous process. It is toomuch to expect that any course of study, no matter with what pains and expert guidance it may be constructed, can embody all that has been learned about subject-matter and method in its field. The best course that can be constructed will then, be imperfect, and as long as society is changing and as long as the science of education is developing, adjustments and improvements will have to be made. The process of curriculum-making is exceedingly complex and tedious. The require- ment of time is far ter than has been generally supposed even by the profession.—/esse H. Newlon, Foreword of the Denver Course of , 1924. {120 brings down upon the school the criticisms of our modern cults of ancestor worship. The American school’s flexibility is its great- est virtue. ‘The ability that it has shown to modify its organization and the content of its curriculum stands out unique in the history of educational systems. We Must Keep the Public School Facing Forward Lack of vision and false economy must not be allowed to stand between the school and the continued evolution of its curriculum. The traditional “scissors and paste-pot’’ method of drafting school courses of study has no place in a forward-looking democracy. “The money that is essential to the continuous revision of our public school curriculum must be provided so that the results of research, the products of careful thought and wise practice may be back of the teacher’s efforts as they train today’s children for wise living in the present and the future. CHART XIII The Prime Essentials to a Strengthened Public School 1. Better teachers in the Nation’s classrooms by offering teachers the economic return that will attract a sufficient number of capable and trained people to the teaching profession and by submerging all other conditions in the selec- tion of teachers except their ability effectively to teach children. 2. Equalization of educational opportunity made possible by increasing the size of units from which school money is derived—that is —the complete acceptance of the principle that every dollar of wealth, no matter where it exists, should bare its just share of the burden of educating the Nation’s children no matter where they live. 3. A modern school curriculum based on the results of research, wise thought, and proved practice, that trains for effective living, not in the past, but in the present and future. educational Said Poenoaban, id Liementa: Teachers in I $ 5 800 7 1600 7 1400 7 1200 7 1000 7J 800 7 600 7 IS EVERY CHILD ENTITLED TO A COMPETENT TEACHER? Cities Reasonable Salaries Are Necessacy Jo Obtain Competent Teachers OneSacher Vil and om Rural Schools Gowns DWiswog, ar Resaaadg ANttioaal EducatwaCsseciation This chart is based on data from Rural School Leaflet No. 24, U. S. Bureau of Education. [121] Can We Afford It? Some have seriously questioned the ability of the Nation to undertake any strengthening of the public schools that involves increased expenditures. It is then proper to ask: Can we afford to strengthen our public school? What Are the Facts? Facts are the only safe basis upon which to answer this question. They are presented in Chart XIV, Can America Afford Education? The yearly cost of public schools represents a levy of less than one-half of one per cent of the Nation’s total wealth and requires less than two and a half per cent of the Nation’s average annual income. ‘The cost of all public elementary and secondary schools in 1922 was 9.1 per cent of the amount of money lying in the “savings accounts” of the Nation’s people in that year. We are spending many times the cost of the schools for purposes of less importance to the general welfare than is education. Modern civilization makes available a large supply of human energy beyond that necessary to provide the bare necessities of existence— food, shelter, and clothing. The destiny of a Nation is determined by the wisdom it shows in using this surplus energy. Education today receives a smaller share than its importance justifies. It is within our power to provide every facility that wise educational procedure demands. CHART XIV CAN AMERICA ARFORD EDUCATION ? { 122 Education Costs $ 1,580,671, 192° 150 00 280 500} 350 Bilions af Dollars Daxsweo of Research , National fducation Association 1, 1922 Federal Census of Weal 2. Based on reports of the National Bureau of Eeconomic and National! Industrial Conference Board. 3. taken from statement issued by the United States Treasury Department. : ae 4. om Deposits, June 30, 1922 and June 14, 1912 issued by the American Bankers Association, 5. An estimate based on evidence issued by Census Bureau and other reliable agencies. 6. U. S. Bureau of Educa’ The issue is one of priority, not of ability. Our resources are sufficient to give us every- thing we want in public education, if we de- cide intelligently what we want and want it badly enough. The problem is one of social values and choices. Does the Nation want race tracks more than it wants adequate playground facilities? Are we more anxious to provide an unlimited supply of pleasure cars than we are to provide buses to carry children to schools made effec- tive through consolidation? Do billions spent for “luxurious food” bring greater dividends than thousands spent to provide the children in slum sections with enough food so their starved bodies will respond to the efforts of the teacher? These are the choices that must be made. In making these choices, we can justify our action by facts which show that good schools pay large social dividends; they are wealth producers as well as promoters of spiritual forces. The table below compares the five DO GOOD States ranking highest in school efficiency with the five States ranking lowest in school effi- ciency. The facts are that the States providing the best schools have fewer illiterates, more intelligent citizens, more citizens who achieve notable success, larger annual income for each person gainfully employed, and a better read citizenry. In answering the question, Can We Afford It?, we have shown that the Nation’s wealth is adequate and that good schools do pay. The table at the bottom of the page shows some of the results that would follow if a reduction were made in school costs. Henry Suzzallo is right when he says: “It would be turning back the clock not to expand educational facili- ties to care for the educational needs of an expanding population.” When we face the facts, there is but one choice that we can make and be true to the welfare of the Nation. ‘That choice is ade- quate support for our public schools. SCHOOLS PAY? These are the Facts In the Five States Ranking | In the Five States Ranking Highest in School Lowest in School Efficiency Efficiency Annual income of each person “gainfully employ’ ed” Among every 400 native-born whites there are... ........+.