,,what ,,the ,,schools ,,teach ,,and ,,might ,,teach by ,,franklin ,,bobbitt ,assistant ,professor of ,educational ,administration ,the ,university of ,chicago #aiae ,,cleveland ,,education ,,survey ,leonard ,p4 ,ayres1 ,director ,the ,survey ,committee of the ,cleveland ,foundation ,cleveland1 ,ohio ,charles ,e4 ,adams1 ,chairman ,thomas ,g4 ,fitzsimons ,myrta ,l4 ,jones ,bascom ,little ,victor ,w4 ,sincere ,arthur ,d4 ,baldwin1 ,secretary ,james ,r4 ,garfield1 ,counsel ,newton ,d4 ,baker1 ,counsel ,alien ,t4 ,burns1 ,director ,,foreword ,this report on ,what the ,schools ,teach and ,might ,teach is one of the #be sections of the report of the ,education ,survey of ,cleveland conducted by the ,survey ,committee of the ,cleveland ,foundation in #aiae4 ,twenty-three of these sections will be published as separate monographs4 ,in addition there will be a larger volume giving a summary of the findings and recommendations relating to the regular work of the public schools1 and a second similar volume giving the summary of those sections relating to industrial education4 ,copies of all these publications may be obtained from the ,cleveland ,foundation4 ,they may also be obtained from the ,division of ,education of the ,russell ,sage ,foundation1 ,new ,york ,city4 ,a complete list will be found in the back of this volume1 together with prices4 ,,table ,,of ,,contents ,foreword ,list of ,tables ,prefatory ,statement ,the ,point of ,view ,reading and ,literature ,spelling ,handwriting ,language1 ,composition1 ,grammar ,mathematics ,algebra ,geometry ,history ,civics ,geography ,drawing and ,applied ,art ,manual ,training and ,household ,arts ,elementary ,science ,high ,school ,science ,physiology and ,hygiene ,physical ,training ,music ,foreign ,languages ,differentiation of ,courses ,summary ,,list ,,of ,,tables ,,table #a4 ,time given to reading and literature #b4 ,sets of supplementary reading books per building #c4 ,weeks given to reading of different books in ,high ,school of ,commerce #d4 ,time given to spelling #e4 ,time given to handwriting #f4 ,time given to language1 composition1 and grammar #g4 ,time given to arithmetic #h4 ,time given to history #i4 ,time given to geography #aj4 ,time given to drawing #aa4 ,time given to manual training #ab4 ,time given to science1 physiology1 hygiene #ac4 ,time given to physical training #ad4 ,time given to music ,,prefatory ,,statement ,for an understanding of some of the characteristics of this report it is necessary to mention certain of the conditions under which it was prepared4 ,the printed course of study for the elementary schools to be found in ,june1 #aiae1 the time the facts were gathered for this report1 was prepared under a former administration4 ,while its main outlines were still held to1 it was being departed from in individual schools in many respects4 ,except occasionally it was not possible to find record of such departures4 ,it was believed that to accept the printed manual as representing current procedure would do frequent injustice to thoughtful1 constructive workers within the system4 ,but it must be remembered that courses of study for the city cover the work of twelve school years in a score and more of subjects1 distributed through a hundred buildings4 ,only a small fraction of this comprehensive program is going on during any week of the school year2 and of this fraction only a relatively small amount could actually be visited by one man in the time possible to devote to the task4 ,in the absence of records of work done or of work projected1 unduly large weight had to be given to the recommendations set down in the latest published course of study manual4 ,new courses of study were being planned for the elementary schools4 ,this in itself indicated that the manual could not longer be regarded as an authoritative expression of the ideas of the administration4 ,yet with the exception of a good arithmetic course and certain excellent beginnings of a geography course1 little indication could be found as to what the details of the new courses were to be4 ,the present report has had to be written at a time when the administration by its acts was rejecting the courses of study laid out in the old manual1 and yet before the new courses were formulated4 ,under the circumstances it was not a safe time for setting forth the facts1 since not even the administration knew yet what the new courses were to be in their details4 ,it was not a safe time to be either praising or blaming course of study requirements4 ,the situation was too unformed for either4 ,in the matter of the curriculum1 the city was confessedly on the eve of a large constructive program4 ,its face was toward the future1 and not toward the past2 not even toward the present4 ,it was felt that if the brief space at the disposal of this report could also look chiefly toward the future1 and present constructive recommendations concerning things that observation indicated should be kept in mind1 it would accomplish its largest service4 ,the time that the author spent in ,cleveland was mostly used in observations in the schools1 in consultation with teachers and supervisors1 and in otherwise ascertaining what appeared to be the main outlines of practice in the various subjects4 ,this was thought to be the point at which further constructive labors would necessarily begin4 ,the recommendation of a thing in this report does not indicate that it has hitherto been non-existent or unrecognized in the system4 ,the intention rather is an economical use of the brief space at our disposal in calling attention to what appear to be certain fundamental principles of curriculum-making that seem nowadays more and more to be employed by judicious constructive workers4 ,the occasional pointing out of incomplete development of the work of the system is not to be regarded as criticism4 ,both school people and community should remember that since schools are to fit people for social conditions1 and since these conditions are continually changing1 the work of the schools must correspondingly change4 ,social growth is never complete2 it is especially rapid in our generation4 ,the work of education in preparing for these ever-new conditions can likewise never be complete1 crystallized1 perfected4 ,it must grow and change as fast as social conditions make such changes necessary4 ,to point out such further growth-needs is not criticism4 ,the intention is to present the disinterested1 detached view of the outsider who1 although he knows indefinitely less than those within the system about the details of the work1 can often get the perspective rather better just because his mind is not filled with the details4 ,,the ,,point ,,of ,,view ,there is an endless1 and perhaps worldwide1 controversy as to what constitutes the essentials of education2 and as to the steps to be taken in the teaching of these essentials4 ,the safe plan for constructive workers appears to be to avoid personal educational philosophies and to read all the essentials of education within the needs and processes of the community itself4 ,since we are using this social point of view in making curriculum suggestions for ,cleveland1 it seems desirable first to explain just what we mean4 ,some of the matters set down may appear so obvious as not to require expression4 ,they need1 however1 to be presented again because of the frequency with which they are lost sight of in actual school practice4 ,children and youth are expected as they grow up to take on by easy stages the characteristics of adulthood4 ,at the end of the process it is expected that they will be able to do the things that adults do2 to think as they think2 to bear adult responsibilities2 to be efficient in work2 to be thoughtful public-spirited citizens2 and the like4 ,the individual who reaches this level of attainment is educated1 even though he may never have attended school4 ,the one who falls below this level is not truly educated1 even though he may have had a surplus of schooling4 ,to bring one's nature to full maturity1 as represented by the best of the adult community in which one grows up1 is true education for life in that community4 ,anything less than this falls short of its purpose4 ,anything other than this is education misdirected4 ,in very early days1 when community life was simple1 practically all of one's education was obtained through participating in community activities1 and without systematic teaching4 ,from that day to this1 however1 the social world has been growing more complex4 ,adults have developed kinds of activities so complicated that youth cannot adequately enter into them and learn them without systematic teaching4 ,at first these things were few2 with the years they have grown very numerous4 ,one of the earliest of these too-complicated activities was written language--reading1 writing1 spelling4 ,these matters became necessities to the adult world2 but youth under ordinary circumstances could not participate in them as performed by adults sufficiently to master them4 ,they had to be taught2 and the school thereby came into existence4 ,a second thing developed about the same time was the complicated number system used by adults4 ,it was too difficult for youth to master through participation only4 ,it too had to be taught1 and it offered a second task for the schools4 ,in the early schools this teaching of the so-called ,three ,r's was all that was needed1 because these were the only adult activities that had become so complicated as to require systematized teaching4 ,other things were still simple enough1 so that young people could enter into them sufficiently for all necessary education4 ,as community vision widened and men's affairs came to extend far beyond the horizon1 a need arose for knowledge of the outlying world4 ,this knowledge could rarely be obtained sufficiently through travel and observation4 ,there arose the new need for the systematic teaching of geography4 ,what had hitherto not been a human necessity and therefore not an educational essential became both because of changed social conditions4 ,looking at education from this social point of view it is easy to see that there was a time when no particular need existed for history1 drawing1 science1 vocational studies1 civics1 etc41 beyond what one could acquire by mingling with one's associates in the community4 ,these were therefore not then essentials for education4 ,it is just as easy to see that changed social conditions of the present make necessary for every one a fuller and more systematic range of ideas in each of these fields than one can pick up incidentally4 ,these things have thereby become educational essentials4 ,whether a thing today is an educational essential or not seems to depend upon two things3 whether it is a human necessity today2 and whether it is so complex or inaccessible as to require systematic teaching4 ,the number of essentials changes from generation to generation4 ,those today who proclaim the ,three ,r's as the sole essentials appear to be calling from out the rather distant past4 ,many things have since become essential2 and other things are being added year by year4 ,the normal method of education in things not yet put into the schools1 is participation in those things4 ,one gets his ideas from watching others and then learns to do by doing4 ,there is no reason to believe that as the school lends its help to some of the more difficult things1 this normal plan of learning can be set aside and another substituted4 ,of course the schools must take in hand the difficult portions of the process4 ,where complicated knowledge is needed1 the schools must teach that knowledge4 ,where drill is required1 they must give the drill4 ,but the knowledge and the drill should be given in their relation to the human activities in which they are used4 ,as the school helps young people to take on the nature of adulthood1 it will still do so by helping them to enter adequately into the activities of adulthood4 ,youth will learn to think1 to judge1 and to do1 by thinking1 judging1 and doing4 ,they will acquire a sense of responsibility by bearing responsibility4 ,they will take on serious forms of thought by doing the serious things which require serious thought4 ,it cannot be urged that young people have a life of their own which is to be lived only for youth's sake and without reference to the adult world about them4 ,as a matter of fact children and youth are a part of the total community of which the mature adults are the natural and responsible leaders4 ,at an early age they begin to perform adult activities1 to take on adult points of view1 to bear adult responsibilities4 ,naturally it is done in ways appropriate to their natures4 ,at first it is imitative play1 constructive play1 etc4--nature's method of bringing children to observe the serious world about them1 and to gird themselves for entering into it4 ,the next stage1 if normal opportunities are provided1 is playful participation in the activities of their elders4 ,this changes gradually into serious participation as they grow older1 becoming at the end of the process responsible adult action4 ,it is not possible to determine the educational materials and processes at any stage of growth without looking at the same time to that entire world of which youth forms a part1 and in which the nature and abilities of their elders point the goal of their training4 ,the social point of view herein expressed is sometimes characterized as being utilitarian4 ,it may be so2 but not in any narrow or undesirable sense4 ,it demands that training be as wide as life itself4 ,it looks to human activities of every type3 religious activities2 civic activities2 the duties of one's calling2 one's family duties2 one's recreations2 one's reading and meditation2 and the rest of the things that are done by the complete man or woman4 ,,reading ,,and ,,literature ,the amount of time given to reading in the elementary schools of ,cleveland1 and the average time in #ej other cities,a are shown in the following table3 ,,table #a4--,,time ,,given ,,to ,,reading ,,and ,,literature ,hours per year ,per cent of grade time ---------------------------------------- ------- ,grade ,cleveland #ej cities ,cleveland #ej cities ---------------------------------------- ---------------- #a #cag #bff #dc #ca #b #cag #bce #cf #bf #c #bgi #ahh #cb #ba #d #aif #aec #bb #af #e #afa #abf #ah #ac #f #acf #aag #ae #ab #g #aeb #ih #ag #aj #h #aeb #ig #ag #aj ,total #agaj #abhj #be #ag ---------------------------------------- ---------------- ,during the course of his school life1 each pupil who finishes the elementary grades in ,cleveland receives #agaj hours of recitation and directed study in reading as against an average of #abhj hours in progressive cities in general4 ,this is an excess of #dcj hours1 or #cd per cent4 ,the annual cost of teaching reading being about #fjj1jjj1 this represents an excess annual investment in this subject of some #aej1jjj4 ,whether or not this excess investment in reading is justified depends1 of course1 upon the way the time is used4 ,if the city is aiming only at the usual mastery of the mechanics of reading and the usual introductory acquaintance with simple works of literary art1 it appears that ,cleveland is using more time and labor than other cities consider needful4 ,if1 on the other hand1 this city is using the excess time for widely diversified reading chosen for its content value in revealing the great fields of history1 industry1 applied science1 manners and customs in other lands1 travel1 exploration1 inventions1 biography1 etc41 and in fixing life-long habits of intelligent reading1 then it is possible that it is just this excess time that produces the largest educational returns upon the investment4 ,footnote ,a3 ,henry ,w4 ,holmes1 ,time ,distribution by ,subjects and ,grades in ,representative ,cities4 ,in the ,fourteenth ,year ,book of the ,national ,society for the ,study of ,education1 ,part ,i1 #aiae4 ,university of ,chicago ,press4 ,it would seem1 however1 from a careful study of the actual work and an examination of the printed documents1 that the chief purpose of teaching reading in this city is1 to use the terminology of its latest manual1 easy expressive oral reading in rich1 well-modulated tone4 ,it is true that other aims are mentioned1 such as enlargement of vocabulary1 word-study1 understanding of expressions and allusions1 acquaintance with the leading authors1 appreciation of beautiful expressions1 etc4 ,properly emphasized1 each of these purposes is valid2 but there are other equally valid ends to be achieved through proper choice of the reading-content that are not mentioned4 ,there is here no criticism of the purposes long accepted1 but of the apparent failure to recognize other equally important ones4 ,the character of the reading-content is referred to only in the recommendation that in certain grades it should relate to the seasons and to special occasions4 ,even in reference to the supplementary reading1 where content should be the first concern1 the only statement of purpose is that children should read for the joy of it4 ,unfortunately1 this mistaken emphasis is not at all uncommon among the schools of the nation4 ,how one reads has received an undue amount of attention2 what one reads in the school courses must and will receive an increasingly large share of time and thought1 in the new evaluation4 ,the use of interesting and valuable books for other educational purposes at the same time that they are used for drill in the mechanics of reading is coming more and more to be recognized as an improved mode of procedure4 ,the mechanical side of reading is not thereby neglected4 ,it is given its proper function and relation1 and can therefore be better taught4 ,so far as one can see1 ,cleveland is attempting in the reading work little more than the traditional thing4 ,the thirty-four per cent excess time may be justified by the city on the theory that the schools are commissioned to get the work done one-third better than in the average city4 ,the reading tests made by the ,survey fail to reveal any such superiority4 ,the city appears to be getting no better than average results4 ,certainly people should read well and effectively in all ways in which they will be called upon to read in their adult affairs4 ,for the most part this means reading for ideas1 suggestions1 and information in connection with the things involved in their several callings2 in connection with their civic problems2 for recreation2 and for such general social enlightenment as comes from newspapers1 magazines1 and books4 ,most reading will be for the content4 ,it is desirable that the reading be easy and rapid1 and that one gather in all the ideas as one reads4 ,because of the fact that oral reading is slower1 more laborious for both reader and listener1 and because of the present easy accessibility of printed matter1 oral reading is becoming of steadily diminishing importance to adults4 ,no longer should the central educational purpose be the development of expressive oral reading4 ,it should be rapid and effective silent reading for the sake of the thought read4 ,to train an adult generation to read for the thought1 schools must give children full practice in reading for the thought in the ways in which later as adults they should read4 ,after the primary teachers have taught the elements1 the work should be mainly voluminous reading for the sake of entering into as much of the world's thought and experience as possible4 ,the work ought to be rather more extensive than intensive4 ,the chief end should be the development of that wide social vision and understanding which is so much needed in this complicated cosmopolitan age4 ,while works of literary art should constitute a considerable portion of the reading program1 they should not monopolize the program1 nor indeed should they be regarded as the most important part of it4 ,it is history1 travel1 current news1 biography1 advance in the world of industry and applied science1 discussions of social relations1 political adjustments1 etc41 which adults need mostly to read2 and it is by the reading of these things that children form desirable and valuable reading habits4 ,the reading curriculum needs to be looked after in two important ways4 ,first1 social standards of judgment should determine the nature of the reading4 ,the texts beyond the primary grades are now for the most part selections of literary art4 ,very little of it has any conscious relation1 immediate or remote1 to present-day problems and conditions or with their historical background4 ,probably children should read many more selections of literary art than are found in the textbooks and the supplementary sets now owned by the schools4 ,but certainly such cultural literary experience ought not to crowd out kinds of reading that are of much greater practical value4 ,illumination of the things of serious importance in the everyday world of human affairs should have a large place in reading work of every school4 ,it is true that the supplementary sets of books have been chosen chiefly for their content value4 ,many are historical1 biographical1 geographical1 scientific1 civic1 etc41 in character4 ,on the side of content1 they have advanced much farther than the textbooks toward what should constitute a proper reading course4 ,unfortunately1 the schools are very incompletely supplied with these sets4 ,if we consider all the sets of supplementary readers found in #aj or more schools1 we find that few of those assigned for fourth-grade reading are found in one-quarter of the buildings and none are in half of them4 ,the same is true of the books for use in the fifth and seventh grades4 ,some of the books for the sixth and eighth grades are found in more than half of the buildings1 but there is none that is found in as many as three-quarters of them4 ,the second thing greatly needed to improve the reading course is more reading practice4 ,one learns to do a thing easily1 rapidly1 and effectively by practice4 ,the course of study in reading should therefore provide the opportunity for much practice4 ,at present the reading texts used aggregate for the eight grades some #bajj pages4 ,a third-grade child ought to read matter suitable for its intelligence at #bj pages per hour1 and a grammar-grade child at #cj to #dj pages per hour4 ,since rapidity of reading is one of the desired ends1 the practice reading should be rapid4 ,at the moderate rates mentioned1 the entire series of reading texts ought to be read in some #hj hours4 ,this is #aj hours' practice for each of the eight school years1 an altogether insufficient amount of rapid reading practice4 ,of course the texts can be read twice1 or let us say three times1 aggregating #cj hours of practice per year4 ,but even this is not more than could easily be accomplished in two or three weeks of each of the years--always presuming that the reading materials are rightly adapted to the mental maturity of the pupils4 ,this leaves #ce weeks of the year unprovided for4 ,to make good this deficit1 the buildings are furnished with supplementary books in sets sufficiently large to supply entire classes4 ,the average number of such sets per building is shown in the following table3 ,,table #b4--,,sets ,,of ,,supplementary ,,reading ,,books ,,per ,,building ,grade ,average number of sets #a #aj4j #b #f4c #c #e4a #d #e4e #e #f4c #f #e4c #g #e4e #h #f4j ,a fifth1 sixth1 seventh1 or eighth-grade student ought to be able to read all the materials supplied his grade1 both reading texts and all kinds of supplementary reading1 in #dj or #ej hours4 ,he ought to do it easily in six weeks' work1 without encroaching on recitation time4 ,he can read all of it twice in #aj weeks2 and three times in #ad weeks4 ,after reading everything three times over1 there still remain #bd weeks of each year unprovided for4 ,the reply of teachers is that the work is so difficult that it has to be slowed down enough to consume these #bd weeks4 ,but is not this to admit that the hill is too steep1 that there is too much dead pull1 and that the materials are ill-chosen for practice in habits of rapid intelligent reading8 ,it is not by going slow that one learns to go fast4 ,quite the reverse4 ,too often the school runs on low speed gear when it ought to be running on high4 ,the low may be necessary for the starting1 but not for the running4 ,it may be necessary in the primary grades1 but not thereafter for those who have had a normal start4 ,reading practice should certainly make for increased speed in effective reading4 ,the actual work in the grades is very different from the plan suggested4 ,in taking up any selection for reading1 the plan in most schools is about as follows3 #a4 ,a list of the unusual words met with is written on the blackboard4 #b4 ,teacher and pupils discuss the meaning of these words2 but unfortunately words out of the context often carry no meaning4 #c4 ,the words are marked diacritically1 and pronounced4 #d4 ,pupils use the words in sentences4 ,the pupil frequently has nothing to say that involves the word4 ,it is only given an imitation of a real use by being put into an artificial sentence4 #e4 ,the oral reading is begun4 ,one pupil reads a paragraph4 #f4 ,with the book removed1 the meaning of the paragraph is then reproduced either by the reader or some other pupil4 ,this work is necessarily perfunctory because the pupil knows he is not giving information to anybody4 ,everybody within hearing already has the meaning fresh in mind from the previous reading4 ,the normal child cannot work up enthusiasm for oral reproduction under such conditions4 #g4 ,the paragraph is analyzed into its various elements1 and these in turn are discussed in detail4 ,such work is not reading4 ,it is analysis4 ,a selection is not read1 it is analyzed4 ,the purpose of real reading is to enter into the thought and emotional experience of the writer2 not to study the methods by which the author expressed himself4 ,the net result when the work is done as described is to develop a critical consciousness of methods1 without helping the children to enter normally and rightly into the experience of the writer4 ,the children of ,cleveland need this genuine training in reading4 ,reading in the high schools needs very much the same sort of modernization4 ,there are more kinds of literature than classical belles-lettres1 and perhaps more important kinds4 ,we would not advocate a reduction of the amount of aesthetic literature4 ,indeed1 the young people of ,cleveland need to enter into a far wider range of such literature than is the case at present4 ,but the reading courses in high schools should be built out in ways already recommended for elementary schools4 ,the training1 however1 should be mainly in reading and not in analysis4 ,the former is of surpassing importance to all people2 the latter is important only to certain specialists4 ,and1 what is more1 fullness of reading and right ways of reading will accomplish incidentally most of the things aimed at in the analysis4 ,the following table of the reading outline of the ,high ,school of ,commerce is a fair sample of what the city is doing4 ,note how much time is given to the reading and analysis of the few selections covered in four years4 ,,table #c4--,,weeks ,,given ,,to ,,reading ,,of ,,different ,,books ,,in ,,high ,,school ,,of ,,commerce ,weeks to read ,first ,year ,ashmun's ,prose ,selections #i ,cricket on the ,hearth #e ,sohrab and ,rustum #c ,midsummer ,night's ,dream #f ,ivanhoe #aa ,second ,year ,autobiography of ,franklin #g ,idylls of the ,king #aj ,treasure ,island #g ,sketch ,book #g ,vision of ,sir ,launfal #c ,third ,year ,silas ,marner #g ,iliad 7,bryant's--#d books7 #e ,washington's ,farewell ,address #e ,first ,bunker ,hill ,oration #f ,emerson's ,compensation #e ,roosevelt ,book #f ,fourth ,year ,markham's ,the ,man with the ,hoe #b ,tale of ,two ,cities #aj ,public ,duty of the ,educated ,man #d ,macbeth #aa ,self-,reliance #f ,when a short play of a hundred pages like ,macbeth requires nearly three months for reading1 when almost two months are given to ,treasure ,island and nearly three months to ,ivanhoe1 clearly it is something other than reading that is being attempted4 ,it is perfectly obvious that the high schools are attending principally to the mechanics of expression and not to the content of the expression4 ,the relative emphasis should be reversed4 ,the amount of reading in the high schools should be greatly increased4 ,those who object that rapid work is superficial believe that work must be slow to be thorough4 ,it should be remembered1 however1 that slow work is often superficial and that rapid work is often excellent4 ,in fact the world's best workers are generally rapid1 accurate1 and thorough4 ,ask any business man of wide experience4 ,now leaving aside pupils who are slow by nature1 it can be affirmed that pupils will acquire slow1 thorough habits or rapid1 thorough habits according to the way they are taught4 ,if they are brought up by the slow plan1 naturally when speeded up suddenly1 the quality of their work declines4 ,they can be rapid1 accurate1 and thorough only if such strenuous work begins early and is continued consistently4 ,slow habits are undesirable if better ones can just as well be implanted4 ,to avoid possible misunderstanding1 it ought to be stated that the plan recommended does not mean less drill upon the mechanical side of reading4 ,we are recommending a somewhat more modernized kind of mechanics1 and a much more strenuous kind of drill4 ,the plan looks both toward more reading and improved habits of reading4 ,one final suggestion finds here its logical place4 ,before the reading work of elementary or high schools can be modernized1 the city must purchase the books used in the work4 ,leaving the supplying of books to private purchase is the largest single obstacle in the way of progress4 ,men in the business world will have no difficulty in seeing the logic of this4 ,when shoes1 for example1 were made by hand1 each workman could easily supply his own tools2 but now that elaborate machinery has been devised for their manufacture1 it has become so expensive that a machine factory must supply the tools4 ,it is so in almost every field of labor where efficiency has been introduced4 ,now the books to be read are the tools in the teaching of reading4 ,in a former day when a mastery of the mechanics of reading was all that seemed to be needed1 the privately purchased textbook could suffice4 ,in our day when other ends are set up beyond and above those of former days1 a far more elaborate and expensive equipment is required4 ,the city must now supply the educational tools4 ,it is well to face this issue candidly and to state the facts plainly4 ,relative failure can be the only possible lot of reluctant communities4 ,they can count on it with the same assurance as that of a manufacturer of shoes who attempts to employ the methods of former days in competition with modern methods4 ,in this city the expenditures for supplementary textbooks have amounted to something more than #ca1jjj in the past #aj years4 ,approximately one-third of this sum was spent in the first seven years of the decade and more than #bj1jjj in the past three years4 ,this indicates the rapid advance in this direction made under the present school administration but the supply of books still falls far short of the needs of the schools4 ,a fair start has been made but nothing should be permitted to obstruct rapid progress in this direction4 ,,spelling ,cleveland has set apart an average amount of program time for spelling4 ,possibly the study might more accurately be called word-study1 since it aims also at training for pronunciation1 syllabification1 vocabulary extension1 and etymology4 ,since much of the reading time is given to similar word-study1 the figures presented in ,table #d are really too small to represent actual practice in ,cleveland4 ,,table #d4--,,time ,,given ,,to ,,spelling ,hours per year ,per cent of grade time ---------------------------------------- ------- ,grade ,cleveland #ej cities ,cleveland #ej cities ---------------------------------------- ---------------- #a #dg #ed #f4e #f4c #b #fc #ff #g4b #g4c #c #gi #gc #i4j #h4j #d #fc #fg #g4a #f4i #e #ea #fa #e4g #f4c #f #dg #eh #e4d #e4i #g #dg #eb #e4d #e4c #h #dg #ea #e4d #e4a ,total #ddd #dhb #f4e #f4d ---------------------------------------- ---------------- ,the general plan of the course is indicated in the syllabus3 ,two words are made prominent in each lesson4 ,their pronunciation1 division into syllables1 derivation1 phonetic properties1 oral and written spelling and meaning1 are all to be made clear to pupils4 ,the teaching of a new word may be done by using it in a sentence2 by definition or description2 by giving a synonym or the antonym2 by illustration with object1 action or drawing2 and by etymology4 ,each lesson should have also from eight to #bj subordinate words taken from textbook or composition exercises4444 ,frequent supplementary dictation1 word-building and phonic exercises should be given4 ,spell much orally4444 ,teach a little daily1 test thoroughly1 drill intensively1 and follow up words misspelled persistently4 ,in most respects the work agrees with the usual practice in progressive cities3 the teaching of a few words in each lesson2 the frequent and continuous review of words already taught2 taking the words to be taught from the language experience of the pupils2 following up words actually misspelled2 studying the words from many angles1 etc4 ,in some respects the work needs further modernization4 ,the words chosen for the work are not always the ones most needed4 ,whether children or adults1 people need to spell only when they write4 ,they need to spell correctly the words of their writing vocabulary1 and they need to spell no others4 ,more important still1 they need to acquire the habit of watching their spelling as they write2 the habit of spelling every word with certainty that it is correct1 and the habit of going to word-lists or dictionary when there is any doubt4 ,this development of the habit of watchfulness over their spelling as they write is the principal thing4 ,one who has it will always spell well4 ,in case he has much writing to do1 it automatically leads to a constant renewing of his memory for words used and prevents forgetting4 ,the one who has only memorized word-lists1 even though they have been rigorously drilled1 inevitably forgets1 whether rapidly or slowly2 and in proportion as he lacks this general habit of watchfulness1 degenerates in his spelling4 ,the reason why schools fail to overcome the frequent criticism that young people do not spell well1 is because of the fact that they have been trying to teach specific words rather than to develop a general and constant watchfulness4 ,the fundamental training in spelling is accomplished in connection with composition1 letter-writing1 etc4 ,direct word-list study should have only a secondary and supplemental place4 ,it is needed1 first1 for making people conscious of the letter elements of words which are seen as wholes in their reading1 and for bringing them to look closely into the relations of these letter elements2 second1 for developing a preliminary understanding of the spelling of words used2 and third1 for drill upon words commonly misspelled4 ,while a necessary portion of the entire process1 it probably should not require so much time as is now given to it and the time saved should be devoted to the major task of teaching spelling watchfulness in connection with writing letters and compositions4 ,the great majority of the population of ,cleveland will spell only as they write letters1 receipts1 and simple memoranda4 ,they do not need to spell a wide vocabulary with complete accuracy4 ,on the other hand1 there are classes of people to whom a high degree of spelling accuracy covering a fairly wide vocabulary is an indispensable vocational necessity3 clerks1 copyists1 stenographers1 correspondents1 compositors1 proof-readers1 etc4 ,these people need an intensive specialized training in spelling that is not needed by the mass of the population4 ,such specialized vocational training should be taken care of by the ,cleveland schools1 but it should not be forced upon all simply because the few need it4 ,the attempt to bring all to the high level needed by the few1 and the failure to reach this level1 is responsible for the justifiable criticism of the schools that those few who need to spell unusually well are imperfectly trained4 ,the spelling practice should continue through the high school4 ,it is only necessary for teachers to refuse to accept written work that contains any misspelled word to force upon students the habit of watchfulness over every word written4 ,the ,high ,school of ,commerce is to be commended for making spelling a required portion of the training4 ,the course needs to be more closely knit with composition and business letter-writing4 ,,handwriting ,cleveland gives a considerably larger proportion of time to handwriting than the average of the #ej cities4 ,,table #e4--,,time ,,given ,,to ,,handwriting ,hours per year ,per cent of grade time ---------------------------------------- ------- ,grade ,cleveland #ej cities ,cleveland #ej cities ---------------------------------------- ---------------- #a #dg #ej #f4e #f4g #b #fc #fj #g4b #f4g #c #fc #eb #g4b #e4g #d #fc #ec #g4b #e4e #e #fg #ej #f4d #e4a #f #dg #dg #e4d #d4h #g #dg #ci #e4d #c4i #h #cb #cg #c4f #c4g ,total #dai #chh #f4a #e4a ---------------------------------------- ---------------- ,the curriculum of handwriting resolves itself mainly into questions of method1 and of standards to be achieved in each of the grades4 ,these matters are treated intensively in the section of the survey report entitled ,measuring the ,work of the ,public ,schools4 ,,language1 ,,composition1 ,,grammar ,the schools devote about the usual amount of time to training for the correct use of the mother tongue4 ,most of the time in intermediate and grammar grades is devoted to ,english grammar4 ,composition receives only minor attention4 ,,table #f4--,,time ,,given ,,to ,,language1 ,,composition1 ,,and ,,grammar ,hours per year ,per cent of grade time ---------------------------------------- ------- ,grade ,cleveland #ej cities ,cleveland #ej cities ---------------------------------------- ---------------- #a #gi #ge #aj4i #h4f #b #ie #gi #aj4h #h4g #c #gi #id #i4j #aj4c #d #ajd #ajf #aa4h #aj4i #e #abj #aaf #ac4f #ab4j #f #abj #aah #ac4f #ab4b #g #abe #acd #ad4c #ac4g #h #abe #adb #ad4c #ad4a ,total #hdg #hfd #ab4c #aa4d ---------------------------------------- ---------------- ,in the teaching of grammar too much stress is placed on forms and relations4 ,of course it is expected that this knowledge will be of service to the pupils in their everyday expression4 ,but such practical application of the knowledge is not the thing toward which the work actually looks4 ,the end really achieved is rather the ability to recite well on textbook grammar1 and to pass good examinations in the subject4 ,in classes visited the thing attempted was being done in a relatively effective way4 ,and when judged in the light of the kind of education considered best #bj years ago1 the work is of a superior character4 ,as a matter of fact1 facility in oral and written expression is1 like everything else1 mainly developed through much practice4 ,the form and style of expression are perfected mainly through the conscious and unconscious imitation of good models4 ,technical grammar plays1 or should play1 the relatively minor role of assisting students to eliminate and to avoid certain types of error4 ,since grammar has this perfectly practical function to perform1 probably only those things needed should be taught2 but more important still1 everything taught should be constantly put to use by the pupils in their oversight of their own speech and writing4 ,only as knowledge is put to work1 is it really learned or assimilated4 ,the schools should require much oral and written expression of the pupils1 and should enforce constant watchfulness of their own speech on the part of the pupils4 ,it is possible to require pupils to go over all of their written work and to examine it1 before handing it in1 in the light of all the grammatical rules they have learned4 ,it is also possible for pupils to guard consciously against known types of error which they are accustomed to make in their oral recitations4 ,every recitation in whatever subject provides opportunity for such training in habits of watchfulness4 ,only as the pupil is brought to do it himself1 without prompting on the part of the teacher1 is his education accomplished4 ,a limited amount of systematic grammatical teaching is a necessary preliminary step4 ,the purpose is an introductory acquaintance with certain basic forms1 terminology1 relationships1 and grammatical perspective4 ,this should be accomplished rapidly4 ,like the preliminary survey in any field1 this stage of the work will be relatively superficial4 ,fullness and depth of understanding will come with application4 ,this preliminary understanding can not be learned incidentally4 ,such a plan fails on the side of perspective and relationship1 which are precisely the things in which the preparatory teaching of the subject should be strong4 ,this preliminary training in technical grammar need not be either so extensive or so intensive as it is at present4 ,an altogether disproportionate amount of time is now given to it4 ,the time saved ought to go to oral and written expression1--composition1 we might call it1 except that the word has been spoiled because of the artificiality of the exercises4 ,the composition or expression most to be recommended consists of reports on the supplementary reading in connection with history1 geography1 industrial studies1 civics1 sanitation1 etc42 and reports of observations on related matters in the community4 ,topics of interest and of value are practically numberless4 ,such reports will usually be oral2 but often they will be written4 ,expression occurs naturally and normally only where there is something to be discussed4 ,the present manual suggests compositions based upon changes in trees1 dissemination of seeds1 migration of birds1 snow1 ice1 clouds1 trees1 leaves1 and flowers4 ,this type of composition program under present conditions cannot be a vital one4 ,elementary science is not taught in the schools of ,cleveland2 and so the subject matter of these topics is not developed4 ,further1 it is the world of human action1 revealed in history1 geography1 travels1 accounts of industry1 commerce1 manufacture1 transportation1 etc41 that possesses the greater value for the purposes of education1 as well as far greater interest for the student4 ,probably little time should be set apart on the program for composition4 ,the expression side of all the school work1 both in the elementary school and in the high school1 should be used to give the necessary practice4 ,the technical matters needed can be taught in occasional periods set aside for that specific purpose4 ,the isolation of the composition work