++- The average score of white troops on the army intelligence test was. Each 10,000 children born, produce A Oe a eae = average savings account of each person “gainfully ere r The amount of reading done as measured by per cent of oy ead circulation (10 well-known magazines) to total population is. 2 Illiterates 23 eo we 3 3.9 11 Not ables 3 Notables $1789.16 $999 .07 695.50 89.25 17.83% 5.16% ONE OR ALL OF THESE RESULTS WILL FOLLOW A REDUCTION IN SCHOOL COSTS { Children given school oppor- tunities Well-trained teachers Children in full-time attend- ance Trained minds and_ skilled hands FEWER | Well-developed bodies People trained for home duties Citizens with American ideals - National achievements and | successes ( Children denied school oppor- tunities Inefficient teaching Children in part-time at- tendance Ignorance, poverty and lack of skill MORE | sickness and suffering Broken homes and neglect of children Unrest, discontent, and law- lessness Lack -of vision, mistakes, and | failure { 123] How Shall We Observe American Education Week?' During American Education Week the en- tire Nation is called upon to dedicate itself anew to the great task of universal education for democracy. What part shall the Nation, the State, and the local community play? In previous years many original ideas have been worked out by different States and communi- ties. The following summary is based on a survey of activities carried on in observance of American Education Week in 1923. The Nation’s Part in American Educa- tion Week National officials and organizations cooper- ate—President Coolidge, in a proclamation, called upon the state and local authorities to cooperate with civic and religious bodies to secure a general and helpful observance of American Education Week “for the purpose of more liberally supporting and more effec- tively improving the educational facilities of our country.” The American Legion, the United States Bureau of Education, and the National Education Association, all cooper- ated in bringing to the people of the Nation a new realization of the democratic power of education, the weaknesses of the present Amer- ican school system, and suggestions for its improvement. The State’s Part in American Education Week State officials and organizations cooperate— Most of the governors of the several States issued either proclamations or statements ex- pressing support of the public school. The following representative excerpts are quoted from them: The education of their children is the most im- portant duty of any people, and the proper training of its future citizenship is the biggest problem of any State—Thomas C. McRau, Governor of Arkansas. The whole welfare of our Nation and its people is so directly dependent upon the best education of our citizens that it behooves us to give it our best thought and attention—J. A. O. Preus, Governor of Minnesota. It is highly desirable that the people in every community should set aside a period each year for a public visitation to their schools and should dis- cuss on public platform, in press and pulpit, the great problems of better living and better serving, of the better education and training of youth, of more intelligent citizenship, of greater obedience to law and other problems to the solution of which efficient education has so much to contribute Alfred E. Smith, Governor of New York. There is no more pressing and imperative ques tion before the people of Virginia today than im proved educational facilities for their children; the progress which the public schools have made in recent years speaks very eloquently of the desire and the determination of the people of this State to maintain a highly efficient school system —F Lee Trinkle, Governor of Virginia. One of the greatest needs in our public schools today is better acquaintance between parents and children ; between the citizen of today and his suc cessor of tomorrow. Every parent should keep pace with his children’s education; should know the benefits, the needs, and the shortcomings of the classroom.—Raymond C. Brown, Governor of Hawaii. There is need for more reflection upon the fact that the perpetuity of our most cherished institu- tions depends upon the universal education of out youth. The genius of our age rests upon an in- telligent citizenship. As social efficiency is the great business of adults, so is education the great business of youth—A. V. Donahey, Governor of Ohio. The following reports from state depart- ments of education show the part that they took in American Education Week in 1923. Colorado—The response to the proclamation of the President and of the Governor was prompt and well-nigh universal, and only a few of the 63 coun- ties in the State failed to have educational com- munity meetings in the county seats; and, in addi- tion, at least two-thirds of the school districts of the State observed the entire week with local, state, and out-of-state speakers, special patriotic observ- ances, community school visiting, illiteracy confer- ences, and a rededication of schools and community to the Constitution. The State Superintendent de- livered 30 addresses in 20 school districts during the week. Florida—A circular letter was sent to all county superintendents and three thousand copies of “Sug- gestions for American® Education Week” issued by the Bureau of Education were distributed. Minnesota—Copies of the pamphlet, “The Flag,” published by the National Americanism 1 Miss Agnes S. Winn, Director of the Division of Classroom Service, collected the material presented in this section of the [ 124} Bulletin. vr ¢.. i a te ee ee = awa in _f8 sin snot Commission of the American Legion, were sent with a circular letter to city and county superin- tendents. Montana—Mimeographed materials were sent from the office of the state superintendent covering essential points of information regarding the man- ner in which the week should be observed. A letter from Mr. Fee, superintendent of schools of Mis- soula, covering the various ways in which plans were worked out, was distributed over the State, and practically every community in the State car- ried out quite as complete and fine a program as did Missoula. Nebraska—Seven thousand copies of the Presi- dent’s proclamation for American Education Week and the broadside prepared by the Bureau of Edu- cation were sent to teachers of the State. Circular letters were sent to all county superintendents and teachers by the state superintendent of public in- struction. New York—From replies to letters sent to superintendents of schools in the State of New York, the State Commissioner of Education com- piled suggestions for the observance of American Education Week and these suggestions were printed in the November issue of the University of the State of New York Bulletin to the Schools. Ohio—A special program of radio broadcasting during the week was arranged by the Ohio State University and the state department of education sent a circular letter to the superintendents giving them the radio program. Pennsylvania——An outstanding contribution was that of the International Correspondence Schools whose entire field force was placed at the disposal of school officials and the American Legion Com- mittee. These I. C. S. men helped organize, dis- tributed literature, served as four-minute speakers, directed window displays, assisted in poster making and gave to the cause a quality of service that was plainly discernible in the high character of the observance in the communities where they labored. Tennessee—In a number of counties a special campaign was carried on, the team of workers and speakers visiting every community in.the county. Vermont—A very common project in the State was to have a regular session of school in the evening which fathers and mothers attended, seeing the scholars at actual work. At the close of the session an address or talk was given. The Local Community’s Part in Ameri- can Education Week Local officials and organizations cooperate —The success of American Education Week will always rest largely upon local communi- ties. Last year the following local agencies were among those which took an active part: The schools, teachers’ organizations, parent- teacher associations, civic and patriotic organi- zations under the leadership of the American Legion, churches, public libraries, newspapers 125 ? ofouetin ethant’e nagagram tar “KRdweation and periodical press, motion picture houses, and radio broadcasting stations. In no two communities were the same pro- grams carried out by the above nine local agencies. The following summary of a large number of representative programs will doubt- less offer many suggestions for observance of American Education Week this year. Details will, of course, vary according to the par- ticular needs of each community. Community meetings—Too much cannot be said of the value of the community meeting in the celebration of the week. Nothing creates more genuine enthusiasm and inspira- tion than a well-planned mass meeting which brings together the entire community in the interest of the public schools. Plans for assem- blies of this kind will be found on page 129, under the programs suggested for the celebra- tion of the various days. The School’s Part in American Educa- tion Week Concrete Suggestions for Superintendents, Principals, and Teachers The following reports from schools repre- senting all sections of the country show the part they took in American Education Week in 1923. ‘Their part consisted first of all in school administrators and teachers generally re-dedicating themselves to their profession. To bring school patrons to a closer under- standing of the work of a modern school, and of what it is doing for their children, public schools engaged in the following activities during American Education Week in 1923. Open house for parents and friends.—“Open house” in most schools meant that teachers and pupils were hosts to parents. Acting as hosts, they sent out invitations, decorated their school homes with exhibits of their work, car- ried on their regular classroom work as enter- tainment for their visitors, and often held night sessions thus giving busy parents who could not leave their work during the day an opportunity to visit the schools. An inter- esting variety of invitations were sent out to parents and patrons. Some consisted of simple typewritten notices, some included the pro- gram for the week. Often this material was prepared by the children. In Springfield, Massachusetts, the designs for the invitations were made by the manual training classes, and Everv elementary school held either an evening hand-colored by the girls of the Junior High classes. The printing was done by the boys | in the school print shops. ‘These two invita- tions are typical: Oakland, California. To Parents and Friends of Piedmont Avenue School: Next week, beginning Sunday, November 18, has been proclaimed by the President of the United States as AMERICAN EDUCATION WEEK. It is sponsored by everyone interested in public education and particularly by the American Legion. It is a time when you are requested to make a special effort to visit your school and become ac- quainted with the purpose and ideals of modern public education. In order that you may know your school and the teachers of your children, we have planned to make the whole week an “Open House Week.” If you can’t be with us on either of the special days, you are cordially invited to visit the school at any time during the week. Following are the special features we have planned : ASSEMBLIES. Wednesday afternoon will be devoted to short assemblies as follows: First and Second Grades....1:00 to 1:30 Third and Fourth Grades....1:30 to 2:00 Fifth and Sixth Grades..... 2:00 to 2:35 Departmental Grades........ 2:35 to 3:15 Every feature of these assemblies will be repre- sentative of regular classroom work. Our Parent- Teacher Association will serve tea after the assem- blies. SPECIAL VISITING DAY. This will be Thursday, all day. Remember every day is visiting day, but you are especially requested to be with us on Thursday if possible. Pian to visit all the class- rooms and thoroughly inspect your school plant. EXHIBIT. Throughout the entire week there will be, in the school auditorium, a display of hand- work that has been done in the classrooms. Won't you give your child the pleasure of showing you his work? We are making these plans because we know you are interested in your school and will make an attempt to be with us some time during the week. Pittsburgh, Pennsylvania. To Parents and Patrons of South Hills High School: Parents and Patrons are invited to visit South Hills High School at any time, but especially dur- ing this week. School is open from 8:45 to 3:50 o'clock. 9A pupils leave at 12:50. 9B pupils enter at 11:10 and leave at 3:50 o’clock. Others enter at 8:45 and leave at 3:00. Patrons will be interested in knowing that the board of Public Education at a meeting held October 23, 1923, awarded a contract for the com- pletion of South Hills High School. Wiu1am M. Davipson, Superintendent. H. E. WINNER, Principal. How widely parents responded to invitations such as these is shown by the following repre- sentative reports: The outstanding feature of the American Edu- cation Week was the fact that 1,526 parents visited our classrooms during that time and saw the regu- lar classroom work of teachers and pupils —Nellie Huston, Bellefontaine, Ohio. To give: for the future. Education is the State’s leading en courses, libraries, gymnasiums Department of Education, Harrisburg, Pa. WHY HAVE A VISIT-THE-SCHOOL WEEK? 1. General information in regard to the aims and methods of public education. 2. To bring about a closer co-operation between the parents and teachers. 