continues through the academic high schools and in considerable degree through the technical high schools also4 ,in the high schools the expression work probably needs to be developed chiefly in the classes in science1 history1 industrial studies1 commercial and industrial geography1 physics1 etc41 where the students have an abundance of things to discuss4 ,probably four-fifths of all of the training in ,english expression in the high schools should be accomplished in connection with the oral and written work of the other subjects4 ,,mathematics ,to arithmetic1 the ,cleveland schools are devoting a somewhat larger proportion of time than the average of cities4 ,,table #g4--,,time ,,given ,,to ,,arithmetic ,hours per year ,per cent of grade time ,grade ---------------------------------------- ------- ,cleveland #ej cities ,cleveland #ej cities ---------------------------------------- ------------------- #a #ch #fj #e4b #f4i #b #acf #if #ae4e #aj4g #c #adb #aca #af4c #ad4d #d #aeb #adi #ag4b #ae4d #e #adb #add #ag4a #ad4i #f #aee #adf #ag4e #ae4j #g #adb #adj #af4a #ad4d #h #aeh #adb #ag4i #ad4a ,total #ajfe #ajjh #ae4e #ac4c ---------------------------------------- ------------------- ,that everybody should be well grounded in the fundamental operations of arithmetic is so obvious as to require no discussion4 ,beyond this point1 however1 difficult problems arise4 ,the probabilities are that the social and vocational conditions of the coming generation will require that everybody be more mathematical-minded than at present4 ,the content of mathematics courses is to be determined by human needs4 ,one of the fundamental needs of the age upon which we are now entering is accurate quantitative thinking in the fields of one's vocation1 in the supervision of our many co-operative governmental labors1 in our economic thinking with reference to taxation1 expenditures1 insurance1 public utilities1 civic improvements1 pensions1 corporations1 and the multitude of other civic and vocational matters4 ,just as the thought involved in physics1 astronomy1 or engineering needs to be put in mathematical terms in order that it may be used effectively1 so must it be with effective vocational1 civic1 and economic thinking in general4 ,our chief need is not so much the ability to do calculations as it is the ability to think in figures and the habit of thinking in figures4 ,calculations1 while indispensable1 are incidental to more important matters4 ,naturally before one is prepared to use mathematical forms of thought in considering the many social and vocational problems1 he must have mastered the fundamentals4 ,the elementary school1 at as early an age as practicable1 should certainly give the necessary preliminary knowledge of and practice in the fundamental operations of arithmetic4 ,this should be done with a high degree of thoroughness1 but it should always be kept in mind that this is only a preliminary mastery of the alphabet of mathematical thinking4 ,the other part of our problem is a development of the quantitative aspects of the vocational1 economic1 and civic subjects4 ,one finds clear recognition of this in ,cleveland in the new arithmetic manual4 ,the following quotations are typical3 ,the important problem of the seventh and eighth grades is to enable the pupils to understand and deal intelligently with the most important social institutions with which arithmetical processes are associated4 ,in discussing the teaching of the mathematical aspect of insurance1 we find this statement3 ,owing to the important place this subject holds in life1 we should emphasize its informational value rather than its mathematical content4 ,under taxation and revenue3 ,if the general features of this subject are presented from the standpoint of civics1 the pupils should have no difficulty in solving the problems as no new principle is introduced4 ,under stocks and bonds3 ,pupils should be taught to know what a corporation is1 its chief officers1 how it is organized1 what stocks and bonds are1 and how dividends are declared and paid1 in so far as such knowledge is needed by the general public4 ,these statements indicate a recognition of the most important principle that should control in the development of all of the mathematics1 elementary and secondary1 beyond the preliminary training needed for accuracy and rapidity in the fundamental operations4 ,when this principle is carried through to its logical conclusion1 it will be observed that most of these developments will not take place within the arithmetic class1 but in the various other subjects4 ,arithmetic teaching1 like the teaching of penmanship1 etc41 is for the purpose of giving tools that are to be used in matters that lie beyond4 ,the full development will take place within these various other fields4 ,for the present1 it probably will be well for the schools to develop the matters both within the arithmetic classes and in the other classes4 ,neither being complete at present1 each will tend to complete the other4 ,on the side of the preliminary training in the fundamental operations1 the present arithmetic course of study is on the whole of a superior character4 ,it provides for much drill1 and for a great variety of drill4 ,it emphasizes rapidity1 accuracy1 and the confidence that comes to pupils from checking up their results4 ,it holds fast to fundamentals1 dispensing with most of the things of little practical use4 ,it provides easy advances from the simple to the complicated4 ,the field of number is explored in a great variety of directions so that pupils are made to feel at home in the subject4 ,one large defect is the lack of printed exercise materials1 the use of which would result in greatly increased effectiveness4 ,such printed materials ought to be furnished in great abundance4 ,,algebra ,in the report of the ,educational ,commission of ,cleveland1 #aijf1 we find the following very significant sentences relative to the course of study for the proposed high school of commerce3 ,an entirely new course of study should be made out for this school4 ,subjects which have been considered necessary in a high school1 because they tend to develop the mind1 should not for this reason only be placed in a commercial course4 ,subjects should not be given because they strengthen the mind1 but the subjects which are necessary in this course should be given in such a way as to strengthen the mind4 ,the mathematics in this school should consist of business arithmetic and mensuration4 ,we can see no reason for giving these students either algebra or geometry4 ,but they should be taught short and practical methods of working business problems4 ,we find here a recommendation since carried out that indicates a clear recognition of the principle of adaptation of the course of study to actual needs4 ,carried out to its logical conclusion1 and applied to the entire city system1 it raises questions as to the advisability of requiring algebra of girls in any of the high school courses2 or of requiring it of that large number of boys looking forward to vocations that do not involve the generalized mathematics of algebra4 ,now either the commercial students do need algebra or a large proportion of these others do not need it4 ,it seems advisable here to do nothing more than to present the question as one which the city needs to investigate4 ,the present practice1 in ,cleveland as elsewhere1 reveals inconsistency4 ,in one or the other of the schools a wrong course is probably being followed4 ,the current tendency in public education is toward agreement with the principle enunciated by the ,cleveland ,educational ,commission1 and toward a growing and consistent application of it4 ,differentiation in the mathematics of different classes of pupils is necessary4 ,the public schools ought to give the same mathematics to all up to that level where the need is common to all4 ,beyond that point1 mathematics needs to be adapted to the probable future activities of the individual4 ,there are those who will need to reach the higher levels of mathematical ability4 ,others will have no such need4 ,there is a growing belief that even for those who are in need of algebra the subject is not at present organized in desirable ways4 ,it is thought that1 on the one hand1 it should be knit up in far larger measure with practical matters1 and on the other1 it should be developed in connection with geometry and trigonometry4 ,the technical high schools of ,cleveland have adopted this form of organization4 ,their mathematics is probably greatly in advance of that of the academic schools4 ,,geometry ,form study should begin in the kindergarten1 and it should develop through the grades and high school in ways similar to the arithmetic1 and in conjunction with the arithmetic1 drawing1 and construction work4 ,since geometrical forms involve numerical relations1 they supply good materials to use in making number relations concrete and clear4 ,this is now done in developing ideas of fractions1 multiplication1 division1 ratio1 per cent1 etc4 ,it should be done much more fully and variously than at present and for the double purpose of practising the form-ideas as well as the number-ideas4 ,arithmetic study and form-study can well grow up together1 gradually merging into the combined algebra and geometry so far as students need to reach the higher levels of mathematical generalization4 ,at the same time that this is being developed in the mathematics classes1 development should also be going on in the classes of drawing1 design1 and construction4 ,the alphabet of form-study will thus be taught in several of the studies4 ,the application will be made in practical design1 in mechanical and free-hand drawing1 in constructive labor1 in the graphical representation of social1 economic1 and other facts of life4 ,the application comes not so much in the development of practical problems in the mathematics classes as in the development of the form aspect of those other activities that involve form4 ,we have here pointed to what appears to be in progressive schools a growing program of work4 ,everywhere it is yet somewhat vague and inchoate4 ,in connection with the arithmetic1 the drawing1 the construction and art work1 and the mathematics of the technical high schools1 it appears to be developing in ,cleveland in a vigorous and healthy manner4 ,,history ,the curriculum makers for elementary education do not seem to have placed a high valuation upon history4 ,apparently it has not been considered an essential study of high worth1 like reading1 writing1 spelling1 grammar1 and arithmetic4 ,to history are allotted but #bij hours in ,cleveland1 as against #dif hours in the average of #ej progressive ,american cities4 ,this discrepancy should give the city pause and concern4 ,if a mistake is being made1 it is more likely to be on the part of an individual city than upon that of #ej cities4 ,the probability is that ,cleveland is giving too little time to this subject4 ,,table #h4--,,time ,,given ,,to ,,history ,hours per year ,per cent of grade time ,grade ---------------------------------------- ------- ,cleveland #ej cities ,cleveland #ej cities ---------------------------------------- ------------------- #a #j #bg #j4j #c4a #b #j #ca #j4j #c4d #c #ai #ce #b4a #c4h #d #be #eg #b4i #e4h #e #be #fg #b4i #f4i #f #ea #ga #e4g #g4c #g #he #ia #i4g #i4b #h #he #aag #i4g #aa4f ,total #bij #dif #d4b #f4e ---------------------------------------- ------------------- ,the treatment in the course of study manual indicates that it is a neglected subject4 ,of the #ajh pages1 it receives an aggregate of less than two4 ,the perfunctory assignment of work for the seventh grade is typical3 ,,united ,,states ,,history ,b ,assignment4 ,mace's ,history1 pp4 #a-abd inclusive4 ,questions and suggested collateral reading found in ,appendix may be used as teacher directs4 ,a ,assignment4 ,mace's ,history1 pp4 #abe-aig4 ,make use of questions and suggested collateral reading at your own option4 ,for fifth and sixth grades there is assigned a small history text of #bjj pages for one or two lessons per week4 ,the two years of the seventh and eighth grades are devoted to the mastery of about #ejj pages of text4 ,while there is incidental reference to collateral reading1 as a matter of fact the schools are not supplied with the necessary materials for this collateral reading in the grammar grades4 ,the true character of the work is really indicated by the last sentence of the eighth-grade history assignment3 ,the text of our book should be thoroughly mastered4 ,in discussing the situation1 the first thing to which we must call attention is the great value of history for an understanding of the multitude of complicated social problems met with by all people in a democracy4 ,in a country where all people are the rulers1 all need a good understanding of the social1 political1 economic1 industrial1 and other problems with which we are continually confronted4 ,it is true the thing needed is an understanding of present conditions1 but there is no better key to a right understanding of our present conditions than history furnishes4 ,one comes to understand a present situation by observing how it has come to be4 ,history is one of the most important methods of social analysis4 ,the history should be so taught that it will have a demonstrably practical purpose4 ,in drawing up courses of study in the subject for the grammar grades and the high school1 the first task should be an analysis of present-day social conditions1 the proper understanding of which requires historical background4 ,once having discovered the list of social topics1 it is possible to find historical readings which will show how present conditions have grown up out of earlier ones4 ,looked at from a practical point of view1 the history should be developed on the basis of topics1 a great abundance of reading being provided for each of the topics4 ,we have in mind such topics as the following3 ,sociological ,aspects of ,war ,territorial ,expansion ,race ,problems ,tariff and ,free ,trade ,transportation ,money ,systems ,our ,insular ,possessions ,growth of ,population ,trusts ,banks and ,banking ,immigration ,capital and ,labor ,education ,inventions ,suffrage ,centralization of ,government ,strikes and ,lockouts ,panics and ,business ,depressions ,commerce ,taxation ,manufacturing ,labor ,unions ,foreign ,commerce ,agriculture ,postal ,service ,army ,government ,control of ,corporations ,municipal ,government ,navy ,factory ,labor ,wages ,courts of ,law ,charities ,crime ,fire ,protection ,roads and ,road ,transportation ,newspapers and ,magazines ,national ,defense ,conservation of ,natural ,resources ,liquor ,problems ,parks and ,playgrounds ,housing ,conditions ,mining ,health1 ,sanitation1 etc4 ,pensions ,unemployment ,child ,labor ,women in ,industry ,cost of ,living ,pure ,food ,control ,savings ,banks ,water ,supply of ,cities ,prisons ,recreations and ,amusements ,co-operative ,buying and ,selling ,insurance ,hospitals ,after drawing up such lists of topics for study1 they should be assigned to grammar grades and high school according to the degree of maturity necessary for their comprehension4 ,naturally as much as possible should be covered in the grammar grades4 ,such as cannot be covered there should be covered as early as practicable in the high school1 since so large a number of students drop out1 and all need the work4 ,of course1 this would involve a radical revision of the high school courses in history4 ,it is not here recommended that any such changes be attempted abruptly4 ,there are too many other conditions that require readjustment at the same time4 ,it must all be a gradual growth4 ,naturally1 students must have some familiarity with the general time relations of history and the general chronological movements of affairs before they can understand the more or less specialized treatment of individual topics4 ,preliminary studies are therefore both necessary and desirable in the intermediate and grammar grades for the purpose of giving the general background4 ,during these grades a great wealth of historical materials should be stored up4 ,pupils should acquire much familiarity with the history of the ancient oriental nations1 ,judea1 ,greece1 ,rome1 the states of modern ,europe and ,america4 ,the purpose should be to give a general1 and in the beginning a relatively superficial1 overview of the world's history for the sake of perspective4 ,the reading should be biographical1 anecdotal1 thrilling dramas of human achievement1 rich with human interest4 ,it should be at every stage of the work on the level with the understanding and degree of maturity of the pupils1 so that much reading can be covered rapidly4 ,given the proper conditions--chiefly an abundance of the proper books supplied in sets large enough for classes--pupils can cover a large amount of ground1 obtain a wealth of historical experience1 and acquire a great quantity of useful information1 the main outlines of which are remembered without much difficulty4 ,they can in this manner lay a broad historical foundation for the study of the social topics that should begin by the seventh grade and continue throughout the high school4 ,the textbooks of the present type can be employed as a part of this preliminary training4 ,read in their entirety and read rapidly1 they give one that perspective which comes from a comprehensive view of the entire field4 ,but they are too brief1 abstract1 and barren to afford valuable concrete historical experience4 ,they are excellent reference books for gaining and keeping historical perspective4 ,reading of the character that we have here called preliminary should not cease as the other historical studies are taken up4 ,the general studies should certainly continue for some portion of the time through the grammar grades and high school1 but it probably should be mainly supervised reading of interesting materials rather than recitation and examination work4 ,we would recommend that the high schools give careful attention to the recommendation of the ,national ,education ,association ,committee on the ,reorganization of the ,secondary ,course of ,study in ,history4 ,,civics ,civic training scarcely finds a place upon the elementary school program4 ,the manual suggests that one-quarter of the history time--#aj to #bj minutes per week--in the fifth and sixth grades should be given to a discussion of such civic topics as the department of public service1 street cleaning1 garbage disposal1 health and sanitation1 the city water supply1 the mayor and the council1 the treasurer1 and the auditor4 ,the topics are important1 but the time allowed is inadequate and the pupils of these grades are so immature that no final treatment of such complicated matters is possible4 ,for seventh and eighth grades1 the manual makes no reference to civics4 ,this is the more surprising because ,cleveland is a city in which there has been no end of civic discussion and progressive human-welfare effort4 ,the extraordinary value of civic education in the elementary school1 as a means of furthering civic welfare1 should have received more decided recognition4 ,the elementary teachers and principals of ,cleveland might profitably make such a civic survey as that made in ,cincinnati as the method of discovering the topics that should enter into a grammar grade course4 ,the heavy emphasis upon this subject should be reserved for the later grades of the elementary school4 ,in the high schools1 a little is being accomplished4 ,in the academic high schools1 those who take the classical course receive no civics whatever4 ,it is not even elective for them4 ,those who take the scientific or ,english courses may take civics as a half-year elective4 ,in the technical high schools it is required of all for a half-year4 ,the course is offered only in the senior year1 except in the ,high ,school of ,commerce1 where it is offered in the third4 ,as a result of these various circumstances1 the majority of students who enter and complete the course in the high schools of ,cleveland receive no civic training whatever--not even the inadequate half-year of work that is available for a few4 ,whether the deficiencies here pointed out are serious or not depends in large measure upon the character of the other social subjects1 such as history and geography4 ,if these are developed in full and concrete ways1 they illumine large numbers of our difficult social problems4 ,it is probable that the larger part of the informational portions of civic training should be imparted through these other social subjects4 ,whether very much of this is actually done at present is doubtful2 for the history teaching1 as has already been noted1 is much underdeveloped1 and while somewhat further advanced1 geography work is still far from adequate at the time this report is written4 ,,geography ,geography in ,cleveland is given the customary amount of time1 though it is distributed over the grades in a somewhat unusual way4 ,it is exceptionally heavy in the intermediate grades and correspondingly light in the grammar grades4 ,as geography1 like all other subjects1 is more and more humanized and socialized in its reference1 much more time will be called for in the last two grammar grades4 ,,table #i4---,,time ,,given ,,to ,,geography ,hours per year ,per cent of grade time ,grade ---------------------------------------- ------- ,cleveland #ej cities ,cleveland #ej cities ---------------------------------------- ------------------- #a #j #af #j4j #a4h #b #j #g #j4j #j4h #c #bh #ej #c4b #e4d #d #aja #hc #aa4d #h4e #e #abe #ajb #ad4c #aa4b #f #abe #ajg #ad4c #aa4j #g #eg #ih #f4d #i4i #h #eg #gf #f4d #g4f ,total #dic #eci #g4b #g4a ---------------------------------------- ------------------- ,as laid out in the manual now superseded1 and as observed in the regular classrooms1 the work has been forbiddingly formal4 ,in the main it has consisted of the teacher assigning to the pupils a certain number of paragraphs or pages in the textbook as the next lesson1 and then questioning them next day to ascertain how much of this printed material they have remembered and how well4 ,it has not consisted of stimulating and guiding the children toward intelligent inquisitiveness and inquiring interest as to the world1 and the skies above1 and waters round about1 and the conditions of nature that limit and shape the development of mankind4 ,that the latter is the proper end of geographical teaching is being recognized in developing the new course of study in this subject4 ,industries1 commerce1 agriculture1 and modes of living are becoming the centers about which geographic thought and experience are gathered4 ,the best work now being done here is thoroughly modern4 ,unfortunately it is not yet great in amount in even the best of the schools1 still less in the majority4 ,but the direction of progress is unmistakable and unquestionably correct4 ,as in the reading1 so in geography1 right development of the course of study must depend in large measure upon the material equipment that is at the same time provided4 ,it sounds like a legitimate evasion to say that education is a spiritual process1 and that good teachers and willing1 obedient1 and industrious pupils are about all that is required4 ,as a matter of fact1 just as modern business has found it necessary to install one-hundred-dollar typewriters to take the place of the penny quill pens1 so must education1 to be efficient1 develop and employ the elaborate tools needed by new and complex modern conditions1 and set aside the tools that were adequate in a simpler age4 ,the proper teaching of geography requires an abundance of reading materials of the type that will permit pupils to enter vividly into the varied experience of all classes of people in all parts of the world4 ,in the supplementary books now furnished the schools1 only a beginning has been made4 ,the schools need #aj times as much geographical reading as that now found in the best equipped school4 ,it would be well to drop the term supplementary4 ,this reading should be the basic geographic experience1 the fundamental instrument of the teaching4 ,all else is supplementary4 ,the textbook then becomes a reference book of maps1 charts1 summaries1 and a treatment for the sake of perspective4 ,maps1 globes1 pictures1 stereoscopes1 stereopticon1 moving-picture machine1 models1 diagrams1 and museum materials1 are all for the purpose of developing ideas and imagery of details4 ,the reading should become and remain fundamental and central4 ,the quantity required is so great as to make it necessary for the city to furnish the books4 ,while the various other things enumerated are necessary for complete effectiveness1 many of them could well wait until the reading materials are sufficiently supplied4 ,in the high schools the clear tendency is to introduce more of the industrial and commercial geography and to diminish the time given to the less valuable physiography4 ,the development is not yet vigorous4 ,the high school geography departments1 so far as observed1 have not yet altogether attained the social point of view4 ,but they are moving in that direction4 ,on the one hand1 they now need stimulation2 and on the other1 to be supplied with the more advanced kinds of such material equipment as already suggested for the elementary schools4 ,,drawing ,,and ,,applied ,,art ,the elementary schools are giving the usual proportion of time to drawing and applied art4 ,the time is distributed1 however1 in a somewhat unusual1 but probably justifiable1 manner4 ,whereas the subject usually receives more time in the primary grades than in the grammar grades1 in ,cleveland1 in quite the reverse way1 the subject receives its greatest emphasis in the higher grades4 ,,table #aj4--,,time ,,given ,,to ,,drawing ,hours per year ,per cent of grade time ,grade ---------------------------------------- ------- ,cleveland #ej cities ,cleveland #ej cities ---------------------------------------- ------------------- #a #dg #ih #f4e #aa4c #b #dg #ed #e4c #f4j #c #dg #ef #e4c #f4b #d #dg #ec #e4c #e4e #e #eg #ej #f4d #e4b #f #eg #ej #f4d #e4a #g #eg #ej #f4d #e4j #h #eg #di #f4d #d4i ,total #daf #dfj #f4a #f4a ---------------------------------------- ------------------- ,drawing has been taught in ,cleveland as a regular portion of the curriculum since #ahdi4 ,it has therefore had time for substantial growth2 and it appears to have been successful4 ,recent developments in the main have been wholesome and in line with best modern progress4 ,the course throughout attempts to develop an understanding and appreciation of the principles of graphic art plus ability to use these principles through practical application in constructive activities of an endlessly varied sort4 ,occasionally the work appears falsetto and even sentimental4 ,it is often applied in artificial schoolroom ways to things without significance4 ,general grade teachers cannot be specialists in the multiplicity of things demanded of them2 it is not therefore surprising that they sometimes lack skill1 insight1 ingenuity1 and resourcefulness4 ,too often the teachers do not realize that the study of drawing and design is for the serious purpose of giving to pupils a language and form of thought of the greatest practical significance in our present age4 ,the result is a not infrequent use of schoolroom exercises that do not greatly aid the pupils as they enter the busy world of practical affairs4 ,these shortcomings indicate incompleteness in the development4 ,where the teaching is at its best in both the elementary and high schools of ,cleveland1 the work exhibits balanced understanding and complete modernness4 ,the thing needed is further expansion of the best1 and the extension of this type of work through specially trained departmental teachers to all parts of the city4 ,there should be a larger amount of active co-operation between the teachers of art and design and the teachers of manual training2 also between both sets of teachers and the general community4 ,,manual ,,training ,,and ,,household ,,arts ,in the grammar grades manual and household training receives an average proportion of the time4 ,in the grades before the seventh1 the subject receives considerably less than the usual amount of time4 ,,table #aa4--,,time ,,given ,,to ,,manual ,,training ,hours per year ,per cent of grade time ,grade ---------------------------------------- ----- ,cleveland #ej cities ,cleveland #ej cities ---------------------------------------- ----------- #a #cb #db #d4c #d4h #b #cb #dg #c4e #e4a #c #cb #dj #c4e #d4e #d #cb #de #c4e #d4f #e #ch #ej #d4c #e4b #f #ch #eg #d4c #e4h #g #fc #gb #g4a #g4a #h #fc #gd #g4a #g4d ---------------------------------------- ----------- ,total #ccj #dbg #d4h #e4f ---------------------------------------- ----------- ,it