3. To promote the interests of the boys and girls of our city, and thereby build more perfectly terprise. Take a stockholder’s interest and visit the schools.—Summit Herald, Summit, N. J. PERMANENT RESULTS OF EDUCATION WEEK. Education Week has made one notable contribution to education in this State—it has furnished a a time when, through a stimulation of interest and a focusing of attention, school projects and educa- tional campaigns can be brought to successful fruition. Many districts can trace new buildings, new and auditoriums to the campaigns organized last year.—C. F. Hoban {126 Lafayette school’s program for “Education Week” was planned to make evident to the lay public by means of exhibition, the specific work being done daily in the fundamentals in the class- room, and to broadcast, by means of attractive and significant programs, the outstanding ideals and important purposes of American Education. To accomplish the first of these aims, an extensive exhibit of school work was arranged in the school auditorium, the home economics quarters, the manual training shop, and the classrom of the atypical class. The second objective of the plan was carried out by daily programs, each having for its theme one of the salient problems of education.— C. F. Gulick, Principal, Lafayette School, Oakland, Calif. One school of twenty-two rooms reported over eight hundred visits in the different rooms during the week. Several other schools have reported be- tween three hundred and four hundred visits. All have indicated the interest and appreciation of the parents in the special chance to observe the unin- terrupted lines of school work. No attempt was made to prepare special programs. Emphasis was placed on giving parents the opportunity to see the regular work of the schools rather than on any attempt to prepare special items, and the response was both hearty and appreciative —S. O. Hartzell, St. Paul, Minn. During Education Week at Golden Gate Junior High School, in addition to the particular work held in each classroom by the teacher, a general exhibit of school work was on display all week, and two special programs were given in the school auditorium, one on the afternoon of Constitution Day, November 20, 1923, and the other on the eve- ning of November 23, 1923. The exhibit of school work in the auditorium was on large wooden frames with burlap, and also on small tables. The art department displayed posters and other class drawings ; the social studies department was repre- sented by books illustrated and written about dif- ferent countries by each student; the English de- partment exhibited composition work and the school journal, “The Golden Gate Anchor”; the mathe- matics department showed bills, accounts, cash balances, and sheets from the rapid calculation work of the commercial arithmetic classes and bar dia- grams, circle pictograms, and various types of graphs from the general mathematics classes; the shop department showed a white enamel bedroom set; the typing classes displayed their budgets ; and the atypical class exhibited hand-woven rugs and baskets, and home-made candy—Golden Gate School, Oakland, Calif. School busses were used to convey the visitors from one school to another. Several of our visitors had prepared “tests” of their own and it was gratifying indeed to me to see how readily the little folks replied to the questions. The week was a success from every standpoint and has gone a long ways toward ironing out some of the mys- teries of modern methods in schools.—George Fox, Anne Arundel County, Annapolis, Md. Every elementary school held either an evening meeting or a “day-time” open house at which the school work of each individual child, accumulated during a period of several days, was exhibited and actual demonstrations of school work were given. —W orth McClure, Seattle, Washington. The community in which this school is situated is largely a foreign population. This fact helped us to choose what sort of program to give for Education Week. The chief aim of our program was to show the development of the child and to make it clear to the parents that the fundamental aim of all education is the preparation for citizen- ship. This plan necessitated actual classroom work rather than any type of display work which perhaps could not be so clearly interpreted by the foreign parents. The parents were invited to observe class- room work two afternoons during the week. One afternoon was devoted to the classroom, the other to manual training and domestic science. In the classrooms, the teachers were urged to show work in the fundamental subjects. Object lessons were given in the manual training and domestic science rooms. Light refreshments, prepared by the cook- ing class, were served to the visiting parents. Finished products from previous classes were on display in manual training room. Several fathers showed their interest by missing their work in order to respond to our invitation. They were so favorably impressed with the children’s work that they expressed a strong desire for night school where they might obtain instruction —JSeattle, Washington. Most of the schools in Cleveland extended spe- cial invitations to parents to come to the schools and see what their children were doing in their school life. Open house was held in many schools where an opportunity was given the parents to see actual lessons in progress. In some cases night sessions were held so that the fathers and mothers who worked during the day might see some of the school’s activities. Special entertainments were discouraged as it was felt that more benefit would be derived by the parents as well as the schools if actual work was shown.—Annette Smith, Cleve- land, Ohio. Regular class work. Reports from many schools showed that even special assembly pro- grams featured the actual work carried on in the classrooms. When the demonstrations took place in the auditorium, each class came in for its particular part. Music was fur- nished by the schools’ bands and orchestras. Speakers were chosen from the student body. In some schools at the close of this formal program, parents went to the rooms in which their children regularly work. In _ other schools, no assembly period was provided, and parents went direct to the classrooms. There they were able to see how lessons are con- ducted, the part their child plays as a member {127} of the school group, the methods followed, the materials used, and the attitudes and responses of both teacher and pupils. The response of practically every parent was an expression of surprise and gratitude for the advantages that public schools now offer in comparison with those of a generation ago. The almost invari- able result of parents’ observation of regular classroom work is a new bond of understand- ing between the home and the school that re- sults in mutual benefit. Teachers’ organizations. There is a wide opportunity for teachers’ organizations to con- tribute to the success of American Education Week. The following report from Worcester, Massachusetts, shows what teachers can do through pooling their efforts. The First Grade Club of Worcester, Massa- chusetts, as their contribution to the observation of American Education Week, held a two days’ edu- cational demonstration in Horticultural Hall. Their purpose was to present to the public in a graphic way all that the school beginner needs for health, happiness, and mental development. With this aim clearly in mind, the hall was utilized as an educational laboratory where equip- ment might be examined, procedure observed, and underlying principles explained. Exhibits at the booths were, as far as possible, self-explanatory, but teachers, nurses, and trained dieticians were constantly in attendance to give further informa- tion. From nearly all the booths were distributed generous quantities of carefully selected literature bearing upon some particular phase of child wel- fare. Many organizations loaned attractive ex- hibits. The titles of the booths will suggest the scope of the demonstration: A model bedroom, Children’s clothing, Nutrition, Sanitation, Physical reclamation, Mental hygiene, Toys, Pets, Music, Pictures, Outdoor play, Books and magazines, Parent and teacher helps, School books, Educa- tional occupations, Thrift, Safety, and A display of work done by first grade children. In the center of the hall was a miniature school where class work was demonstrated at stated times in the morning and afternoon. The little school had both classroom and playroom. Its walls were but four feet high. These walls, being above the eye level of the children, protected them from distracting stimuli while allowing the adult visitors to observe freely. Eight groups of children from different sections of the city were shown, each group doing the regular school work. This proved the most attractive feature of the whole exhibit. Games, songs, dances, drills, and dramatizations were given upon the platform during the late after- noon and early evening. These were simple and illustrative of everyday school practice. Later in the evening an occasional five-minute talk by doctor or dentist supplemented the health program. The newspapers gave the demonstration considerable publicity. The Worcester Telegram devoted a full page of its Sunday edition to a series of articles by prominent local educators on the special need of the First Grade Child. A ten-cent entrance fee was charged to partially defray expenses, and that the attendance might be recorded. Receipts showed that more than seventy-five hundred visited the demonstration. Many visitors stayed several hours and others came more than once, often bringing friends for the second visit. Family groups came in the evening and studied the various exhibits most thoroughly. Quite noticeable was the thoughtful, questioning attitude of the visitors. The following programs for the various days of American Education Week will be suggestive in working out programs adapted to the needs and conditions of each com- munity: tion! reénacted of government scarcely zallo, Our Faith in Education, p. 53. OW ELSE than through education can millions of men be given a common understanding, aspir- ation, and will, which together make the life o: the republic a true, free, and effective coopera- Our constitution and our statutes, however they have been wrought out of the vital experiences and the travailed thinking of previous generations, are merely laws written on paper. They are not vital and enforceable until they are written into the souls of men and women, becoming an habitual as well as a thoughtful and feelingful expression of the vast majority of citizens. In the forma! political sense our laws have to be enacted only once, but in the deepest psychological sense, they have to be every generation. Indeed, one might almost say that each law has to be reénacted for Sit Reais Ini ietaeie Gee 12 comeak a aioe MAA TRIIEIRat, soverenen, eabétntenting end will. This is clearly a process of education. Government by popular sovereignty is a simple and er ee ee Prepention of mind cod sy oO RR RES are willing to pay, just because it is the safest and surest way of achieving the kind of lawful and orderly coopera- pepo snes ce a ee arpa. on teats asa The American kind seems workable or iced without widespread education.—Henry Suz- Monday, November 17 CONSTITUTION DAY The Constitution Is the Bulwark of Democ- racy and Opportunity 1. Evening community meetings. In smaller places, one large community meeting may create more enthusiasm. In larger places, community meetings in the various schools may be preferable. a. Salute to the flag and pledge of allegi- ance. Entire audience led by a group of school children who form a color should state clearly his name, the State he represents, and his reason for signing, expressing this by a phrase from the Constitution; (2) why I came to America. Label each child with the name of a country from which we draw a considerable num- ber of immigrants. Let each pupil give one reason in his own words based on material found in Article I, Section VIII, 1X or X. . Three-minute addresses by students on subjects pertaining to citizenship. guard. Suggested topics: (1) The Constitu- b. Community singing. Patriotic tion, the fundamental law of our hymns. country; (2) the constitutional con- c. Patriotic music by school orchestras, glee clubs, etc. d. Reading of the President’s, the Gov- ernor’s and the Mayor’s Proclama- tion. If these have been given pub- licity in the press it may only be necessary to emphasize them. e. Recitation by high school student— The American’s Creed, written by vention (1787); (3) the duties of citizenship; (4) education and citi- zenship; (5) education and responsi- bilities of citizenship; (6) education and the ballot; and (7) life, liberty, and justice, as guaranteed by the Con- stitution. The preamble of the Constitution given by the entire school. William Tyler Page. Introductory f. Patriotic music by orchestras, glee remarks should include a brief story clubs, and entire school. of the writing of the Creed. g. Address by a member of the American f. Five-minute addresses on the signifi- cance of American Education Week: (1) a representative of the schools; (2) a representative of the American Legion; (3) a representative of the Chamber of Commerce; and (4) a representative of organized labor. g. Address—The Constitution. At the close, as a special souvenir, everyone in attendance might be presented with a small folder containing the Consti- tution, the expense involved to be carried by patriotic organizations ac- cording to previous arrangements. 