is easy to see the social and educational justification of courses in sewing1 cooking1 household sanitation1 household decoration1 etc41 for the girls4 ,they assist in the training for complicated vocational activities performed in some degree at least by most women4 ,where women are so situated that they do not actually perform them1 they need1 for properly supervising others and for making intelligible and appreciative use of the labors of others1 a considerable understanding of these various matters4 ,where this work for girls is at its best in ,cleveland1 it appears to be of a superior character4 ,those who are in charge of the best are in a position to advise as to further extensions and developments4 ,it is not difficult to discern certain of these4 ,it would appear1 for example1 that sewing should find some place at least in the work of seventh and eighth grades4 ,the girl who does not go on to high school is greatly in need of more advanced training in sewing than can be given in the sixth grade4 ,each building having a household arts room should possess a sewing machine or two1 at the very least4 ,the academic high schools are now planning to offer courses in domestic science4 ,as in the technical high schools1 all of this work should involve as large a degree of normal responsibility as possible4 ,we omit discussion here of the specialized vocational training of women1 since this is handled in other reports of the ,survey4 ,when we turn to the manual training of the boys1 we are confronted with problems of much greater difficulty4 ,women's household occupations1 so far as retained in the home1 are unspecialized4 ,each well-trained household worker does or supervises much the same range of things as every other4 ,to give the entire range of household occupations to all girls is a simple and logical arrangement4 ,but man's labor is greatly specialized throughout4 ,there is no large remnant of unspecialized labor common to all1 as in the case of women4 ,to all girls we give simply this unspecialized remnant1 since it is large and important4 ,but in the case of men the unspecialized field has disappeared4 ,there is nothing of labor to give to boys except that which has become specialized4 ,a fundamental problem arises4 ,shall we give boys access to a variety of specialized occupations so that they may become acquainted1 through responsible performance1 with the wide and diversified field of man's labor8 ,or shall we give them some less specialized sample out of that diversified field so that they may obtain1 through contact and experience1 some knowledge of the things that make up the world of productive labor8 ,cleveland's reply1 to judge from actual practices1 is that a single sample will be sufficient for all except those who attend technical and special schools4 ,the city has therefore chosen joinery and cabinet-making as this sample4 ,in the fifth and sixth grades work begins in simple knife-work for an hour a week under the direction of women teachers4 ,in the seventh and eighth grades it becomes benchwork for an hour and a half per week1 and is taught by a special manual training teacher1 always a man4 ,in the academic high schools the courses in joinery and cabinet-making bring the pupils to greater proficiency1 but do not greatly extend the course in width4 ,much of this work is of a rather formal character1 apparently looking toward that manual discipline formerly called training of eye and hand1 instead of consciously answering to the demands of social purposes4 ,the regular teachers look upon the fifth and sixth grade sloyd99sic which they teach with no great enthusiasm4 ,seventh and eighth grade teachers do not greatly value the work4 ,the household arts courses for the girls have social purposes in view4 ,as a result they are kept vitalized1 and are growing increasingly vital in the work of the city4 ,is it not possible also to vitalize the manual training of the boys--unspecialized pre-vocational training1 we ought to call it--by giving it social purpose8 ,the principal of one of the academic high schools emphasized in conversation the value of manual training for vocational guidance--a social purpose4 ,it permitted boys1 he said1 to try themselves out and to find their vocational tastes and aptitudes4 ,the purpose is undoubtedly a valid one4 ,the limitation of the method is that joinery and cabinet-making cannot help a boy to try himself out for metal work1 printing1 gardening1 tailoring1 or commercial work4 ,if vocational guidance is to be a controlling social purpose1 the manual training work will have to be made more diversified so that one can try out his tastes and abilities in a number of lines4 ,and1 moreover1 each kind of work must be kept as much like responsible work out in the world as possible4 ,in keeping work normal1 the main thing is that the pupils bear actual responsibility for the doing of actual work4 ,this is rather difficult to arrange2 but it is necessary before the activities can be lifted above the level of the usual manual training shop4 ,the earliest stages of the training will naturally be upon what is little more than a play level4 ,it is well for schools to give free rein to the constructive instinct and to provide the fullest and widest possible opportunities for its exercise4 ,but if boys are to try out their aptitudes for work and their ability to bear responsibility in work1 then they must try themselves out on the work level4 ,let the manual training actually look toward vocational guidance2 the social purpose involved will vitalize the work4 ,there is a still more comprehensive social purpose which the city should consider4 ,owing to the interdependence of human affairs1 men need to be broadly informed as to the great world of productive labor4 ,most of our civic and social problems are at bottom industrial problems4 ,just as we use industrial history and industrial geography as means of giving youth a wide vision of the fields of man's work1 so must we also use actual practical activities as means of making him familiar in a concrete way with materials and processes in their details1 with the nature of work1 and with the nature of responsibility4 ,on the play level1 therefore1 constructive activities should be richly diversified4 ,this diversity of opportunity should continue to the work level4 ,one cannot really know the nature of work or of work responsibility except as it is learned through experience4 ,let the manual training adopt the social purpose here mentioned1 provide the opportunities1 means1 and processes that it demands1 and the work will be wondrously vitalized4 ,it is well to mention that the program suggested is a complicated one on the side of its theory and a difficult one on the side of its practice4 ,in the planning it is well to look to the whole program4 ,in the work itself it is well to remember that one step at a time1 and that secure1 is a good way to avoid stumbling4 ,printing and gardening are two things that might well be added to the manual training program4 ,both are already in the schools in some degree4 ,they might well be considered as desirable portions of the manual training of all4 ,they lend themselves rather easily to responsible performance on the work level4 ,there are innumerable things that a school can print for use in its work4 ,in so doing1 pupils can be given something other than play4 ,also in the home gardening1 supervised for educational purposes1 it is possible to introduce normal work-motives4 ,by the time the city has developed these two things it will have at the same time developed the insight necessary for attacking more difficult problems4 ,,elementary ,,science ,this subject finds no place upon the program4 ,no elaborate argument should be required to convince the authorities in charge of the school system of a modern city like ,cleveland that in this ultra-scientific age the children who do not go beyond the elementary school--and they constitute a majority--need to possess a working knowledge of the rudiments of science if they are to make their lives effective4 ,the future citizens of ,cleveland need to know something about electricity1 heat1 expansion and contraction of gases and solids1 the mechanics of machines1 distillation1 common chemical reactions and a host of other things about science that are bound to come up in the day's work in their various activities4 ,considered from the practical standpoint of actual human needs1 the present almost complete neglect of elementary science is indefensible4 ,the minute amount of such teaching now introduced in the language lessons for composition purposes is so small as to be almost negligible4 ,the topics are not chosen for their bearing upon human needs4 ,there is no laboratory work4 ,naturally much of the elementary science to be taught should be introduced in connection with practical situations in kitchen1 school garden1 shop1 sanitation1 etc4 ,certainly the applied science should be as full as possible4 ,but preliminary to this there ought to be systematic presentation of the elements of various sciences in rapid ways for overview and perspective4 ,to try to teach the elements only incidentally as they are applied is to fail to see them in their relations1 and therefore to fail in understanding them4 ,intensive studies by way of filling in the details may well be in part incidental4 ,but systematic superficial introductory work is needed by way of giving pupils their bearings in the various fields of science4 ,the term superficial is used advisedly4 ,there is an introductory stage in the teaching of every such subject when the work should be superficial and extensive4 ,this stage paves the way for depth and intensity1 which must be reached before education is accomplished4 ,,high ,,school ,,science ,having no elementary science in the grades1 one naturally expects to find in the high school a good introductory course in general science1 similar in organization to that suggested for the elementary stage4 ,but nowhere is there anything that even remotely suggests such a course4 ,students who take the classical course get their first glimpse of modern science in the third or fourth high school year1 when they have an opportunity to elect a course in physics or chemistry of the usual traditional stamp4 ,no opportunity is given them for so much as a glimpse of the world's biological background4 ,those who take the scientific or ,english course have access to physical geography and to an anemic biological course entitled1 ,physiology and ,botany1 which few take4 ,students of the ,high ,school of ,commerce have their first contacts with modern science in a required course in chemistry in the third year1 and elective physics in the fourth year4 ,in the technical high schools the first science for the boys is systematic chemistry in the second year and physics in the third4 ,they have no opportunity of contact with any biological science4 ,the girls have botany and physiology in their first year4 ,the city needs to organize preliminary work in general science for the purpose of paving the way to the more intensive science work of the later years4 ,a portion of this should be found in the elementary school and taught by departmental science teachers2 and a portion in the first year of the high school4 ,as junior high schools are developed1 most of this work should be included in their courses4 ,as to the later organization of the work1 the two technical high schools clearly indicate the modern trend of relating the science teaching to practical labors4 ,what is needed is a wider expansion of this phase of the work without losing sight of the need at the same time for a systematic and general teaching of the sciences4 ,it is a difficult task to make the science teaching vital and modern for the academic high schools1 since they have so few contacts with the practical labors of the world4 ,cleveland needs to see its schools more as a part of the world of affairs1 and not so much as a hothouse nursery isolated from the world and its vital interests4 ,,physiology ,,and ,,hygiene ,teaching in matters pertaining to health is given but a meagre amount of time in the elementary schools4 ,while the school program shows one #ae-minute period each week in the first four grades1 and one #cj-minute period each week in the four upper grades1 it appears that in actual practice the subject receives even less time than this4 ,in the attempt to observe the class work in physiology and hygiene1 a member of the ,survey staff went on one day to four different classrooms at the hour scheduled on the program4 ,in two cases the time was given over to grammar1 in one to arithmetic1 and in one to music4 ,this represents practice that is not unusual4 ,the subject gets pushed off the program by one of the so-called essentials4 ,it is difficult to see why health-training is not an essential4 ,in a letter to the ,school ,board1 ,february #h1 #aiae1 ,superintendent ,frederick wrote3 ,the teaching of physiology and hygiene should become a matter of serious moment in our course of study4 ,at present it is not systematically presented in the elementary schools3 and in the high schools it is an elective study only in the senior year4 ,my judgment is that it should become a definite part of the program1 as a required study in the seventh and eighth grades4 ,the small nominal amount of time as compared with the time usually expended is partially shown in ,table #ab4 ,professor ,holmes' figures for the #ej cities include elementary science along with the physiology and hygiene4 ,,table #ab4--,,time ,,given ,,to ,,science1 ,,physiology1 ,,hygiene ,hours per year ,per cent of grade time ,grade ---------------------------------------- ----- ,cleveland #ej cities ,cleveland #ej cities ---------------------------------------- ----------- #a #aj #cg #a4c #d4c #b #aj #da #a4a #d4e #c #aj #dj #a4a #d4d #d #aj #cg #a4a #c4h #e #ai #cd #b4a #c4e #f #ai #dj #b4a #d4b #g #ai #de #b4a #d4e #h #ai #eg #b4a #e4g ---------------------------------------- ----------- ,total #aaf #cca #a4g #d4d ---------------------------------------- ----------- ,in addition to the work of the regular teachers in this subject1 a certain amount of instruction is given by the school physicians and nurses4 ,in his report to the ,board1 #aiac1 ,dr4 ,peterson writes3 ,health instruction is given by doctors and nurses in personal