2. School assemblies and classroom programs. Parents invited. a. Flag salute, pledge of allegiance and singing of America or the Star Span- Legion, or other outstanding citizen. Exercises: (1) A tableau or exercise visualizing the departments of gov- ernment, the President and his Cabi- net, Congress, and the Supreme Court; (2) why was the Constitution established? Answers based on the five clauses of the preamble. Five pupils; (3) some questions my father had to answer when he became a citi- zen. Select group of children of foreign-born parents to work this out; (4) what rights have I in this coun- try? Answers based on the Consti- tution; and (5) what has our Consti- tution to do with the grocery store? The postman? Our banks? Our railroads? Our roads? gled Banner. 3. Night school Americanization classes. , b. Roll call—quotations from the Con- Classes thrown open to visitors to observe stitution. the work that is being done to Americanize c. Dramatizations: (1) Signing of the our foreign-born, the evening’s lesson based Constitution by pupils representing on the Constitution. Copies of the Consti- the original signers. As each signs he tution distributed to students. [129] 4+. Newspapers—Suggestions: a. Story of the constitutional convention (Philadelphia, 1787). b. Story of the ratification by the States. c. Editorials dealing with educational topics. d. Program of week’s activities. 5. Posters—Suggestions: a. The Constitution is the bulwark of our liberties. b. Obey the law of the land. c. Liberty, justice, and equal oppor- tunity for all. Tuesday, November 18 PATRIOTISM DAY The United States Flag Is the Living Symbol of the Ideals and Instructions of Our Republic. . Evening mass meeting. The presidents of the various patriotic organizations as guests of honor. a. Five-minute talks by presidents, each one explaining the purpose of his organization. b. Patriotic music by school orchestras, glee clubs, etc. c. Community music—patriotic hymns. d. A suitable play or pageant. e. Three-minute talks by school children on such topics as: (1) Education, the foundation of patriotism; (2) rever- ence for law; and (3) good citizen- ship and the ballot box. ‘ 2. Classroom and assembly programs: a. Opening exercises: (1) Patriotic music; (2) flag salute and pledge; and (3) roll call—pupils respond with patriotic quotations. b. Draimatizations — Suggestions: (1) “Old Glory” by James Whitcomb Riley—two children; (2) making the first flag; (3) signing the Decla- ration of Independence; (4) Wash- ington’s Farewell Address; and (5) other historic scenes and events in American history. c. Tableau. Curtain raised to strains of “Columbia the Gem of the Ocean,” disclosing a tableau of “Our Own United States.” Central figure, “Columbia” or “Goddess of Liberty.” Picture built in it of figures repre- senting industries—Red Cross—Army —Navy. Assembly rise in respect. Reader steps forward and reads: “Our Country,” by Edna Proctor. “Our Country: Bright region of plenty and peace Where the homeless find refuge, the burdened release. Where manhood is king, and the stars as they roll Whisper courage and hope to the lowliest soul— We hail thee: We crown thee: To east and to west God keep thee the purest, the noblest, the best. While all thy domain with a people He fills As free as thy winds, and as firm as thy hills !"’ d. Patriotic poems. e. Three-minute talks by pupils. In as- semblies these should be chosen from the various grades. Subject: My favorite hero in American history; and f. A play, dramatization, or pageant in keeping with the day. Suggestion: A famous roll call by twenty-five or thirty pupils. One pupil calls the roll, using the names of American patriots. The other pupils respond, each giving a famous quotation from the patriot whom he represents. (No costuming necessary. ) 3. Night school classes: A demonstration of Americanization work. 4. Newspapers: Material in keeping with the day furnished by the publicity committee. 5. Posters: (a) Did you vote at the Novem- ber election? (b) a flag on every school- house in America. 6. Patriotic films. WANT to invigorate and reinvigorate education. We want to create a sustained counter of all educational organizations towards classicalism, second- effort to the ary issues, and the evasion of life.—H. G. Wells. [ 130} Wednesday, November 19 SCHOOL AND TEACHER DAY The Teacher—the Guiding Influence of Future America 1. Open house to parents and friends. The Parent-Teacher Associations should assist in making the plans for this day. They should work with the teachers in urging the parents to visit the schools. Night sessions might be held in place of afternoon sessions. . Evening community meeting under the aus- pices of the Parent-Teacher Association of the district. Nore: It is not deemed necessary to out- line a program, but the following sugges- tions may be helpful. The program should be planned with the purpose in view of giving the parents definite information con- cerning their own school and the entire locai system. a. Subjects for addresses: (1) The re- lation of education to civilization; (2) our State’s program for rural schools; and (3) the cost of the local school system compared with the cost of other city departments. b. Pageants: (1) The Light. By Cath- erine T. Brice. Boston, Atlantic Monthly Press (1920). An educa- tional pageant that was prepared for presentation at the Cleveland Con- vention of the National Education Association, February, 1923. Could well be given in schools located in small towns. One-teacher schools could give some of the scenes. (2) The Gifts of Nations. By Maud C. Newbury. U. S. Bureau of Edu- cation. Rural School Leaflet No. 20, 1923. A pageant particularly adapted for all grades in a one-teacher school. Given at township festivals, Hunter- don County, N. J. c. Reading—The Teacher's Task, Theo- dore Roosevelt. d. Distribution of bulletins containing information concerning the schools which every citizen should know. 3. Classroom and assembly programs. ‘These should consist as far as possible of the regu- lar daily work which has been definitely [131] planned to acquaint the parents with’ the activities of the modern schoolroom. If assemblies are held, large numbers of chil- dren should participate and the program should be largely under their direction. 4+. Slogans: a. Support our public schools. They support the foundations of our Nation. b. Schools develop character, capacity, citizenship. Support them. c. The dividends of the schools are— character, culture, citizenship. d. An invincible army: parents, teachers, and children—a unit. e. The home with the school—the school with the home. Team work will win. f. Education plus employment equals citizenship. 