talks to pupils1 talks to whole schools1 tooth-brush drills conducted in many schools1 and in visits into the homes by the nurses4 ,conscious effort is continually made by all doctors and nurses to inspire to right living all of the children with whom they come in contact4 ,looking somewhat to the future1 it can be affirmed that the school physicians and nurses are the ones who ought to give the teaching in this subject4 ,after giving the preliminary ideas in the classrooms1 they alone are in position to follow up the various matters and see that the ideas are assimilated through being put into practice both at school and at home4 ,at present1 however1 #af physicians and #bg nurses have #ge1jjj children to inspect1 of whom more than half have defects that require following up4 ,it is a physical impossibility for them to do much teaching until the force of school nurses is greatly increased4 ,for the present certain things may well be done3 #a4 ,a course in hygiene and sanitation1 based upon an abundance of reading1 should be drawn up and taught by the regular teachers in the grammar school grades4 ,this course should be looked upon as merely preliminary to the more substantial portions of education in this field4 ,the physicians and nurses should select the readings and supervise the course to see that the materials are covered conscientiously and not slighted4 #b4 ,the schools should arrange for practical applications of the preparatory knowledge in as many ways as possible4 ,children in relays can look after the ventilation1 temperature1 humidity1 dust1 light1 and other sanitary conditions of school-rooms and grounds4 ,they can make sanitary surveys of their home district2 engage in anti-fly1 anti-mosquito1 anti-dirt1 and other campaigns2 and report--for credit possibly--practical sanitary and hygienic activities carried on outside of school4 ,only as knowledge is put to work is it assimilated and the prime purpose of education accomplished4 #c4 ,the corps of school nurses should be gradually enlarged1 and after a time they can be given any needed training for teaching that will enable them1 as the work is departmentalized in the grammar grades1 to become departmental teachers in this subject for a portion of their time4 ,their follow-up work will always give them their chief educational opportunity2 but to prepare for this the classwork must give some systematized preparatory ideas4 ,in the high schools1 training of boys in hygiene and sanitation is little developed4 ,the only thing offered them is an elective half-year course in physiology in the senior year of the scientific and ,english courses in the academic high schools4 ,in the classical course1 and in the technical and commercial schools1 they have not even this4 ,physiology is required of girls in the technical schools1 and is elective in all but the classical course in the others4 ,while in one or two of the high schools there is training in actual hygiene and sanitation1 in most cases it is physiology and anatomy of a superficial preliminary type which is not put to use and which therefore mostly fails of normal assimilation4 ,the things recommended for the elementary schools need to be carried out in the high schools also4 ,,physical ,,training ,the city gives slightly more than the usual amount of time to physical training in the elementary schools4 ,except for first and second grades1 where a slightly larger amount is set aside for the purpose1 pupils are expected to receive one hour per week4 ,,table #ac4--,,time ,,given ,,to ,,physical ,,training ,hours per year ,per cent of grade time ,grade ---------------------------------------- ----- ,cleveland #ej cities ,cleveland #ej cities ---------------------------------------- ----------- #a #fc #df #h4g #e4d #b #ed #da #f4b #d4e #c #ch #dj #d4d #d4e #d #ch #dj #d4c #d4b #e #ch #ch #d4c #d4j #f #ch #dj #d4c #d4b #g #ch #ch #d4c #c4g #h #ch #ci #d4c #d4j ---------------------------------------- ----------- ,total #cde #cbb #e4j #d4b ---------------------------------------- ----------- ,even though it is a little above the average amount of time1 it is nevertheless too little4 ,a week consists of #afh hours4 ,after deducting #ab hours a day for sleep1 meals1 etc41 there remain #hd hours per week to be used4 ,in a state of nature this was largely used for physical play4 ,under the artificial conditions of modern city life1 the nature of children is not changed4 ,they still need huge amounts of active physical play for wholesome development4 ,most of this they will get away from the school1 but as urban conditions take away proper play opportunities1 the loss in large degree has to be made good by systematic community effort in establishing and maintaining playgrounds and playrooms for #ab months in the year4 ,the school and its immediate environment is the logical place for this development4 ,the course of study lays out a series of obsolescent ,swedish gymnastics for each of the years4 ,the work observed was mechanical1 perfunctory1 and lacking in vitality4 ,sandwiched in between exhausting intellectual drill1 it has the value of giving a little relief and rest4 ,this is good1 but it is not sufficiently positive to be called physical training4 ,very desirable improvements in the course are being advocated by the directors and supervisors of the work4 ,they are recommending1 and introducing where conditions will permit1 the use of games1 athletics1 folk dances1 etc4 ,the movements should be promoted by the city in every possible way4 ,at present the regular teachers as a rule have not the necessary point of view and do not sufficiently value the work4 ,special teachers and play leaders need to be employed4 ,material facilities should be extended and improved4 ,some of the school grounds are too small2 the surfacing is not always well adapted to play2 often apparatus is not supplied2 indoor playrooms are insufficient in number1 etc4 ,these various things need to be supplied before the physical training curriculum can be modernized4 ,in the high schools two periods of physical training per week in academic and commercial schools1 and three or four periods per week in the technical schools1 are prescribed for the first two years of the course4 ,in the last two years it is omitted from the program in all but the ,high ,school of ,commerce1 where it is optional4 ,with one or two exceptions1 the little given is mainly indoor gymnastics of a formal sort owing to the general lack of sufficiently large athletic fields1 tennis courts1 baseball diamonds1 and other necessary facilities4 ,special commendation must be accorded the home-room basis of organizing the athletics of the technical high schools4 ,probably no plan anywhere employed comes nearer to reaching the entire student body in a vital way4 ,with the exceptions referred to1 it seems that the city has not sufficiently considered the indispensable need of huge amounts of physical play on the part of adolescents as the basis of full and life-long physical vitality4 ,high school students represent the best youth of the community4 ,their efficiency is certainly the greatest single asset of the new generation4 ,there are scores of other expensive things that the city can better afford to neglect4 ,the one thing it can least afford to sacrifice on the altar of economy is the vitality of its citizens of tomorrow4 ,,music ,in the elementary schools ,cleveland is giving considerably more than the average amount of time to music4 ,in the high schools1 except for a one-hour optional course in the ,high ,school of ,commerce1 the subject is developed only incidentally and given no credit4 ,it is entirely pertinent to inquire why music should be so important for the grammar school age and then lose all of this importance as soon as the high school is reached4 ,,table #ad4--,,time ,,given ,,to ,,music ,hours per year ,per cent of grade time ,grade ---------------------------------------- ----- ,cleveland #ej cities ,cleveland #ej cities ---------------------------------------- ----------- #a #dg #de #f4e #e4b #b #ed #dh #f4a #e4c #c #ed #dg #f4a #e4a #d #ed #dh #f4a #d4i #e #ea #de #e4g #d4g #f #ea #de #e4g #d4f #g #ea #de #e4g #d4d #h #ea #dd #e4g #d4d ---------------------------------------- ----------- ,total #dac #cfg #f4j #d4h ---------------------------------------- ----------- ,the probability is either that it is over-valued for the elementary school and should receive diminished time2 or it is under-valued for the high school and should be given the dignity and the consideration of a credit course1 as it is in many progressive high schools4 ,it cannot be urged that the subject is finished in the elementary schools4 ,pupils in fact receive only an introductory training in vocal music4 ,the whole field of instrumental music remains untouched4 ,it seems the city ought to consider the question of whether the course ought not to be much expanded and continued throughout the high school period as an elective subject4 ,however1 in considering the question it should be kept in mind that there are very many things of more importance and of far more pressing immediate necessity4 ,,foreign ,,languages ,german has long been taught in the elementary schools4 ,until less than #aj years ago it was taught in all grades beginning with the first4 ,more recently it has been confined to the four upper grades4 ,beginning with the present year1 it is taught only in the seventh and eighth grades4 ,the situation is so well presented in the report of the ,educational ,commission of #aijf that further discussion here is unnecessary4 ,they summarize their discussion of the teaching of ,german in the elementary schools as follows3 ,such teaching originated in a nationalistic feeling and demand on the part of ,german immigrants1 and not in any educational or pedagogical necessity4 ,it aimed to induce the children of ,germans to attend the public schools1 where they would learn ,english and be sooner ,americanized4 ,for #ae years now #be years past1 ,german immigration has almost ceased1 and other ,european nationalities1 as the ,bohemians1 ,poles1 and ,italians1 have taken their place numerically4 ,the children of the earlier ,german immigrants are already ,americanized and use the ,english language freely1 and those later born1 of the second and third generations1 no longer need to be taught ,german in the schools beginning at six years of age4 ,it is demonstrated by experience and by abundant testimony that children neither from ,german nor from ,english-speaking families really learn much ,german in the primary and grammar grades1 that is1 from six to #ac years of age4 ,hence the ,commission recommends that the teaching of ,german in these grades be discontinued and that the ,german language be taught only in the high schools4 ,it is admitted that those who begin ,german in the high school1 after the second year1 can keep up with and do as good work in the same classes as those who have had eight years of ,german in the primary and grammar grades and two years in the high schools4 ,the form of argument that once was valid for including ,german in the elementary course of study may now be valid for ,polish1 ,hungarian1 ,bohemian and ,italian1 for the children of the first generation of these nationalities4 ,properly done1 it is a means of preventing the children's drifting from the parental moorings4 ,after the first generation1 it would not be needed4 ,it is impossible1 in the limited space at our disposal1 to discuss comprehensively so complicated a topic as foreign languages in the high school4 ,one group of educators sturdily defends the traditional classical course1 with its great emphasis on ,greek and ,latin1 while another group as urgently insists that if any foreign languages are taught1 they must be the modern ones4 ,these opposing schools of thought are profoundly sincere in their conflicting beliefs4 ,each side is absolutely certain that it is right and is unalterably of the opinion that there is no other side of the question to be even so much as considered4 ,anything that agrees with its own side is based on reason2 anything opposed is but ignorant prejudice4 ,under the circumstances the disinterested outsider may well suspect that where there is so much sincerity and conviction1 there must be much truth on both sides4 ,and undoubtedly this is the case4 ,latin is a living language in our country in that it provides half of our vocabulary4 ,pupils who would know ,english well should have a good knowledge of this living ,latin4 ,if the ,latinists would shift their ground to this living ,latin and provide means of teaching it fully and effectively for modern purposes1 it is possible that the opposing schools of thought might here find common ground upon which all could stand with some degree of comfort and toleration4 ,when ,latin study of the character here suggested is devised1 it ought to be opened up to the students of all courses as an elective1 so that it could be taken by all who wish a full appreciation and understanding of their semi-,latin mother tongue4 ,such a study ought to be required of the clerical students of the ,high ,school of ,commerce4 ,in the meantime1 however1 all will have to wait until the ,latinists have provided the plans and the materials4 ,in the new so-called ,english course in the academic high schools required foreign languages are omitted entirely4 ,in the third and fourth years ,german or ,spanish is made elective4 ,this gives rise to several questions4 ,if the foreign language is studied simply as preparation for the leisure occupation of reading its literature--the only value of the course in the case of most who take it--why should not ,french be elective also8 ,by far the largest of the world's literatures1 outside of the ,english1 is the ,french4 ,the ,spanish has but a small literature2 and while ,germany has excelled in many things1 belles-lettres is not one of them4 ,another question relates to the placing of these electives4 ,if one is to study a foreign language at all1 it is usually thought best to begin earlier than the third year of the high school1 so as to finish these simple matters that can be done by children and gain time in the later years for the more complicated matters that require mature judgment4 ,,differentiation ,,of ,,courses ,courses of training based upon human needs should be diversified where conditions are diversified4 ,uniform courses of study for all schools within a city were justifiable in a former simpler age1 when the schools were caring only for needs that were common to all classes4 ,but as needs have differentiated in our large industrial cities1 courses of training must also become differentiated4 ,in ,cleveland this principle has been recognized in organizing the work of the special schools and classes4 ,for all the regular elementary schools1 however1 a uniform course of study has been used4 ,under the present administration1 principals and teachers are nominally permitted wide latitude in its administration4 ,a large part of this freedom is taken away by two things4 ,one is the use by the city of the plan of leaving textbooks to private purchase4 ,for perfectly obvious reasons1 so long as textbooks are privately purchased1 a uniform series of textbooks must be definitely prescribed for the entire city4 ,uniform textbooks do not necessarily enforce a uniform curriculum4 ,in usual practice1 however1 they do enforce it as completely as a prescribed uniform course of study manual4 ,as the schools of different sections of the city are allowed to experiment and to develop variations from the course of study1 they should be allowed greater freedom in choosing the textbooks that will best serve in teaching their courses4 ,the second condition enforcing a uniform course of study in certain subjects is the use of uniform examinations in those subjects4 ,we would merely suggest here that it is possible to use supervisory examinations without making them uniform for all schools4 ,different types of school may well have different types of examination4 ,different social classes often exist within the same school4 ,administrative limitations probably must prevent the use of more than one course of study in a single elementary school4 ,but as the work of the grammar grades is departmentalized1 and as junior high schools are developed1 it will become possible to offer alternative courses in these grades4 ,those practically certain of going on to higher educational work requiring foreign languages and higher mathematics should probably be permitted to begin these studies by the sixth or seventh grade4 ,on the other hand1 those who are practically certain to drop out of school at the end of the grammar grades or junior high school should have full opportunities for applied science1 applied design1 practical mathematics1 civics1 hygiene1 vocational studies1 etc4 ,when the necessary studies are once organized and departmental work introduced1 it is not difficult to arrange for the necessary differentiation of courses in the same school4 ,finally1 courses of study should provide for children of differing natural ability4 ,extra materials and opportunities should be provided for children of large capacity2 and abbreviated courses for those of less than normal ability4 ,in departmentalized grammar grades and junior high schools this can be taken care of rather easily by permitting the brighter pupils to carry more studies than normal1 and the backward ones a smaller number than normal4 ,under the present elementary school organization with classes so large and with so many things for the teachers to do1 it is practically impossible to effect such desirable differentiations4 ,,summary #a4 ,the fundamental social point of view of this discussion of the courses of study of the ,cleveland schools is that effective teaching is preparation for adult life through participation in the activities of life4 #b4 ,the schools of ,cleveland devote far more time to reading than do those of the average city4 ,in too large measure this time is employed in mastering the mechanics of reading and in the analytical study of the manner in which the words are combined in sentences and the sentences in paragraphs4 ,the main object of the reading should be the mastery of the thought rather than the study of the construction4 ,through it the children should gain life-long habits of exploring1 through reading1 the great fields of history1 industry1 applied science1 life in other lands1 travel1 invention1 biography1 and wholesome fiction4 ,to this end the work should be made more extensive and less intensive4 ,as an indispensable means toward this end the books should be supplied by the schools instead of being purchased by the parents4 #c4 ,the teaching of spelling should aim to give the pupils complete mastery over those words which they need to use in writing and it should instil in them the permanent habit of watching their spelling as they write4 ,drill on lists of isolated words should give way to practice in spelling correctly every word in everything written4 ,the dictionary habit should be cultivated1 and every written lesson should be a spelling lesson4 #d4 ,the time devoted to language1 composition1 and grammar is about the same as in the average city4 ,the chief result of the work as done in ,cleveland is to enable the pupil to recite well on textbook grammar and to pass examinations in the subject4 ,the work in technical grammar should be continued for the purpose of giving the pupils a foundation acquaintance with forms1 terms1 relations1 and grammatical perspective1 but this training need not be so extensive and intensive as at present4 ,the time saved should be given to oral and written expression in connection with the reading of history1 geography1 industrial studies1 civics1 sanitation1 and the like4 ,facility and accuracy in oral and written expression are developed through practice rather than through precept4 ,they are perfected through the conscious and unconscious imitation of good models rather than through the advanced study of technical grammar4 ,only as knowledge is put to work is it really learned or assimilated4 #e4 ,cleveland gives more time to mathematics than does the average city4 ,the content of courses in mathematics is to be determined by human needs4 ,a fundamental need of our scientific age is more accurate quantitative thinking about our vocations1 civic problems1 taxation1 income1 insurance1 expenditures1 public improvements1 and the multitude of other public and private problems involving quantities4 ,we need to think accurately and easily in quantities1 proportions1 forms1 and relationships4 ,arithmetic teaching1 like the teaching of penmanship1 is for the purpose of providing tools to be used in matters that lie beyond4 ,the present course of study is of superior character1 providing for efficient elementary training and dispensing with most of the things of little practical use4 ,the greatest improvement in the work is to be found in its further carrying over into the other fields of school work and in applying it in other classes as well as in the arithmetic class4 ,in the advanced classes mathematics should be differentiated according to the needs of different pupils4 ,algebra should be more closely related to practical matters and developed in connection with geometry and trigonometry4 #f4 ,history receives much less attention in this city than in the average city4 ,the character of the work is really indicated by the last sentence of the eighth-grade history assignment3 ,the text of our book should be thoroughly mastered4 ,the work is too brief1 abstract1 and barren to help the pupils toward an understanding of the social1 political1 economic1 and industrial problems with which we are confronted4 ,it should be amply supplemented by a wide range of reading on social welfare topics4 ,this reading should be biographical1 anecdotal1 thrilling dramas of human achievement1 rich with human interest4 ,it should be at every stage on the level with the understanding and degree of maturity of the pupils so that much reading can be covered rapidly4 #g4 ,in ,cleveland1 where there has been an almost unequalled amount of civic discussion and progressive human-welfare effort1 the teaching of civics in the public schools receives too little attention4 ,it is recommended that the principals and teachers make such a civic survey as that made in ,cincinnati as the method of discovering the topics that should enter into a grammar-grade course4 ,not much civics teaching should be attempted in the intermediate grades1 but it should be given in the higher grades4 #h4 ,a new course of study in geography is now being put into use4 ,the work as laid out in the old manual and as seen in the classrooms has been forbiddingly formal4 ,it has mainly consisted of the teacher assigning to the pupils a certain number of paragraphs or pages in the textbook as the next lesson1 and then questioning them next day to ascertain how much of this printed material they have remembered and how well4 ,the new course of study recognizes1 on the contrary1 that the proper end of geographical teaching is rather to stimulate and guide the children toward an inquiring interest as to how the world is made1 and the skies above1 and the waters round about1 and the conditions of nature that limit and determine in a measure the development of mankind4 ,to attain this ideal will require in every school #aj times as adequate provision of geographical reading and geographical material as is now found in the best equipped school4 #i4 ,drawing and applied art have been taught in ,cleveland since #ahdi4 ,the object of the teaching is to develop an understanding and appreciation of the principles of graphic art and ability to use these principles in practical applications4 ,where this work is done best1 it shows1 in both the elementary and high schools1 balanced understanding and complete modernness4 ,what is needed is extension of this best type of work to all parts of the city through specially trained departmental teachers4 #aj4 ,where teaching of household arts is at its best in ,cleveland1 it is of a superior character and should be extended along lines now being followed4 ,manual training for boys should be extended and broadened with a view to giving the pupils real contact with more types of industry than those represented by the present woodwork4 #aa4 ,elementary science finds no place in the course of study of ,cleveland4 ,the future citizens of ,cleveland will need an understanding of electricity1 heat1 expansion and contraction of gases and solids1 the mechanics of machines1 distillations1 common chemical reactions1 and the multitude of other matters of science met with daily in their activities4 ,the schools should help supply this need4 #ab4 ,teaching in matters pertaining to health is assigned little time in the elementary schools1 and the time that is assigned to it is frequently given to something else4 ,the subject gets pushed off the program by one of the so-called essentials4 ,a course in hygiene should be drawn up1 and practical applications of the work should be arranged through having pupils look after the sanitary conditions of rooms and grounds4 ,the school doctors and nurses should help in this teaching and practice4 #ac4 ,physical training is given about as much time as in the average city1 but without adequate facilities for outdoor and indoor plays and games4 ,at present the work is too largely of the formal gymnastic type4 ,desirable improvements in the course are being advocated by the directors and supervisors of the work4 ,they are recommending and introducing1 where conditions will permit1 the use of games1 athletics1 folk dances1 and the like4 ,the movement should be promoted in every possible way4 #ad4 ,in the elementary schools ,cleveland gives more than the average amount of time to music1 but in the high schools the subject is developed only incidentally and is given no credit4 ,it is a question whether this arrangement is the right one1 and in considering possible extensions it should be remembered that there are other subjects of far more pressing immediate necessity4 #ae4 ,it is impossible in this brief report to discuss adequately so complicated a matter as that of the teaching of foreign languages in the high schools1 but some of the most important of the questions at issue have been indicated as matters which the school authorities should continue to study until satisfactory solutions are reached4 #af4 ,where school work in ,cleveland is backward1 it is because it has not yet taken on the social point of view4 ,where it is progressive1 it is being developed on the basis of human needs4 ,there is much of both kinds of work in ,cleveland4 #ag4 ,in a city with a population so diversified as is that of ,cleveland1 progress should be made steadily and consciously away from city-wide uniformity in courses of study and methods of teaching4 ,there should be progressive differentiation of courses to meet the widely varying needs of the different sorts of children in different sections of the city4 ,,cleveland ,,education ,,survey ,,reports ,these reports can be secured from the ,survey ,committee of the ,cleveland ,foundation1 ,cleveland1 ,ohio4 ,they will be sent postpaid for #be cents per volume with the exception of ,measuring the ,work of the ,public ,schools by ,judd1 ,the ,cleveland ,school ,survey by ,ayres1 and ,wage ,earning and ,education by ,lutz4 ,these three volumes will be sent for #ej cents each4 ,all of these reports may be secured at the same rates from the ,division of ,education of the ,russell ,sage ,foundation1 ,new ,york ,city4 ,child ,accounting in the ,public ,schools--,ayres4 ,educational ,extension--,perry4 ,education through ,recreation--,johnson4 ,financing the ,public ,schools--,clark4 ,health ,work in the ,public ,schools--,ayres4 ,household ,arts and ,school ,lunches--,boughton4 ,measuring the ,work of the ,public ,schools--,judd4 ,overcrowded ,schools and the ,platoon ,plan--,hartwell4 ,school ,buildings and ,equipment--,ayres4 ,schools and ,classes for ,exceptional ,children--,mitchell4 ,school ,organization and ,administration--,ayres4 ,the ,public ,library and the ,public ,schools--,ayres and ,mc,kinnie4 ,the ,school and the ,immigrant--,miller4 ,the ,teaching ,staff--,jessup4 ,what the ,schools ,teach and ,might ,teach--,bobbitt4 ,the ,cleveland ,school ,survey 7,summary7--,ayres4 99 99 99 99 99 ,boys and ,girls in ,commercial ,work--,stevens4 ,department ,store ,occupations--,o',leary4 ,dressmaking and ,millinery--,bryner4 ,railroad and ,street ,transportation--,fleming4 ,the ,building ,trades--,shaw4 ,the ,garment ,trades--,bryner4 ,the ,metal ,trades--,lutz4 ,the ,printing ,trades--,shaw4 ,wage ,earning and ,education 7,summary7--,lutz4