5. Motion Picture Houses: Slogans for the screen. (Fill in local figures.) American Education Week, November 17-23. Visit the schools. Do you know that pupils are en- rolled in the Public schools? See them at work this week! students are attending the eve- ning high schools. Visit them! pupils are studying in the eve- ning elementary schools. Go see them. students are receiving training in the evening trades classes. Visit the technical and vocational shops! employs public school teachers. See them teach this week! — students graduated from the high schools last year. students completed junior high school last year. children are enrolled in the kindergartens. Visit the kiddies this week ! The continuation school trains boys and girls between 14 and 16 years of age for industrial work in boys and girls are enrolled in the continuation school this year. They are employed in indus- trial firms in this city. foreign-born men and women are learning the English language in the Americanization classes. Thursday, Novmber 20 ILLITERACY DAY Informed Intelligence Is the Foundation of Representative Government The observance of this day may be carried out through the same means as have been desig- nated in the observance of the previous days. Enlist the support and help of the State and National Illiteracy Commission. In com- munity meetings, in the school assembly, in the classroom and in the press, certain vital information concerning illiteracy and condi- tions in the United States should be stressed. The following facts should be gotten across: Meaning of “illiteracy.” The Census Bu- reau classifies as “illiterates’’ any person ten years of age or over who is unable to write any language, not necessarily English, regardless of ability to read. “In general, the illiterate population as shown by the census reports should be understood as representing only those persons who have had no schooling what- ever.” During the draft period, the army called a man “illiterate” if he were “unable to read and understand news- papers and to write letters.” Number of illiterates. The 1920 Census shows nearly 5,000,000; the army records indicate three times that number. The census figures indicate that over 3,000,000 illiterates are native-born; and of these more than 1,000,000 are white of native-white parentage. Decrease in illiterates between 1910 and 1920: There has been an average annual decrease in the United States of 58,426 in the number of illiterates. If present conditions continue, illiteracy will be a problem of our national life at least a century. Local illiteracy conditions: This city has illiterates; only of the adult illiterates were enrolled in the eve- ning and extension classes of the public schools during the past two years. Subjects for talks: (a) Maintenance of schools through city, state, and federal taxation; (b) evening and extension classes as agencies in teaching native and foreign adults to speak, read and write 11920 Federal Census, Vol. ITI, p. 10. the English language; (c) illiteracy creates misunderstanding; (d) what can be done to eradicate illiteracy in this community; and (e) America’s debt to the foreign-born. Friday, November 21 PHYSICAL EDUCATION DAY Playgrounds and Athletic Fields Means a Strong and Healthy Nation The observance of this day should be planned with the aid of physical education directors, dentists, physicians, school nurses, home economics teachers, and others especially interested in the health of the community. Much valuable assistance including charts and bulletins can be secured from state depart- ments of education and health. There are certain fundamental principles which should receive emphasis by making use of the same agencies that have been used on previous days. General topics around which the activities and programs might be grouped are: (a) Play- grounds; (b) the relation between community progress and community health; and (c) pub- lic recreational facilities. Demonstrations: Parents should be invited to visit the regular physical education classes of the schools, and where it is deemed advisable special demonstrations may be given. In the lower grades there might be demonstrations of folk-dancing and health work. Classroom work: Statistics and material pertaining to physical education and health might form the basis for history, civics, reading, arithmetic and English lessons. Health work affords a wide opportunity for the working out of spe- cial projects in the schoolroom. Posters illustrating health habits, good and bad posture, and health slogans should be used freely. Many state departments of health have charts, posters, and lantern slides which they will loan for the week. Films showing athletic events such as swim- ming and rowing contests, baseball, foot- ball, basketball and polo games, tennis and golf tournaments, and drills of vari- ous kinds. [132] a Slogans: (a) A sound mind in a sound body; (b) a playground for every child; and (c) physical education for all. Saturday, November 22 COMMUNITY DAY Service to Community, State, and Nation Is the Duty of Every Citizen In the observance of this day the predomi- nating theme should be equal opportunity for every boy and girl. Organizations interested in farm life should be asked to help in making plans. 1. Community meetings. Addresses by rep- resentatives of civic organizations, farm organizations, the library, and _ other agencies interested in community better- ment. a. Suggested subjects for addresses: (1) The school as community center; (2) the library a community builder; (3) the coming bond issue. Why should we support it; (4) has the country child in this State opportunities equal to the city child; (5) what can this community do to further consolida- tion of rural schools; (6) in districts where consolidation seems imprac- ticable what can be done to improve conditions in one-room schools; (7) the success of democracy depends upon intelligent citizens; and (8) facts we should know about our schools. The speaker should call at- tention to the facts that -have been gathered and made ready for distri- bution. 2. Newspapers. ‘There should be much ap- propriate material available for the press. Following are a few suggestions for inter- esting newspaper stories: (a) History of the local educational system with pictures illustrating its growth and program; (b) facts that every citizen should acquaint himself with concerning the local schools; (c) comparison of the local school building program, school expenditures, and average attendance with those of other communi- ties having practically the same population and economic conditions. 3. Slogans and posters: (a) Children today— citizens tomorrow; (b) a square deal for the country boy and girl; (c) equality of opportunity; (d) a public library for every community; and (e) have you visited the schools today ? Sunday, November 23 FOR GOD AND COUNTRY DAY Religion, Morality, and Education Are Neces- sary for Good Government All ministers should be prevailed upon to make the subject of education the theme of their service. Parents should be urged to at- tend church services. As this day closes the week’s observance, ministers will have an op- portunity to point out how the results of the week’s activities can be practically applied in the educational, moral, and religious life of the community. SE THE entire school program for training in character. We are ceasing to regard the moral life as a special compartment of the entire personality. For the most part we must desist from setting aside times and seasons for special instructions in morals. The good person is not good in an abstract and general way. He is one who habitually meets every vital situation gracefully, thoughtfully, helpfully, and ideally. Whenever difficult situations arise naturally in the course of studies or in the occupations of the school, these must be met with all the tact, seasoned judgment and sustained thinking that teacher and pupil can summon. Progressively as children grow older these occasions will more frequently arise and demand the most acute discrimination of right from wrong attitudes, the most painstaking definitions of moral concepts and groupings and classifica- tions of the virtues. There is hardly any limit to the acumen and refinement of thought children can command when they face a real situation. There is hardly any thinking to which they can be driven when forced up against an artificial situation.—Edwin D. Starbuck, School and Society July 26, 1924, p. 99. 133 } Selected References for American Education Week McAnprew, WituiaAM. The Success of Our Successors. The World’s Work, Vol. 46, No. 5, pp. 510-521. September, 1923. This is the first of a series of articles, based on facts gathered from a visit to 40 States, to discover what the public schools are doing to realize the ideals of American democracy. NaTIONAL Epucation AssociATIon, 1201 Sixteenth Street, Washington, D. C. Re- search Bulletin, Five Questions for Amer- ican Education Week. Vol. 1, No. 4. Raises these five practical questions and marshals facts to answer them: (1) What are the weak spots in our public school sys- tem; (2) what National defects results from the weak spots in our public school system; (3) how may our public school system be strengthened ; (4) can the Nation afford an adequate school system; and (5) do good schools pay? , Research Bulletin, Facts on the Pub- lic School Curriculum. Volume 1, No. 5. Answers such questions as these: Are the three R’s crowded out by fads and frills; how does the elementary school pupil spend his time; and are the schools of today as effective as those of yesterday? The Journal of the National Education Asso- ciation, Is the Public Interested in Educa- tion? Volume XII, No. 9, September, 1923, p. 389. Lists notable articles on education pub- lished by lay magazines during 1923. , In Other Journals, Volume XIII, No. 1, January, 1924, p. 32; and Volume XIII, No. 6, June, 1924, p. 212. Briefly reviews outstanding educational articles contained in popular lay magazines. SuzzaL_Lo, Henry. Our Faith in Education, Philadelphia, J. B. Lippincott Co., 1924, 108 p. “Shall we abandon our schools to the politicians and the free Jance critics, or shall we use our great educational system for the maintenance of a successful democracy?” This and similar questions are answered in such a way as to increase America’s faith in education. U. S. Bureau or Epucation. Department of Interior, Washington, D.C. (1) Sug- gestions; price, 5 cents, in lots of 100 or more, 2 cents each. (2) Broadside, with material suitable for newspaper articles, addresses, etc. Price, 5 cents; in lots of 100 or more, 1 cent each. (3) The Quest of Youth, a historical pageant. Price, 10 cents; in lots of 100 or more, 6 cents each. (4) School and Teacher Day, an illustrated folder. Price, 5 cents; in quantity, 75 cents per hundred. This material has been prepared espe- cially for the observance of American Edu- cation Week in 1924 and contains many timely suggestions. HE SALVATION of the democratic theory of government rests in a well-informed, discerning bs electorate. Therefore, education is and forever will be the cornerstone upon which our Nation built. Pledged to serve its country in peace as well as in war, the American Legion in 1920 recognized the vital need to assist educational forces to combat illiteracy and build up our national intelligence. that end, we created and have supported American Education Week. We shall continue to do for the future destiny of the United States depends upon unceasing, assertive effort to obtain schools, better teachers, and wider educational facilities. The Legion will never cease its to promote better education in our Nation.—james A. Drain, National Commander, The Legion. Te 134} Tue Pupi.’s AtrirupE As To His Duty Towarp THE PuBLic SCHOOL. ak ARE loyal to those things which as children we were taught to reverence and respect, and which time has shown us are fundamentally sound. Today the public school does so much for the American child that he often accepts it—takes it for granted—without thought of what public education means to the life of the Nation. The purpose of American Education Week is to bring school children, themselves, as well as the general citizenry to a greater appreciation of the American public school. An appropriate part for every child, to take in each day’s program during American Education Week, as well as during Com- mencement Week and other times throughout the year, might well be the reciting of the following, or a similar pledge of allegiance. PLEDGE oF ALLEGIANCE. I pledge allegiance to the American public school. I acknowledge the obligation that I owe to the State and to this community for the training which I am receiving. As an expression of my gratitude, and in the presence of these assembled witnesses, I cheer- fully and unreservedly pledge myself ever to uphold the ideals of the public school, and to aid in its further development and improvement as a construc- tive force in the life of the Nation. OU TEACHERS—and it is a mere truism to say this—you teachers make the whole world your debtor; and of you it can be said, as it can be said of no other profession save the profession of the ministers of the gospel themselves, if you teachers did not do your work well, this Republic would not outlast the span of a generation.—Theodore Roosevelt. WAT ITHOUT popular education, moreover, no gov- \V\ y ernment which rests upon popular action can long endure. The people must be schooled in the knowledge and, if possible, in the virtues upon which the maintenance and success of free institutions depend, —W oodrow Wilson. EACHING is one of the noblest of professions. It requires an adequatepreparation and training, patience, devotion, and a deep sense of responsi- bility. Those who mold the human mind have wrought not for time, but for eternity.—They are entitled not only to adequate rewards for their service, but to the venera- tion and honor of a grateful people.—Ca/vin Coolidge. i . = > | oon =) 6 ES ) &) 6) SS) CY )) 6) CVE ENED oo — De 26) a yo) 6) oO 6